Unit 8: A Champion Athlete Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a biography. • Audio player and speakers CB pp92–94 1. C omprehension CB p95 Strategies for the Theme • Read aloud a biography with proper pronunciation, Success 5 Unit 4 pp41–43 voice modulation and intonation. 2. A lpha Grammar Reading • Understand the meaning of the biography by and Composition 5 p144 answering questions. 3. Alpha Grammar Reading for and Composition 4 Unit 9 pp93–95 Understanding 2 Reading • Read silently to understand the biography. Comprehension • Answer questions at different comprehension levels. • Sequence events correctly. 3 Vocabulary • Develop vocabulary related to sports and games. CB p96 *WB p40 4 Grammar • Understand the use of so . . . that and CB p97 *WB p41 such . . . that. CB p98 *WB p42 5 • Form negative sentences. CB p99 Related children’s 6 Spelling • Recognise the long vowel ear sound. books from Scholastic • Spell words with the long vowel ear sound correctly. 1. Triumph over Despair by 7 Listening • Listen to sequence correctly. • Audio player and speakers CB p100 Alexander CB pp100–101 Kucherov from Speaking • Respond politely to requests. CB pp101–102 Scholastic Active English Literature 8 Writing • Understand how to write steps in a process using CB pp101–102 Reader 5 pp26–28 *WB pp43–44 appropriate transition words. CB p103 9 • Write steps to describe a process using appropriate transition words. 10 Project Work • Work in a group. • Sheet of chart paper, pictures, glue stick, coloured • Research to find information on a game or sport. pens (by students) *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Unit 8: A Champion Athlete Coursebook Coursebook Period 1 Coursebook p94 Introducing the Theme CB pages 92–94 1. As a warm-up, ask students: • Are all athletes champions? What qualities make a champion? 2. Before you read: Ask the questions and encourage students to answer. Accept personal points of view. 3. Play the audio. Ask students to close their eyes as they listen to the audio of the biography and visualise the scenes. Reading Aloud 1. Have students read aloud the biography in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Tell students that when a writer writes about the life of another person, it is called a biography. Read each paragraph and explain its meaning. • Paragraphs 1 and 2—Ask the while-reading question. Then, ask: How do you know that Usain Bolt showed signs of being an athlete in his childhood? • Paragraph 3—Ask: How did Bolt enter the field of athletics? • Paragraphs 4 and 5—Ask: What were Bolt’s early achievements? Then, ask the while-reading question. • Paragraph 6—Ask: Why did Bolt miss the “Jamaican party”? How many times did he suffer hamstring injuries? • Paragraph 7—Ask: Why does the author call 2007 a “landmark year” for Bolt? Explain that the word “landmark” means “important” in this context. • Paragraph 8 —Ask: What “fairy tale” is the author referring to? Do you agree with the author? Why? Then, ask the while-reading question. • Paragraph 9—Ask: What were Bolt’s achievements at the IAAF World T&F Championships? How many medals did he win from 2008 to 2011? • Paragraphs 10—Ask: What record does Bolt hold? The author says “Over the years, he has consistently broken and set records”. What does this say about Bolt? 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
• Paragraph 11 and 12— Ask the while-reading Coursebook question. Then, ask: Who is a legend? (Explain that in this context “legend” means Coursebook “an extremely famous person in a particular field”. Point out that “legend” also means “a Answers CB page 95 traditional story”.) A. 1. Bolt’s coaches wanted him to concentrate Why does the author call Bolt a legend? on track and field because he was a very fast Then, ask the while-reading question. runner. Finally, ask: What is Bolt’s signature style of 2. B olt has a signature style of celebrating his wins. He makes a gesture with a finger on his celebration? lips and the “lightning bolt” pose. • Paragraph 13—Ask: What made Usain Bolt a 101 successful athlete? 2. After you read: Encourage students to think from the point of view of an athlete. Invite them to express their thoughts freely. 3. As a wrap-up activity, ask: • How old is Usain Bolt now? Do you think he has achieved a lot at his age? Why? Period 2 Reading Comprehension CB page 95 1. Ask students the following questions to recap learning: • Though Usain Bolt had natural talent, he worked hard to achieve success. How can you prove the statement? 2. Ask students to read the biography silently. 3. The comprehension skill focus in this unit is Sequencing. Highlight to students that in order to understand what they read, they must understand the correct order in which events happened. Tell them to read the text carefully and then decide the correct order in which events took place. They can also look for words like first, then and finally to understand the correct sequence of events. 4. Discuss the questions in Exercise A before asking students to write the answers. Ensure that students have written correct answers. 5. For Exercise B, ask students to number the sentences in the order that they happened and peer- check the answers. 6. As a wrap-up activity, draw the timeline given below. Ask students to complete it with information from the text. 1986 2002 2004 2007 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
3. T he “Jamaican party” was called so because Coursebook Jamaican athletes won all the sprint events at the 2006 Commonwealth Games in Australia. Workbook 4. S uggested answer: Bolt is called a legend in the Answers CB page 96 world of sports because of his achievements. He has 1.-e. 3.-b. 5.-f. 7.-a. won three gold medals at three consecutive Olympic 2.-c. 4.-g. 6.-d. Games. He has also broken many records and created new ones. WB W B page 40 5. S uggested answer: Yes, I think Bolt inspires young Ensure that students have completed the exercises athletes all over the world. They see that Bolt has correctly. worked hard to achieve his success. By looking at Bolt, they understand that natural talent is not enough. So, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 they are inspired to work hard to achieve their dreams. 6. S uggested answer: No, it is not reasonable to expect famous athletes like Bolt to be in top form all the time. Athletes can get injured or they can have days when they don’t perform well. It is not fair to expect them to perform well always. We should support and encourage them, so that they can perform well again. B. 8, 6, 2, 7, 3, 1, 5, 9, 4 Period 3 Vocabulary CB page 96 1. As a warm-up activity, ask students to say the names of different sports competitions and championships held at the international level. (Expected answers: Olympic Games, Commonwealth Games, FIFA World Cup, Cricket World Cup, UEFA European Championship, Wimbledon, the Australian Open, PGA Championship) 2. Read the examples given on CB page 96 and ask students to focus on the highlighted words. Explain that each game or sport has specific vocabulary related to it. However, some words are common to all games and sports. 3. Ask students to complete the exercise on the same page. 4. Try it out: Ask students to form pairs and choose a game that they both like. Have them take turns to discuss different aspects of the game, for example, the number of players, the rules and the equipment used. 5. As a wrap-up activity, write the following riddles related to sports and games. • I run short distances at full speed. Who am I? (Answer: a sprinter) • I am a race that involves many runners running short distances. What race am I? (Answer: a relay race) • I am a race in which the runners have to jump, crawl and face many other challenges. What race am I? (Answer: hurdles) 102
Answers WB page 40 Coursebook A. 1.-c. 2.-e. 3.-a. 4.-b. 5.-d. Workbook 3. It was so foggy that we could not even see the trees. B. 1. amateur 3. cheer 5. draw 4. Stacy knitted such a big sweater that no one could 2. athletics 4. compete wear it. Period 4 5. H omer had such a bad accident that he had to be on bed rest for a week. Grammar CB page 97 1. As a warm-up activity, write the following 6. The soup was so hot that nobody could have it. sentences on the board: 103 • The girl is so shy that she always sits alone. • She is such a shy girl that she always sits alone. 2. Ask students: Do the sentences have the same meaning? (Expected answer: Yes.) 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 97. 5. that we use the word pairs so … that and such … that to talk about a cause and its effect. Point out that certain things happen as a result of something else. Draw students’ attention to the sentences on the board and explain that the girl is shy. This is the cause. The effect, or result, of this cause is that she always sits alone. Similarly explain the examples given on CB page 97. Explain that both these word pairs are used to draw attention to, or highlight a particular quality. 6. : Ask students to apply what they have learnt to the exercise on the same page. Ensure that students have matched the columns correctly. 7. As a wrap-up activity, write the following sentences on the board and ask students to complete them in their notebooks. a. It was such pleasant weather that . b. The weather was so pleasant that . c. They were such happy people that . d. The people are so happy that . Answers CB page 97 1.-b. 2.-c. 3.-g. 4.-a. 5.-f. 6.-d. 7.-e. WB W B page 41 Ensure that students have written correct sentences. Answers WB page 41 2. The twins had such a lot of fun that they wanted to visit the museum again. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
7. She is such a good singer that I am surprised she was not Coursebook invited to perform. Workbook 8. A lice was so angry that she began to throw pillows all around. Answers WB page 42 2. Tom has not called her. Period 5 3. I never eat with a fork. 4. That machine might not work. Grammar CB page 98 5. The teacher was not writing. 1. As a warm-up activity, write only the first two 6. He should not go back. 7. Aaron does not write well. sentences on the board. 8. Tina cannot speak French. • My mother sings well. • My mother is singing well. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 • My mother does not sing well. • My mother is not singing well. 2. Refer to the two sentences written on the board. Ask students to identify the verbs in both sentences. Point out that in the second sentence the verb has two words—singing is the main verb and is is the helping verb. 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 98. 5. that some sentences use not or never to make a negative statement. Write the remaining two sentences on the board. Point out that we add does not before the verb in the first sentence to change it to negative because it has no helping verb. In the second sentence that has a helping verb, only not is used. It is placed between the helping verb and the main verb. Then, read the explanation given on CB page 98. 6. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have made correct negative sentences. 7. As a wrap-up activity, divide the class into two teams. Ask teams to take turns to say a sentence, and ask the other team to turn it into a negative sentence. Answers CB page 98 2. They are never ready to help their mother. 3. Rita is not ironing her clothes. 4. It will not calm us down. 5. He was not listening to the teacher. 6. I never trusted him. 7. He does not know the place well. 8. He cannot run faster than Usain Bolt. 9. The phone was not ringing. 10. I have not finished my homework. WB W B page 42 Ensure that students have framed correct sentences. 104
Period 6 Coursebook Spelling CB page 99 Coursebook 1. As a warm-up activity, write the following poem Write the sequence of words that were on the board and ask a few students to recite it in whispered to the first student by you on the a chorus. board. No wars • high jump, long jump, triple jump, pole The weary soldiers vault, sprint, marathon Made it clear. If it’s a war Ask students if the last student said the It will be nuclear. words in the same order. If it’s true what we hear There won’t be time to shed a tear. 105 For the world will be wiped out If the dreadful day appears. 2. Read aloud the words given in Exercise A on CB page 99 and ask students to repeat them after you. 3. Ask students to complete Exercise B on the same page. Ensure that all students have written the correct words. 4. Write the following sets of words on the board. Then, speak the words slowly, stressing on the two different ear sounds. • ear pronounced as air: bear, pear, swear, wear • ear pronounced as ear: hear, beard, near, dear 5. Ask students to say the words bear and hear aloud. Point out the difference in the ear sound in both words. 6. As a wrap-up activity, write the following words on the board. Draw a table with two columns with the headings -EAR Sound and -AIR Sound. Ask students to come up in turns and write the words in the correct columns. • nuclear, bear, appear, pear, weary, dear, wear, fear, gear, hear, unbearable, linear, swear, clear, rear, shear, sear (The words in italics have the air sound as in bear.) Answers CB page 99 1. beard 3. year 5. spear 2. hear 4. tear 6. smear Period 7 Listening CB page 100 1. As a warm-up activity, ask students to stand in a circle. Whisper the following words in the ear of the first student. Ask each student to whisper the words in the ear of the next student in the same order that he or she hears it. Direct the last student to say the words aloud. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
2. Direct students to listen attentively as you play the Coursebook audio and number the sentences in the order that Coursebook they hear them. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Number 1. As a child, Usain Bolt spent his time playing cricket and football in the street with his brother. Number 2. Bolt was a promising fast bowler in cricket and participated in high jump events as well. Number 3. Bolt’s fairy tale began in 2008, at the Olympic Games in Beijing. Number 4. Over the years, he has consistently broken and set new records. Number 5. Bolt has won the Laureus World Sportsman of the Year award and the IAAF Male Athlete of the Year award multiple times. 3. Play the audio a second time and have students peer-check the answers. Answers CB page 100 5, 3, 1, 4, 2 Speaking CB pages 100–101 1. Explain that sometimes we respond to requests with single-word answers but we should be very careful when refusing someone’s request. We must be polite and choose our words carefully. 2. Ask a few students to get into pairs and read the conversation given on CB page 100 with proper pronunciation and voice modulation. 3. Point out to students that it is all right to refuse sometimes but we must not hurt the other person. Tell students that they could offer an explanation while refusing. 4. Try it out: Ask students to get into groups of three. One student will make a request and the other two will respond positively and negatively to it. Remind them to be polite even when they are refusing a request. This activity focuses on developing the life skill of effective communication. 5. As a wrap-up activity, ask students: • Which of these two situations would you prefer and why? o If you ask for something and your friend says “no” very firmly. o If you ask for something and your friend explains politely why he or she is unable to agree to your request. 106
Period 8 Coursebook Writing CB pages 101–102 Coursebook 1. As a warm-up activity, write the following steps in a process. (Expected answers: first, finally, next, then, after that) instructions on the board one by one. Ask students 2. Ask students to number the pictures on CB page 102 and write the steps on how to to make the drawings in their notebooks by fold a T-shirt in their notebooks. Make sure that they use numbers to mark the steps or following the instructions. use words like first, lastly, finally, then and next. a. First, draw b. Then, make a 107 a big capital A. circle on top of it. A A c. After that, draw two d. Next, draw two arms and hands from the eyes and a mouth point where the circle in the circle. meets the capital A. AA e. Finally, draw two shoes on the two legs of the capital A. A 2. Read the description of a procedure or process given on CB page 101. 3. Explain that a procedure must list the steps in the correct order. We can use words like first, lastly, finally, then and next while describing a procedure or process or we can number the steps. 4. Refer to the recipe given on CB page 102. You may ask a student to read it aloud. Explain that the first step in writing a process or procedure for making something is to list the materials required for it. In recipes, we call the materials ingredients. 5. As a wrap-up activity, ask students: • What are the points you should keep in mind while writing a procedure? (Expected answer: The steps should be in the correct order. It should begin by listing the materials/ingredients and the instructions should be short and clear.) Period 9 Writing CB page 102 1. As a recap, ask students: • Give examples of some words that can be used to show the correct order while describing the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
3. Ask them to edit what they have written and make Workbook the corrections in their notebooks. Coursebook 4. As a wrap-up activity, ask a few students to read aloud the instructions they have written. 2. Groups will display their chart in class and talk about it in about four or five sentences. Answers CB page 102 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Suggested answer: 1. First, lay the T-shirt flat with the back facing you. 2. N ext, fold the right half of the T-shirt backwards towards the centre. 3. After that, fold the sleeve back. 4. Then, do the same with the left half. 5. F inally, bring the bottom edge up and place it against the shoulder. 6. Turn it around and you have a neatly folded T-shirt. WB W B pages 43–44 Ensure that students have written the correct instructions. Answers WB pages 43–44 B. 1. a nd 2. First, take a rectangular sheet of paper and fold it in half. 3. T hen, bring the two top corners to the centre and fold them down to form a triangle. 4. Next, fold the bottom edge of the top layer upwards and crease well. Turn over the paper and do the same on the other side. 5. A fter that, pull the sides outwards from the centre and flatten the paper. This will turn the triangle into a square. 6. T hen, fold the front layer upwards. Turn over the paper and fold the other layer in the same way. 7. Next, bring the ends together. 8. F inally, gently pull out the free ends. Your paper boat is ready! Period 10 Review CB page 103 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 103 1. Students should be informed about the project work five days in advance. Group members will collect information on a game or sport such as the equipment used, the different formats of the game, the rules and the names of famous men and women who play it. They can collect pictures and make drawings too. 108
Unit 9: A Strange Visitor Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding the Theme • Listen to an extract from a science fiction story. • Audio player and speakers CB pp104–106 Scholastic • Read aloud an extract with proper pronunciation, 1. C omprehension Reading voice modulation and intonation. Strategies for Success 5 • Understand the meaning of the text by answering Unit 6 pp54–59; pp60–62 Reading for Understanding questions. 2. A lpha Grammar 2 Reading Comprehension • Read silently to understand the text. CB pp107–108 and Composition 5 Unit 9 pp101–103 • Answer questions at different comprehension levels. Related • Make predictions. children’s books from 3 Vocabulary • Understand the use of names of body parts as verbs. CB pp109–110 Scholastic *WB p45 4 Grammar • Understand active and passive voice. CB pp110–111 1. T he Magic School 5 • Understand how passives are formed. CB pp111–112 Bus Science • Use active and passive voice in context. *WB pp46–48 Chapter Book#18: 6 Spelling • Recognise the long vowel ure sound. CB p112 Fishy Field • Spell words with the long vowel ure sound correctly. Trip by Martin 7 Listening • Listen for details. • Audio player and speakers CB p113 Schwabacher • Sheet of A-4 sized paper Speaking • Discuss books. CB pp113–114 2. T he Time Machine 8 Writing • Understand how to write a book review. • Sheet of chart paper (optional) CB p114 by H. G. Wells 9 • Write a book review. CB p114 • Sheets of chart paper/A4-sized *WB p49 10 Project Work • Work in a group. sheets of paper, colouring materials CB p115 • Make a book cover. (by students) *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Unit 9: A Strange Visitor Coursebook Coursebook Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Introducing the Theme CB pages 104–106 1. As a warm-up, ask students: • All of you must have seen a film or a TV programme that has living beings from another planet. Describe the living being. 2. Before you read: Seek answers from various students for the question. 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 extract in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Ask students: What is an extract? (Expected answer: It is a portion of a text taken from a longer text. Remind students that they have read an extract in Unit 2.) 2. Read each paragraph and explain its meaning. Ask questions to make learning interactive. • Paragraph 1—Explain that this paragraph is a brief introduction to the extract. Ask: From which novel has the extract been taken? • Paragraph 2—Ask: What is the time described in the paragraph? Why did the crowd look black? (Expected answer: The crowd looked black because it was standing against the setting sun.) Why do you think someone asked the narrator to keep away? • Paragraphs 3, 4 and 5—Ask the while-reading question. Then, ask: Why does the author use so many incomplete words with apostrophes? (Expected answer: He does so to show how a particular character speaks.) Why were the people elbowing and jostling each other? How do you think “he” had fallen into the pit? (Accept all relevant answers as this question encourages students to predict.) • P aragraph 6—Now, ask students to answer the last question asked in the previous paragraph again. Ask: Is your answer the same? • P aragraph 7—Ask: Who was screwing out the top end of the cylinder? (Expected answer: It was someone in the cylinder because it was being screwed out from within the cylinder.) Then, ask the while-reading question. • Paragraph 8—Ask the while-reading question. Then, ask: What did the people expect the creature to look like? 110
• P aragraphs 9 and 10—Ask: The narrator uses Coursebook three comparisons to describe what he saw. Coursebook What were they? (Expected answers: The three comparisons are luminous discs, a little grey snake and a walking stick.) • Paragraphs 11 and 12—Ask: How does the narrator describe the alien? Was the narrator scared of the alien? How do you know? (Expected answer: Yes, because he uses words like “horror”, “disgust” and “dread” to describe his feelings.) Describe the Martian in your own words. 3. After you read: Draw out responses from various students. Discuss the responses. 4. As a wrap-up activity, ask students: • How would the Martian have felt on seeing so many people from another planet around it? Period 2 Reading Comprehension CB pages 107–108 1. As a recap, ask students: • Which animals did the Martian resemble? 2. Ask students to read the text silently. 3. The comprehension skill focus in this unit is Making Predictions. Highlight to students that as we read a story, we often think about what will happen next. We can try to predict what will happen next by using the information we already have. As we read further, we can check if our predictions are correct or not. Explain that predictions can be made even by looking at the pictures on a page or the cover of certain books. 4. Ask students to complete Exercise A and peer-correct the answers. 5. For Exercise B, ask students to mark the relevant sentences in their books. Then, seek answers for the same questions from various students. Ask students to write the answers in their own words. 6. For Exercise C, discuss each of the options and guide students to understand why one of the options is wrong. In some cases, this is because the text does not support the option. In other cases, one option is more likely than the other, based on the information available in the text. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 111
7. Questions in Exercise D require students to think Coursebook beyond the text. Seek answers from various students. Guide the discussion to focus on the need to try to Coursebook understand people who are different from us. 3. Refer to the sentences written on the board. 8. Exercise E focuses on making predictions, which Ask students to identify the verbs in the is the comprehension strategy for this unit. Ask sentences. students to visualise the scenes to frame answers. For the first answer they should keep in mind that © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 the extract is from a novel that is about an invasion of Earth by Martians. 9. As a wrap-up activity, ask students: • Do you think that making fun of or hating someone for being different is correct? Why? Answers CB pages 107–108 A. 1. F 2. T 3. F 4. T 5. T B. Suggested answers: 1. H undreds of people stood around the pit watching the cylinder. A young man was pushed into the pit by the jostling crowd and he was desperately trying to climb out. The top end of the cylinder was being screwed out from inside. Finally, an alien came out. 2. T he alien was about the size of a bear. It had shiny skin and two large eyes. It had a V-shaped mouth with a pointed upper lip, no brow ridges and no chin. It had many tentacles. C. 1. a. 2. a. 3. b. 4. a. Suggested answers: D. 1. If I moved to a different planet, I would find it difficult to get food and water. I would not know what language to speak there. The creatures of that planet might not like the way I look or may be frightened of me. 2. P eople of different religions and races live peacefully on Earth. I think that people from different worlds can also live together peacefully. 3. S ome of the dangers that we face from our own people are jealousy, hatred and violence that cause wars between countries. E. 1. I think the alien will attack the people. 2. If the alien looked more or less like a human, the crowd would not have been scared of it. \\Period 3 Vocabulary CB pages 109–110 1. As a warm-up, ask students: • What is the meaning of head? 2. Write the following sentences on the board. • Ben hit his head on the swing. • We dropped Rachel and headed towards our home. 112
4. Read the examples on CB page 109. Explain that Coursebook names of parts of the body can be used to show actions. Coursebook p110 Workbook 5. Read the examples given in the table. 6. Ask students to complete the exercise given on CB pages 109–110. Ensure that students have written the correct words. 7. Try it out: Ask students to imagine the times when there were no measuring tools. Let students demonstrate how they would measure things using any part of their body. This activity focuses on developing the life skill of critical thinking. 8. As a wrap-up activity, write the following sentences on the board. Ask students to copy them in their notebooks and fill in the blanks with a verb connected to a body part. a. I can’t (_ _ o _ _ _ _) the violence shown in movies. b. The parking was full but I managed to (_ o _ _) my car into a tight space. c. Y ou should (_ a_ _) difficulties and not run away from them. d. Matt (_ a _ _ e d) out of the plan at the last moment. (Answers: a. stomach b. nose c. face d. backed) Answers CB pages 109–110 1. head 3. eyeing 5. hand 2. foot 4. stomach 6. mouth WB W B page 45 Ensure that students have used the correct phrases to fill in the blanks. Answers WB page 45 1. eyeing the cakes 4. hand over the keys 2. head for school 5. elbow their way through 3. stomach the scary scenes 6. face the problem © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 113
Period 4 Coursebook Coursebook Grammar CB pages 110–111 1. As a warm-up activity, write the following sentences on the board: • Mr Active tickles Mr Passive. • Mr Passive is tickled by Mr Active. 2. Ask students: • Who is doing something? (Expected answer: Mr Active) • Who is getting affected by the action of Mr Active? (Expected answer: Mr Passive) • Do the sentences mean the same? (Expected answer: Yes.) 3. Follow the methodology of Show-Explain-Apply to teach grammar in context 4. : Read the first pair of examples and explanation given on CB page 110 and refer to the first sentence written on the board. Draw an arrow from the doer to the receiver. • Mr Active tickles Mr Passive. 5. that when the doer or the subject of the action comes before the verb, the sentence is in active voice. 6. : Read the second pair of examples on CB page 110 and refer to the second sentence on the board. Draw an arrow going back from the doer to the receiver. • Mr Passive is tickled by Mr Active. 7. that when the subject does not perform an action, but the action is done to the subject by someone or something, the sentence is in passive voice. Point out that in the second example on CB page 110, the doer is not mentioned. 8. Refer to the sentences on the board. Ask: Is there any change in the verb when we write sentences in active and passive voice? (Expected answer: In the second sentence, the verb tickles changes to is tickled and the subject Mr Passive, who is affected by the doer, Mr Active, comes first.) 9. : Read the examples given on CB page 111. 10. that passive sentences always have passive verbs. These are made up of forms of the verb be and the past participle of the main verb. 11. Make the table as shown here on the board to explain the changes in the verb. Ask students to copy it in their notebooks. 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Active Voice Passive Voice Coursebook eat, play, sings ate, played, sang is eaten, is played, is sung Coursebook is eating, is playing, was eaten, was played, f. M any trees have been planted by Lily. are singing was sung g. The role of the princess will be played was eating, was playing, were singing is being eaten, is being by Sheila. has eaten, has played, played, are being sung h. Sheila will play the role of the princess. have sung (Answer: Sentences b., c., f. and g. are in the had eaten, had played, was being eaten, was being had sung played, were being sung passive voice.) will eat, will play, will sing has been eaten, has been 115 played, have been sung had been eaten, had been played, had been sung will be eaten, will be played, will be sung 12. As a wrap-up activity, read out the following statements and ask students to say if the following statements are true or false. • In active voice, the doer comes before the action. (True) • The subject receives the action in passive voice. (True) Period 5 Grammar CB pages 111–112 1. Recap active and passive voice by asking the following questions: • In which voice does the doer or the subject come before the verb? • In which voice does the doer or the subject come after the verb? 2. Then, divide the class into two teams. Each team will say a verb out loud and the opposing team will change the verb to a passive verb. Tell students they can refer to the table in their notebooks for the activity but ask them not to use the same verbs as given in the table. 3. : Ask students to apply what they have learnt to complete Exercises A and B given on CB pages 111–112. 4. Ensure that students have written the correct verbs and completed the table correctly. 5. As a wrap-up activity, write the following sentences on the board and ask students to identify the sentences in the passive voice. a. Vivian is baking a cake. b. A cake is being baked by Vivian. c. Stray dogs are fed by him. d. He feeds stray dogs. e. Lily has planted many trees. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Answers CB pages 111–112 Workbook A. 1. chased 2. torn 3. written 4. interviewed Coursebook B. 2. Doer: students Action: decorated Say the following words aloud to show the Receiver: classroom difference in pronunciation—sure, structure. 3. Doer: pharaoh Action: built 5. Now, write measure, treasure and pleasure Receiver: The Great Pyramid of Giza on the board. Say aloud the words slowly to 4. Doer: student volunteers show the difference in pronunciation when Action: painted ure follows s. Receiver: walls © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 WB W B pages 46–48 Ensure that students have written the correct forms of the verbs and identified the active and passive voice correctly. Answers WB pages 46–48 A. 1. were spotted (by people) 9. are flown 10. were made 2. was mopped 11. was examined 12. will be received 3. was bitten 13. has been eaten 14. is spoken 4. was caught 15. was being chased 5. were told 6. is cut 7. were wrapped 8. was seen B. 1. AV 5. PV 9. AV 13. PV 2. AV 6. AV 10. AV 14. PV 3. PV 7. PV 11. PV 15. AV 4. AV 8. AV 12. AV Period 6 Spelling CB page 112 1. As a warm-up activity, write the following sentences on the board. Ask a few students to read them out. • Dr Feelgood has found a cure for the coughs that people endure all through winter. “A spoonful of pure honey is a sure cure,” he says with a smile. Ask students to identify what is common among the highlighted words. (Expected answer: the ure sound) 2. Read the words given in Exercise A on CB page 112 and ask students to repeat them after you. 3. Ask students to complete Exercise B. Ensure that students have written the correct words. 4. You may want to explain that if a word has a t before the letters ure, the pronunciation is different. Write the following words on the board. Then, say the words aloud slowly. • structure, fixture, temperature 116
6. As a wrap-up activity, say the following words Coursebook aloud. Ask students to write the words that have the long vowel ure sound. Setting: Mouseford Academy on Mouse Island Favourite character: Thea • secure, capture, structure, ensure, lure, Reason for liking the book: The twist and suspense mixture, pure, nature, cure, endure, vulture, made the book very interesting. Thea is brave, unlike texture, departure. (The words in bold have the many other girls. long vowel ure sound.) Speaking CB pages 113–114 1. Explain to students that we discuss Answers CB page 112 books or stories to exchange our views 1. cure 4. sure and opinions about that book or story. 2. secure 5. lure Discussion leads us to understand different 3. pure points of view better. 2. Ask a few students to get into pairs and read Period 7 the lines given on CB page 113 with proper pronunciation and voice modulation. Listening CB page 113 3. Ask students: What are Tanya and Bobby 1. As a warm-up activity, ask students to take out their talking about? (Expected answer: They are talking about a book/novel—The Adventures A4-sized sheets of paper. Tell them: of Tom Sawyer.) What do you come to • Draw a big circle. Now draw one big eye in the know about the book from their discussion? (Expected answer: We come to know that middle of the circle. Make four horns, two on the book is written by Mark Twain. It is each side. Draw two parallel zigzag lines for about Tom Sawyer and his friend Huck. mouth. They did many exciting things but people Ask students to write their names and display the also cheated, lied and got killed in the story. pictures in the class. Tom had a solution to every problem and he 2. Direct students to listen attentively as you play never gave up. The writer tries to say that we the audio and complete the table based on the can solve problems creatively.) information. It is recommended that you play the audio more than once. 117 Hello, I’m Sarah and I’m going to tell you about an interesting book I have read. The title of the book is Thea Stilton and the Dragon’s Code, T-H-E-A, Thea, S-T-I-L-T-O-N, Stilton, and the Dragon’s Code, C-O-D-E. It was written by Thea Stilton. The story is about Thea’s adventure at Mouseford Academy on Mouse Island. She was supposed to be teaching there but she ended up discovering a secret when she wandered into a storeroom and found a strange statue. I couldn’t stop reading the story because I wanted to find out why the handy mouse was angry with Thea’s discovery and who had been spying on her. The twist and suspense were just so captivating! My favourite character is, of course, Thea. She is unlike many of the girls I know. I really like her courage. 3. Play the audio once again and ask students to peer-correct the answers. Answers CB page 113 Book title: Thea Stilton and the Dragon’s Code Author: Thea Stilton © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
4. Try it out: Ask students to get into groups of four Coursebook to talk about a book that they have read. Help them listen to the various answers and appreciate each 2. Ask students to read the extract given on other’s opinion. CB pages 104–106. Then, tell them to write a short review. 5. As a wrap-up activity, ask students: • Which story in the Coursebook did you like the 3. Ask students to edit their book reviews and make corrections. most? Why? 4. As a wrap-up activity, ask a few students Period 8 to read aloud their review. Writing CB page 114 Answers CB page 114 1. As a warm-up, ask students: Suggested answer: • What is written in a book review? I recently read an extract from the book The War of • Have you read a book review? the Worlds by H. G. Wells. 2. Tell students that a book review tells us the opinion It describes the arrival of an alien spaceship on a field in England. A huge crowd waits near the place of the person who has read the book. where the cylinder-shaped spacecraft has landed. 3. Read the explanation given on CB page 114. A monstrous-looking alien emerges and the crowd is 4. Make the following sample of a book review shocked and disgusted. I enjoyed reading about the alien and wondered on the board or on a sheet of chart paper to be if there are really such creatures on other planets. displayed in class. I liked the way the author has described the alien. It is almost real. A brief Robinson Crusoe, written by Daniel Name of Anybody who likes to read stories about aliens and description Defoe, is the story of a man named the book science fiction should read this book. I haven’t read of the story Robinson Crusoe. and its any other book by the same author but would like to author do so. He lives alone on an island after a shipwreck. He stays there for twenty- Message of © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 eight years. The book describes how the story Crusoe survives on the island. The story inspires us to find ways to overcome difficulties. What I enjoyed reading this book Reason you liked because it was impossible to tell for asking and/or what was going to happen next. others to disliked in The way words are used in the story read/not the book makes it more thrilling. Sometimes read the I found it hard to understand the book difficult words. The story is full of adventure and thrills. This is a wonderful story that should be read by everyone. 5. As a wrap-up activity, ask a few students: • Why are book reviews important? (Expected answer: They tell us about the book in brief. They help us to decide if we should read the book or not.) Period 9 Writing CB page 114 1. Ask a recap, ask students: • What points should be kept in mind while writing a book review? (Refer to the points mentioned on CB page 114.) 118
WB W B page 49 Workbook Coursebook Ensure that students have included all the points in the review. Answers WB page 49 Suggested answer: Name of the the book: The Adventures of Tom Sawyer Author: Mark Twain Main characters: Tom Sawyer, Huck Finn, Becky, Aunt Polly, Joe Harper Which character did you like the most? Why? Tom Sawyer; bold and loves adventures, full of mischief Write a few lines on what the book is about. The book is about a young boy named Tom Sawyer who leaves his aunt to look for some adventures with his young friends. Where and when did the story take place? The story takes place in a town in the United States of America. Did you like the book? Why? Yes, because the book has interesting stories about Tom’s adventures, his friends and his love for his Aunt Polly. The book The Adventures of Tom Sawyer by Mark Twain is about a young boy called Tom. Tom runs away from home and has many adventures with his friends. The stories make you smile. I liked the book because the language was simple and easy to understand. Period 10 Review CB page 115 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 115 1. Students should be told about the project work a week in advance. Tell them to find out about the author and other books written by him. 2. Ask students to get into groups of four. Ask them to design a book cover for the extract on CB pages 104–106. Remind them to include all the details given on CB page 115. 3. Ask each group to talk about their covers and the steps involved in making their book covers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 119
Unit 10: Toothbrush Thief Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a story. • Audio player and speakers CB pp116–118 Scholastic the Theme • Read aloud a story with proper pronunciation, voice CB pp119–120 1. Comprehension modulation and intonation. Strategies for Success 5 Reading • Understand the meaning of the text by answering questions. Unit 11 pp106–110; pp111–113 Reading for 2. Alpha Grammar and Understanding Composition 5 Unit 9 pp90–91 2 Reading • Read silently to understand the text. Comprehension • Answer questions at different comprehension levels. • Understand the difference between fact and opinion. 3 Vocabulary • Understand the use of words borrowed from other CB p121 Related *WB p50 children’s languages. books from CB p122 Scholastic 4 Grammar • Understand subordinate clauses. *WB pp51–52 CB p123 1. King of All • Use subordinate clauses in context. *WB pp52–53 Animals retold by CB p124 Vashanti Rahaman 5 • Understand if-clauses. from Scholastic CB p125 Active English • Use if-clauses in context. CB p125 Literature Reader 5 CB p126 pp8–10 6 Spelling • Recognise the long vowel eer sound. CB p126 *WB p54 2. Bird’s Nest Safari • Spell words with the long vowel eer sound correctly. CB p127 by Judyann Grant from Scholastic 7 Listening • Listen for information. • Audio player and speakers Active English Literature Reader 5 Speaking • Discuss plans. pp51–53 8 Writing • Learn how to fill in forms. 2. T he Dishonest 9 • Revise filling in forms. Merchant retold by David Roper from 10 Project Work • Role-play a scene in a pet shop. Scholastic Active English Literature Reader 5 pp31–33 *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 10: Toothbrush Thief Coursebook Period 1 Coursebook Introducing the Theme CB pages 116–118 • Paragraph 9—Ask: What did Caesar 1. As a warm-up, ask students: want to do and what did he end up • Where have you read about thefts? Have doing? you seen them in films? What do thieves usually steal? 2. Before you read: Seek answers from various students for the questions. 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 story in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph of the text and explain its meaning. Ask these questions to make learning interactive. • Paragraph 1—Ask: Where did the narrator find the crow? Why did he bring it home? • Paragraphs 2 and 3—Ask: Describe the condition of the crow in your own words. Who looked after the crow? Did the family try to set the bird free? What happened when the family tried to set the crow free? • Paragraph 4—First, ask the while-reading question. Then, ask: Was Caesar the only pet in the house? How do you know? (Expected answer: No, because even some of Grandfather’s pets objected to his presence.) • Paragraph 5—Ask the while-reading question. Then, ask: Do you think Caesar was a greedy crow? Give reasons for your answer. • Paragraphs 6 and 7—Ask: What quality of the crow is being described in the sixth paragraph? Why did Grandmother say, “That crow will be the ruin of us”? (Expected answer: The crow was curious, restless and always moved about trying to find out more about everything he saw. Grandmother felt this habit would cause a lot of damage to the house.) • Paragraph 8—First, ask: How did Caesar indicate that he did not like to be put in a cage? According to Grandfather, why didn’t Caesar join the other crows? Then, ask the while-reading question. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 121
• Paragraph 10—Help students to derive the Coursebook meaning of the word “restricted” by asking them to read the first sentence. Ask: What did Coursebook Caesar do at first? Where did he go next to steal things? What does this show? Then, explain Question 6, help students to understand that “restricted” means limited. Next, ask: What that it is important to tell the truth and did Caesar’s treasure contain? What was he take responsibility for the actions of a pet. fond of and where did he keep his collection? Questions 6 and 7 require students to think beyond the text to write their answers. • Paragraph 11—First, ask the while-reading question. Then, ask: How did Caesar get hurt? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 How did the narrator and his grandfather try to help Caesar? • Paragraphs 12, 13 and 14—Ask: What did the narrator see one day? What did he do with Caesar’s dead body? 2. After you read: Draw out responses from various students. This activity focuses on developing the life skill of empathy. 3. As a wrap-up activity, ask students: • How do you know that the narrator loved and cared for Caesar? (Expected answers: He looked after Caesar when he was hurt twice—once when he found him on the road and the second time when he was hurt by the neighbour’s stick. He buried Caesar with his collection of stolen objects in the garden.) Period 2 Reading Comprehension CB pages 119–120 1. As a recap, ask students: • Do you think the family should have put Caesar in a cage? Give reasons. (Help students arrive at the understanding that caging birds is inhuman. Like human beings, birds too want freedom.) 2. Ask students to read the text silently. 3. The comprehension skill focus in this unit is Distinguishing between Fact and Opinion. Highlight to students that while reading a text, it is important to understand the difference between fact and opinion. Tell them that a fact is something that is true while an opinion is something that a person thinks or believes is true. Fact and opinion can be identified by checking if the statement can be proved to be true or not. If a statement can be proved to be true, it is a fact. If we cannot find any proof of what is said, it is an opinion of the speaker. 4. Ask students to complete Exercise A and peer-correct the answers. 5. For Exercise B, seek answers for each question from various students. Ask students to write the answers in their own words. For 122
6. Exercise C focuses on the comprehension strategy Coursebook in the unit. Seek answers from students and ask them to explain why they think each statement is a Coursebook fact or an opinion. 2. Tell students that words from many 7. Ensure that students have written the correct languages have become part of the answers. English language. 8. As a wrap-up activity, ask students: 3. Read the examples on CB page 121. • Do you think the neighbour was right in hitting Explain the meanings of the words and their origins. Tell students that many dictionaries Caesar with a stick? Why or why not? mention the origin of a word. • What would you do if a neighbour’s pet gets 123 into your garden? Answers CB pages 119–120 A. 1. a. 2. b. 3. a. 4. a. 5. b. 6. a. B. 1. T he narrator was a kind boy because he brought the young crow home and took care of it. 2. It means that the crow chose to stay in the narrator’s house rather than fly away. 3. a. T he narrator’s grandmother says these words. She is speaking about Caesar. b. G randmother wanted Caesar in a cage because he was always restless and had dirtied the carpet. 4. N o, everyone did not love Caesar. The narrator’s grandmother, Aunt Mabel and some of Grandfather’s pets “objected” to him. Grandmother thought that Caesar would ruin them. Suggested answers: 5. If I see an injured bird or animal on the road, I will first try and move it to a safer place if I can. Then, I will call an adult to help me take care of it. 6. If I had a pet that stole from my neighbours’ houses, I would first say sorry to my neighbours. Then, I would try and train my pet so that it wouldn’t steal again. 7. I think people keep pets because animals are very loving. One of the disadvantages of keeping pets is that they can sometimes destroy things in the house. The advantage of keeping pets is that they keep us from feeling lonely, and sometimes even guard and protect us. C. 1. F 2. O 3. F 4. O 5. O 6. F Period 3 Vocabulary CB page 121 1. As a warm-up activity, write the following words on the board and ask students: • Which language do you think these English words have been taken from? o tortilla (Expected answer: Spanish/ Mexican) o sudoku (Expected answer: Japanese) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
4. Ask students to complete the exercise given on CB Coursebook Workbook page 121. Ensure that students have matched the words correctly with their meanings. 5. As a wrap-up activity, write the following incomplete words on the board and read out the clues. Ask students to guess the words. Mention the origin of the words. a. y t Origin: Turkish Clue: formed from milk, also called curd b. t s Origin: Irish and Scottish Clue: something that covers the body from the waist to the ankles, with a separate part for each leg c. b a Origin: Portuguese or Spanish Clue: yellow fruit that grows in a bunch and is loved by monkeys d. c n Origin: Persian Clue: a group of people travelling together, usually with vehicles and animals (Answers: a. yoghurt b. trousers c. banana d. caravan) Answers CB page 121 1.-c. 2.-d. 3.-b. 4.-a. Suggested answers: 1. R ose’s family went for an African safari. 2. Mr Logan likes singing new karaoke songs at home. 3. The school magazine contained interesting facts. 4. T he chef of the new restaurant got a lot of compliments. WB W B page 50 Ensure that students have written the correct meanings. Answers WB page 50 1. a vast flat treeless Arctic region 2. a Japanese dish 3. a type of dance 4. a type of dance/a spicy tomato sauce 5. an Italian dish 6. a public event or celebration 7. a sauce made from tomatoes and vinegar 8. a hot drink made from tea leaves 9. a short break or interruption 10. a cruel ruler 124 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Period 4 Coursebook Workbook Grammar CB page 122 1. As a warm-up activity, write the following sentences on the board: • I went straight to the kitchen because I was hungry. • As I was hungry, I went straight to the kitchen. • Since I was hungry, I went straight to the kitchen. 2. Ask students if all the sentences have the same meaning. 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 122. 5. that a subordinate clause that tells us the reason for the action in the main clause begins with conjunctions such as as, because or since. 6. : Ask students to complete the exercise given on the same page. Remind them to insert a comma after the subordinate clause if it begins the sentence. Ensure that students have used the correct clauses to complete the sentences. 7. As a wrap-up activity, write the following sentences on the board and ask students to complete them by writing a reason for each. a. I did not go to school yesterday because . . . b. Lily missed the train as . . . c. Pratt will cook today since . . . d. Mona has bought a new phone as . . . Answers CB page 122 2. Since Harris was moving to Singapore, 3. M ark stood at the gate 4. S ince the girls apologised for their mistake, 5. he sat in the front row 6. As the weather is very hot, WB W B pages 51–52 Ensure that students have completed the exercises correctly. Answers WB pages 51–52 A. 1. because she wanted to save money for a training course 2. Since Nora can speak German and Spanish, 3. b ecause he used the sun to find his way out of the forest 4. as the place looked empty and run down 5. Since he was afraid of another earthquake, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 125
B. Suggested answers: Coursebook 1. he always plays fairly on the field 2. this room gets very little sunlight Workbook 3. we saw a man with a knife B. 2. we will use the stairs. Period 5 3. If the zookeeper forgets to lock the enclosure, 4. If Jane sees Amy, Grammar CB page 123 5. If the restaurant is shut, 1. As a warm-up activity, write the following 6. the teacher will display it on the wall. 7. we will bake a chocolate cake. sentences on the board: 8. I will show them the guest room. • If you sleep all the time, you will be lazy. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 • If you work all the time, you will be sick. • If you play all the time, you will be tired. • If you eat all the time, you will become fat. Ask students: What will happen if • you sleep all the time? • you work all the time? • you play all the time? • you eat all the time? Explain that the second part of each sentence shows the result of a particular action. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 123. 4. that all these sentences have two clauses. The one without the word if is the main clause and the one with the word if is called the if-clause. The if-clause sets a condition for the main clause. That is, the action in the main clause will only be completed if the condition in the if-clause is fulfilled. 5. : Ask students to apply what they have learnt to the practice exercise given on the same page. 6. Ensure that students have matched the correct clauses. 7. Try it out: Have students work in pairs for the activity. Ask them to discuss their weekend plans. Remind them to keep weather and other conditions in mind while making the plans. 8. As a wrap-up activity, divide the class into two teams. Each team will give a main clause in turns and the opposing team will add a suitable if-clause to it. Answers CB page 123 1.-d. 2.-f. 3.-a. 4.-e. 5.-b. 6.-c. WB W B pages 52–53 Ensure that students have written the correct sentences using appropriate clauses. Answers WB pages 52–53 A. 1.-e. 2.-c. 3.-d. 4.-a. 5.-b. 126
Period 6 Coursebook Spelling CB page 124 Coursebook 1. As a warm-up activity, write the following poem on the board. Ask a few students to each read aloud one line. Ask the rest of the class to focus on the highlighted words. The puppeteer The puppeteer steered A puppet reindeer. As crowds cheered, Many volunteered To take up puppetry As a career. 2. Read the words given in Exercise A on CB page 124 and ask students to repeat them after you. 3. Ask students to complete Exercise B. Ensure that students have written the correct words. 4. Write the following words on the board—hear, dear, near. 5. Explain that some words that end with the letters ear also have the long vowel eer sound. 6. As a wrap-up activity, read out the following words. that have the long vowel eer sound. Tell students these words can end in ear or eer. Ask them to write the words as you say them. • career, tear, cheer, jeer, beard, peer, near, reindeer, seer, appear, sneer, nuclear, steer, volunteer, clear, Check that students have spelt the words correctly. Answers CB page 124 1. mountaineer 3. steer 5. volunteer 2. engineer 4. jeer Period 7 Listening CB page 125 Woman: I’m not sure. I live in a small 1. As a warm-up activity, read aloud the following flat and do not have much space. sentences. Ask students to find the mistakes in the sentences that they hear. Man: Okay… Since you live in a • I have a cat’s baby. I love my puppy. small flat, a dog will not be • Gary plays football. He can hit six sixes in good for you. Would you like to have a cat or kitten? an over. 2. Direct students to listen attentively as you play the audio and select the correct options based on the audio. It is recommended that you play the audio more than once. Woman: Good morning! Man: G ood morning, welcome to our pet shop. How can I help you? Woman: I would like to get a pet. Man: What kind of a pet would you like? 127 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Woman: I can’t because my mother does not Coursebook like cats. Coursebook Man: The only other things I have are some goldfish. Would you like those? 3. Read the explanation given on CB page 126. Tell students that they should look over a Woman: Yes, I would like two of those. Thank form first before filling in anything. They you very much. should look out for directions like Use blue ink only. Man: You’re welcome. If you want, you can buy some fish food also. 4. Explain to students that your surname is your family name such as Potter, Smith or 3. Play the audio once again and ask students to Wilson. Explain the meaning of postal code peer-correct the answers. and D.O.B. (date of birth). Write some dates on the board and explain: Answers CB page 125 • When writing the date of birth, you Tick: 1. a. 2. a. 3. a. 4. a. 5. a. should write the date first. If the date is a single digit, you should write a zero Speaking CB page 125 before it. Similarly, when writing the 1. Explain that we use if-clauses to talk about things month, write a zero before the digit if it is a single digit number. that might happen in the future. 2. Read the lines given in the speech bubble on 5. Ask students to fill in the form given on the same page. CB page 125 with proper pronunciation and voice modulation. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 3. Try it out: Ask students to pair up with a partner for this activity. Remind them that they will be talking about a place they may visit. 4. As a wrap-up activity, ask students to mention two things that they like about the place where they live and two things that they dislike about it. Then, ask them to name two things they would do to improve their city if they were elected chief minister. Ask them to begin their sentences with: If I am made the chief minister, I will. . . Period 8 Writing CB page 126 1. As a warm-up, ask students: • When was the last time you had to fill in a form? • Do you fill in forms when you have to join a course or take part in a competition? 2. Ask students: • What are the important details about a person that must be included in a form? (Expected answers: name, date of birth, address, phone number, mother’s/father’s name) • Why is it important to mention our parents’ names in a form? (Expected answer: We must do this because there may be two persons with the same name; writing our parents’ name will help to identify the correct person.) 128
6. Ask students to peer-correct the form. Coursebook 7. As a wrap-up activity, ask students: • Why is it important to fill in forms? (Accept all relevant answers.) Answers CB page 126 Suggested answers: Tick: Ms First name SANDRA Surname: SMITH Address: N-76, NEW CITY CENTRE ROAD City: NAIROBI State: KENYA Postal Code: 00700 D.O.B.: 16/02/2006 Landline number: 134-987654 Mobile number: 2314567899 E-mail: [email protected] Tick: No; Dog; Baby; Male Date: 17 March 2017 Period 9 4. Draw the following form on the board and ask students to copy it into their notebooks and fill it in. Writing CB page 126 1. As a recap, ask students: BENNY’S GUITAR CLASSES • What points should be kept in mind while filling First name in a form? (Expected answers: write neatly, avoid cancelling and erasing, give correct Middle name information) 2. Make the following boxes on the board. First name J O H N Surname Guardian’s name Middle NE L SON name Address Surname/ SM I TH Date of birth last name Phone number E-mail 21 HYD E P ARK P LACE Address N I RVANA LONDON Date of birth 1 8 08 2006 Do you know the basics of guitar? Y N Select the suitable time slot 7 a.m. to 8 a.m. 6 p.m. to 7 p.m. 3. Explain: • Sometimes forms have boxes. We begin filling Signature: Date: in information from the first box. Before every new word we leave a box. We also leave a box between the date, month and year of birth. • Some people also have a middle name. Nelson is John Nelson Smith’s middle name. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 129
5. As a wrap-up activity, ask students: Workbook • Are all forms the same? Why? (Expected Coursebook answer: No, because they are for different purposes and seek different information accordingly. /Yes, the basic information such as name, address, date of birth, name of guardian, phone number are common in most forms.) WB W B page 54 Ensure that students have filled in the form correctly. Answers WB page 54 Anna Smith 65 Whitecoast Road Perth 6001 1002003001 061- 1234567 [email protected] 06/07/1998 Tick: Female Period 10 Review CB page 127 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 127 1. Ask students to get into groups of four and take turns to play the role of a customer. The others will suggest pets according to the customer’s needs. 2. Encourage students to think about each customer’s needs. For example, a young child would need a small dog or cat that it can play with; a family in a small flat should select a pet that does not need much physical activity; an old person may need a guard dog or a pet that is easy to look after and a family where all the members are out of the house should choose a pet that does not require frequent meals, such as goldfish. 3. This activity helps to develop the life skill of problem solving. 130 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Unit 11: D on’t Sit Still Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding the Theme • Listen to a poem. • Audio player and speakers CB pp128–129 Scholastic • Read aloud a poem with proper pronunciation, voice • Flash cards: after, as, while, CB pp130–131 before, when, as soon as, since, 1. C omprehension Reading modulation and intonation. until CB p132 Strategies for *WB pp55–56 Success 5 • Understand the meaning of the poem by answering • Audio player and speakers CB p133 Unit 3 pp27–29 *WB p57 Reading for Understanding questions. CB p134 2. Alpha Grammar *WB p58 and Composition 5 2 Reading Comprehension • Read silently to understand the poem. Unit 6 pp62–63 • Answer questions at different comprehension levels. 3. Alpha Grammar and Composition 5 • Identify the main idea of the poem. Unit 9 pp90–91 3 Vocabulary • Understand synonyms and antonyms. 4 Grammar • Understand the difference between too and very. 5 • Understand subordinate clauses of time. • Use subordinate clauses of time in context. 6 Spelling • Spell one-syllable verbs ending with r correctly CB p135 Related while adding -ing. children’s 7 Listening CB p136 books from Speaking • Listen to identify the main idea. CB pp136–137 Scholastic • Understand how to end conversations. CB pp137–138 8 Writing • Understand the meaning and use of topic sentences 1. Favourite Funny CB pp137–138 Poems by 9 in paragraphs. *WB p59 Edward Lear • Identify supporting details for the main idea. CB p139 • Write a paragraph. 10 Project Work • Compose and narrate a story. *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 11: Don’t Sit Still Coursebook Period 1 Coursebook Introducing the Theme CB pages 128–129 3. As a wrap-up activity, ask students: 1. As a warm-up, ask students: • Does the poet want us to leave our • What does a camel have that a horse doesn’t? 2. Before you read: Seek answers from various books forever and only work and exercise? students for the questions. 3. Play the audio. Ask students to close their eyes as they listen to the audio of the poem and visualise the scenes. Reading Aloud 1. Have students read aloud the poem in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each stanza and explain it. Ask questions to make learning interactive. • Stanza 1—First, ask the while-reading question. Then, ask: How do we get a hump? • Stanza 2—Ask: Can only grown-ups get a hump? Who else can get the hump? Explain: The word “cameelious” is not found in the dictionary. Sometimes poets make up new words. Ask: What does the poet mean by the word cameelious? (Expected answer: The poet means that something or someone is camel-like or like a camel.) • Stanza 3—Ask: What is the meaning of “snarly-yarly”? Explain that it is also a made up-word that the poet uses to describe our voice when we speak angrily. Ask: Why do we “scowl”, “grunt” and “growl” at our bath, boots and toys? • Stanza 4—Ask: Why does the poet think there should be a corner for people with a hump? Explain that standing in a corner is considered as punishment for bad behaviour. • Stanza 5—Ask: How can a cameelious hump be avoided? What solution does the poet suggest? • Stanza 6—Ask: How does the hump go? • Stanza 7—Ask: What does the poet want to convey through this stanza? Explain to students that the poet wants to say that if we exercise and work hard, we will be happy and not be in a bad or angry mood. 2. After you read: Seek responses from various students for the questions. 132 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Period 2 Coursebook Reading Comprehension CB pages 130–131 Coursebook 1. As a recap, ask students: • What does the poet mean by the word get no exercise and so their backs begin to look like a camel’s hump. “cameelious”? D. 1. T he main idea of the poem is that we 2. Ask students to read the text silently. should always work hard and not be lazy. If we 3. The comprehension skill focus in this unit is are idle, we will become ill-tempered. We will make ourselves and others around us miserable. Identifying the Main Idea. Highlight to students 2. S uggested answer: The Hump of Laziness that they should look at the title or heading of a poem to identify the main idea. They should look 133 for a common idea that flows through all the stanzas of the poem to get the main idea. Identifying the main idea helps in better understanding of the text. Poets build the main idea by giving details in the different stanzas. 4. Ask students to complete Exercises A and B on CB pages 130–131, and peer-correct the answers. 5. For Exercise C, seek answers for the same question from various students. Discuss Question 4 in detail with students. Point out that we are becoming like the camel because we are becoming lazy. We prefer to play games on our mobile phones and computers rather than play outdoors. Ask students to write the answers in their own words. Ensure that students have written correct answers. 6. Exercise D focuses on the comprehension strategy in the unit. Ask students to complete the exercise. Ensure that students have written correct answers. 7. As a wrap-up activity, ask students: • What is the use of a camel’s hump? (Expected answer: It stores fat. Camels use the fat to give them energy when they do not get food in the desert.) • Is a human hump as useful as a camel’s hump? Answers CB pages 130–131 A. 1. b. 3. a. 5. a. 2. a. 4. b. 6. a. B. 1. hump 3. scowl 5. ill 2. yet 4. me 6. hoe C. 1. N o, there aren’t many camels in the place the poet lives in because he talks about seeing the camel at the zoo and not on the roads. 2. A person with a cameelious hump is very angry at everything and shows it by making angry faces and sounds. Suggested answers: 3. W hen I am in a bad mood, I listen to music. This calms me down. 4. Today, people sit all day in a humped/hunched position as they use their computers and mobile phones. They © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
\\Period 3 Coursebook Vocabulary CB page 132 Workbook 1. As a warm-up activity, write the following sets of WB W B pages 55–56 words on the board one at a time and ask students to circle the odd one out. Ensure that students have written the correct • damp—moist, wet, dry (Answer: dry, because antonyms and synonyms. the other three are words with almost the same © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 meaning) • thin—lean, thick, slim (Answer: thick, because the other three have the same meaning) 2. Read the examples and explanations given on CB page 132. 3. Ask students to complete the exercise given on the same page. Ensure that students have matched the words correctly. 4. As a wrap-up activity, divide the class into two groups—Synonyms and Antonyms. Read out the words listed below one by one. The Synonyms team will say a synonym for each word and the Antonyms team will say an antonym for it. a. ancient (Expected answers: antonyms—modern, recent; synonyms—old, primitive, past) b. begin (Expected answers: antonyms—end, cease, synonyms—start, launch) c. calm (Expected answers: antonyms—upset, excited, nervous; synonyms—peaceful, cool) d. cheerful (Expected answers: antonyms—sad, unhappy; synonyms—happy, glad) e. bright (Expected answers: antonyms—dark, dull; synonyms—sparkling, shining, glowing) f. inexpensive (Expected answers: antonyms— expensive, costly; synonyms—cheap, economical) g. c reate (Expected answers: antonyms—destroy, damage; synonyms—make, build, produce, manufacture) h. e asy (Expected answers: antonyms— difficult, complicated; synonyms—simple, uncomplicated) Answers CB page 132 2. scowl—frown; grin 3. huge—enormous; tiny 4. get—receive; give 5. still—motionless; moving 6. active—energetic; lazy 7. empty—vacant; full 8. lift—raise; drop 9. hard—tough; easy 10. happy—cheerful; sorrowful 134
Answers WB pages 55–56 Coursebook A. 1. chilly 4. carpet 6. imitates Workbook 2. leap 5. chef 7. exhausted WB W B page 57 3. pleased Ensure that students have used too and very correctly. B. Circle: 135 1. full 5. little 8. common 2. dull 6. dry 9. slow 3. carefree 7. cheap 10. give 4. genuine C. Underline: 1. courteous; polite 3. rich; wealthy 2. prisoners; captive 4. opponent; adversary Period 4 Grammar CB page 133 1. As a warm-up activity, write the following sentences on the board: • This dish is very tasty. • That dish was too sweet. Ask students: Which dish do you think the person likes better? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 133 and refer to the sentences written on the board. 4. that too shows that the quantity of something is so much more than required that it is bad or has a negative effect. Too is usually used to show that something is not good or desired. Very shows that the amount or level of something is high. 5. : Ask students to complete the exercise given on the same page. Ensure that students have used the correct words. 6. Ask students to find a pattern in the sentences with the word too. Help them arrive at the understanding that too is usually followed by to + verb. 7. As a wrap-up activity, write the following sentences on the board and ask students to identify the sentences that are correct. Then, ask them to correct the incorrect sentences. a. Jessica is very intelligent. (Correct) b. John is too angry to talk sense at the moment. (Correct) c. Denise is a too good cook. (Incorrect. Correct sentence: Denise is a very good cook.) Answers CB page 133 1. too 4. very 7. very 9. too 2. too 5. too 8. very 10. very 3. very 6. too © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Answers WB page 57 Coursebook 1. too 6. too 2. too 7. too 3. too 8. too 4. very 9. very 5. very 10. too Period 5 Grammar CB page 134 1. As a warm-up activity, write the following poem on the board: Never give up When the tide is low, don’t give up! Rise up man, As soon as you can! Act very fast, Before the time has passed! Ask students: Workbook • When should we not give up? • When should we rise up? • When should we walk fast? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 134 and refer to the poem on the board. 4. that all these sentences have two clauses. The clause that answers the question when? is the subordinate clause. It tells us when the action in the main clause happens. 5. : Ask students to complete the exercise given Answers CB page 134 on the same page. 1. as soon as 3. while 5. After 6. Ensure that students have used the correct words. 2. before 4. until 6. since 7. Try it out: Have students get into groups of three for this activity. Ask one of them to talk about a problem that they faced. Remind them to use subordinate clauses that start with after, as, while, before, when, as soon as, since or until. The other members will come up with a solution. This activity focuses on developing the life skill of critical thinking. 8. As a wrap-up activity, divide the class into two teams. In turns each team will pick a flash card with the words that start a subordinate clause. The other team will use that word to make a sentence with a subordinate clause. WB W B page 58 Ensure that students have completed the tasks correctly. 136 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Answers WB page 58 Coursebook A. Underline: 1. While we were driving down the road 2. after running for ten minutes 3. when the teacher is talking 4. As soon as it stopped raining 5. Before I could grab the balloon B. 1. when we got there. 2. As soon as the floodwaters went down, 3. after scolding the children for five minutes. 4. while I chop the carrots. Period 6 Spelling CB page 135 1. As a warm-up activity, write the following words on the board: • ate, charge, star Ask three students to read a word each. 2. Now, write the following words on the board: • complain, gossip, pretend. Ask three students to read a word each. Now, read aloud the words slowly, pausing to stress the two syllables in each word. • com - plain, gos - sip, pre - tend 3. Explain that a unit of pronunciation with one vowel sound is called a syllable. Repeat the two sets of words and ask students to listen carefully. Help them to identify the number of syllables in each set. 4. Read the examples and explanation given on CB page 135. Explain that we double the r when we add -ing to verbs that have one syllable and a vowel before the final r. If students are unable to differentiate between vowels and consonants, remind them that the letters a, e, i, o, u are vowels and the rest of the letters in the English alphabet are consonants. 5. Ask students to complete the exercise given on the same page. 6. As a wrap-up activity, write the following words on the board and ask students to write the words that will have a double r when we add -ing to them. • appear, scar, cover, spur, appear, star, sponsor, war Answers CB page 135 1. stirring 3. barring 5. sparring 2. warring 4. blurring © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 137
Period 7 Coursebook Listening CB page 136 Coursebook p137 1. As a warm-up, ask students: • How can you identify the main idea of a 3. Ask a few students to read aloud the dialogue in pairs. paragraph? (Expected answers: We can identify the main idea by looking at the first or 4. Highlight the expressions used to end a last sentence/by looking for words that have conversation. been used repeatedly/by asking who or what the paragraph is about.) 5. Try it out: Ask students to pair up with 2. Direct students to listen attentively as you play a partner and take turns to start a friendly the audio and select the correct options based on conversation with a new neighbour. They the audio. should end the conversation using the words given on the page. Paragraph A. School uniforms are a wonderful idea. Since students have to wear the same 6. As a wrap-up activity, ask students to select thing every day, it saves money and worry the expressions that they can use when about what to wear. There are fewer differences ending a conversation. among students in uniform. All schools should understand the advantages of school uniforms. • See you later. () • Let’s rush! (×) Paragraph B. Diarrhoea is when you have • Take care! () loose, watery stools several times a day. There are many different causes of diarrhoea. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 The most common cause is bacterial infection. This usually happens when a person has eaten impure food or water. Paragraph C. First, mix the jelly powder in a pot of water. Then, boil the mixture. Finally, pour the mixture into plastic moulds and chill them in the fridge. Your jelly is ready to eat! Paragraph D. The cover indicates the title and the author’s name. The blurb on the back cover describes the story. The contents page lists the chapters and their page numbers. Paragraph E. Switzerland is home to many different landscapes. It has high mountains, green fields and many beautiful lakes. Many films have been shot in Switzerland because the country is so beautiful. 3. Play the audio once again and ask students to peer-correct the answers. Answers CB page 136 Tick: 1.-a. 3.-b. 5.-a. 2.-b. 4.-a. Speaking CB pages 136–137 1. Point out to students that when we end a conversation, we should do so politely instead of just stopping the conversation and walking away. 2. Read the conversation given on CB pages 136–137 with proper pronunciation and voice modulation. 138
Period 8 Coursebook Writing CB pages 137–138 Coursebook 1. As a warm-up activity, ask students to read the 3. Discuss with students if the points they last paragraph on CB page 93 and say what the have suggested link to the topic sentence paragraph is about. (Expected answer: It is about or main idea. Bolt’s achievements at the Olympics, which is like a fairy tale). Then, read out the first sentence 4. Ask students to write a paragraph on the and ask them if it conveys the main idea of the topic given on CB page 138. Tell them to paragraph. Explain that a sentence that conveys the keep in mind the ideas given on the page. main idea is called the topic sentence. 2. Read out the explanation given on CB page 137. 5. As a wrap-up activity, draw the following Then, ask students to read the paragraph table on the board. Ask a few students to on CB page 93 again. Point out how each sentence links to the main idea by listing Bolt’s 139 achievements. Explain that when we write a paragraph, we must include details to support the main idea. 3. Ask students to read the paragraph on CB pages 137–138. Point out the main idea or topic sentence. Draw attention to the details that support this idea, as given on CB page 138. 4. As a wrap-up activity, ask students: • Why is the topic sentence important? (Expected answer: It gives the readers an idea of who or what the paragraph is about.) • What will happen if we write sentences that are not linked to the main idea? (Expected answer: The paragraph will not make sense and the reader will be confused.) • Why should we have supporting details for the topic sentence in a paragraph? (Expected answer: They help to support the idea that the writer wants to convey.) Period 9 Writing CB pages 137–138 1. As a recap, ask students: • What should we keep in mind when we write a paragraph? (Expected answer: We should include a topic sentence that conveys the main idea of the paragraph. The other sentences in the paragraph should give supporting details for the topic sentence.) 2. Divide the class into two teams. Assign Team A the topic sentence Outdoor games are essential for good health and Team B the topic sentence Indoor games are better than outdoor games. Ask each team to suggest points to support their respective topic sentences. Write these points on the board in two different columns. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
read aloud their paragraphs. Let the rest of the class Workbook assess them using the points given in the table. Coursebook Has the main Does the topic Are the Hump. In the story, all the animals except idea been sentence mention supporting the camel work. When anybody asks it to work, it says “Humph”. A djinn or genie stated? the main idea? details linked? finally gives it a hump on its back and says that the camel can now work for many days 12345 12345 12345 without eating. Ask each group to make up a similar story about other animals. Answers CB page 138 The groups will narrate their story in class. Suggested answer: © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Playing on the computer is not the same as playing outdoors. Most people in the world today spend a lot of time indoors on their computers and mobile phones. Even when they have free time, they like to play games on these. This is not good for health. Doctors say that everyone should exercise in the fresh air and play outdoor games regularly. When we play outdoors, our bodies become fit and we feel active and full of energy. We can also make new friends and play games together. This is why playing outdoors is much better than playing on the computer. WB W B page 59 Ensure that students have followed the format. Answers WB page 59 Suggested answer: Machines have made our lives easier, but they have also made people lazy. About 200 years ago, people used grinding stones and simple tools to mix and grind spices. That took up a lot of time and energy. Modern machines do that work in less time and more efficiently. Now, it is possible to grind or cut vegetables and spices using a mixer. The disadvantage is that these machines are making people unhealthy since everything gets done by simply pressing a button. We should use machines but also make sure we get enough physical exercise to remain healthy. Period 10 Review CB page 139 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 139 1. Ask students to work in groups of four. 2. Tell them that the poem they read in the unit is from Rudyard Kipling’s story, How the Camel Got Its 140
Unit 12: The Joy of Giving Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from Scholastic 1 Understanding the Theme • Listen to a story. • Audio player and speakers CB pp140–143 1. Comprehension Strategies for • Read aloud a story with proper pronunciation, voice Reading modulation and intonation. Success 5 • Understand the meaning of the story by answering Unit 10 pp103–105 Reading for Understanding questions. 2. A lpha Grammar and 2 Reading Comprehension • Read silently to understand the story. CB pp143–144 Composition 4 Unit 1 pp16–18 • Answer questions at different comprehension levels. • Identify cause and effect in the story. 3 Vocabulary • Understand abstract nouns. CB p145 *WB p60 • Use abstract nouns in context. CB p146 4 Grammar • Understand changes in possessive pronouns and *WB p61 possessive adjectives in indirect speech. • Apply appropriate changes while changing from direct to indirect speech. 5 • Understand changes in time and place words CB p147 Related *WB p62 children’s in indirect speech. books from CB p148 Scholastic • Apply appropriate changes while changing from direct CB p149 1. T he Tennin’s Robe to indirect speech. CB pp149–150 by Phillis Gershator CB p151 from Scholastic 6 Spelling • Spell verbs with more than one syllable ending with an • Audio player and speakers CB p151 Active English r correctly while adding -ing. *WB pp63–64 Literature Reader 5 7 Listening CB p152 pp18–20 Speaking • Listen to identify words that show quality. • Act out a script. 2. T he Emperor and the 8 Writing • Learn how to write a script. Nightingale by Hans 9 • Write a script. Christian Andersen 10 Project Work • Make a Joy of Giving box. • Old carton, ribbons, stickers, • Donate old things. unused items (by students) *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Unit 12: The Joy of Giving Coursebook Coursebook Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Introducing the Theme CB pages 140–143 1. As a warm-up, ask students: • You must have a lot of old clothes, stationery and toys. What do you do with them when you no longer use them? 2. Before you read: Seek answers from various students for the questions. 3. Play the audio. Ask students to close their eyes as they listen to the audio of the story and visualise the scenes. Reading Aloud 1. Have students read aloud the story in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph and explain its meaning. Ask questions to make learning interactive. • Paragraph 1—First, ask: Does the author say that the statue was made of gold? What words does he use? (Expected answer: The statue is covered in leaves of gold.) Explain: “Leaves of gold” means thin foils or sheets of gold. Then, ask: Which expensive stones are mentioned in this paragraph? • Paragraph 2—Ask: What place did the Swallow choose to rest for the night? • Paragraphs 3, 4 and 5—Ask the while-reading question. Then, ask: What happened when the Swallow went closer to the Happy Prince? What kind of life did the prince live when he was alive? • Paragraph 6—Ask the while-reading question. Then, ask: What did the Happy Prince see after his death that he could not see when he was alive? What was the heart of the Happy Prince made of now? • Paragraph 7—Ask: What did the Happy Prince want the Swallow to take to the woman? Why did he want the Swallow to take it to her? • Paragraphs 8, 9 and 10—Ask: What does the eighth paragraph tell you about the Swallow? (Expected answer: The Swallow was kind as it went out in the cold to help someone.) Then, ask: Why did the Swallow feel warm? Do you think doing a good deed makes you feel good and warm inside? • Paragraphs 11 and 12—First, ask: Where did the Swallow want to go and why? Then, ask the while-reading question. 142
• Paragraphs 13, 14 and 15—First, ask: How Coursebook do you know that the Swallow stayed with the Coursebook Happy Prince? Then, ask the while-reading question. Now, ask: What did the Swallow see 143 when he flew over the city? • Paragraph 16—Ask: What did the Swallow do and why did he do it? How did the Happy Prince look when the Swallow had removed all the gold leaves? • Paragraph 17—First, ask the while-reading question. Then, ask: What happened to the Swallow? Why did the Swallow peck the Happy Prince? • Paragraph 18—Ask: What did the Mayor order? Why? • Paragraph 19—Ask: Why do you think the heart didn’t melt? (Expected answer: It didn’t melt because a kind heart never dies.) • Paragraphs 20 and 21—Ask: How did God honour the Swallow and the Happy Prince? 2. After you read: Seek responses from various students. Lead students to the conclusion that kindness and loyalty are precious qualities. We should value people who are kind to others and understand their suffering, as well as people who stay by their friends through good and bad times. This activity focuses on developing the life skill of critical thinking. 3. As a wrap-up activity, ask students: • How is the statement, ‘People die but a kind heart never dies’related to the story of the Happy Prince? Period 2 Reading Comprehension CB pages 143–144 1. As a recap, ask students: • Do you think the statue of the Happy Prince was happy? Why do you think so? 2. Ask students to read the text silently. 3. The comprehension skill focus in this unit is identifying Cause and Effect. Highlight to students that when one thing (the cause) makes another thing (the effect) happen, it is called Cause and Effect. To understand a text, we must be able to find both the cause and effect of things that happen. Point out that sometimes cause and effect work as a chain—a cause leads to an effect, the effect then becomes the cause for another effect. 4. Ask students to complete Exercise A and peer-correct the answers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
5. For Exercise B, seek answers for Questions 4 and Coursebook 5 from various students. For Questions 6 and 7, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 encourage students to discuss among themselves. Focus on qualities such as loyalty, kindness and empathy. Point out that it is good to do a good deed without expecting anything in return. Ask students to write the answers in their own words. Ensure that students have written correct answers. 6. Exercise C focuses on the comprehension strategy for the unit. Ask students to complete the exercise. Ensure that students have been able to identify cause and effect correctly. 7. As a wrap-up activity, ask students: • Would it have been possible for the Happy Prince to help the people without the Swallow? How did the Swallow help the Happy Prince? Answers CB pages 143–144 A. 1. T 3. F 5. T 2. F 4. F B. 1. T he statue of the Happy Prince was covered in fine leaves of gold. The eyes were two sapphires and there was a shining ruby on the hilt of his sword. 2. T he Happy Prince gave the woman the ruby from his sword to buy oranges for her sick son. 3. a. T he Swallow said these words to the Happy Prince. b. He must fly to Egypt to join his family and friends. c. T he Happy Prince stops him because he wants the Swallow to take one of his sapphires and give it to a young student who is very cold and hungry. 4. T he prince is called the Happy Prince because when he was alive he was always happy. 5. The Happy Prince could see all the misery in the town because he was placed on a tall pillar in the centre of the city square. Suggested answers: 6. T he qualities most important in a friend are loyalty and kindness. 7. If I were asked to give away something that is precious to me, I would give away my favourite toy. I would feel a little sad but I would also be happy knowing that I made someone smile. C. 1. T he Happy Prince was unhappy because of all the misery he saw in his city. 2. T he Swallow felt warm because he had done a good deed. 3. T he young student couldn’t write because he was cold and hungry. 4. The Swallow died because of the cold weather. 5. T he Happy Prince’s action made the people of his city comfortable and happy. 144
\\Period 3 Coursebook Vocabulary CB page 145 Workbook 1. As a warm-up activity, write the following words Answers WB page 60 on the board: • honesty, sadness, happiness, anger, bravery 2. Read out each of the following sentences and ask students to select a word from the list on the board that matches it. Circle each word as they say it. • Even though he was badly hurt, the soldier continued to fight. (bravery) • The taxi driver returned the bag full of money to the passenger who had left it behind in his taxi. (honesty) • When his dog died, Benny was heartbroken. (sadness) • Tina shouted at the man for throwing stones at the little kitten. (anger) • We were delighted when we came first in the quiz competition. (happiness) 3. Ask students: • Can we see any of these words? Can we touch them? 4. Read the examples and explanation given on CB page 145. Explain to students that the highlighted words are abstract nouns. 5. Ask students to complete the exercise given on the same page. Ensure that students have filled in the blanks with the correct words. 6. As a wrap-up activity, divide the class into two teams. Write the following sets of words on the board. Ask students to select the correct word to match the adjectives. Each team should take turns to do this activity. • beautiful: beautyness / beautifulness / beauty • wealthy: wealthiness / wealth / wealthship • friendly: friendliness / friendness / friendery • free: freeship / freedom / freeness • confident: confidence / confidentship / confidentness • jealous: jealousness / jealousery / jealousy • cool: coolness / coolery / coolship • glad: gladdery / gladship / gladness (The correct answers are in bold.) Answers CB page 145 1. fear 4. peace 7. pride 1. trust 4. pride 7. truth 2. compassion 5. bravery 8. embarrassment 2. bravery 5. knowledge 8. justice 3. laughter 6. knowledge 3. friendship 6. pain WB W B page 60 Ensure that students have filled in the blanks with the correct words. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 145
Period 4 Coursebook Grammar CB page 146 Workbook 1. As a warm-up activity, make the following faces 3. Debbie said that she didn’t like swimming. and speech bubbles on the board: 4. Veronica said that the pencil on the table was hers. 5. Uncle Joe says that they love their new house. I like my You know paintings. Billy, I met WB W B page 61 Jay yesterday. Ensure that students have completed the Jay Mark exercise correctly. What did He said that © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 he say? he liked his paintings. Billy Mark 2. Ask students: • What is the difference between what Jay said and how Mark reported it? (Answer: I like my is changed to he liked his.) 3. Revise direct and indirect speech. Refer to the sentences written on the board. Tell students that when the exact words of the speaker are repeated to a third person, we put them within inverted commas. When we do not use inverted commas, changes are made to the pronouns, possessive adjectives and tense of the verbs. 4. Follow the methodology of Show-Explain-Apply to teach grammar in context. 5. : Read the examples and explanation given on CB page 146. 6. that a possessive adjective comes before a noun. In the examples, my and his are possessive adjectives. Remind students that the words I and he are pronouns. 7. Point out the changes made to the pronouns and possessive adjectives given in the tables. 8. : Ask students to complete the exercise given on the same page. Ensure that students have made the required changes when changing sentences from direct to indirect speech. 9. As a wrap-up activity, ask students: • Which is an easier way of reporting what someone said—direct speech or indirect speech? Why? Answers CB page 146 1. James said that he liked that brown bag. 2. S ean told Harry that there were no more bananas left for them. 146
Answers WB page 61 Coursebook 1. The carpenter said that those were his tools. 2. The boys told the old man that they were looking for their friends. 3. Siraj said that the teacher had given him a gold medal. 4. The passengers said that they were very far from their destination. 5. Fred told John that Mum was looking for him. Period 5 Grammar CB page 147 1. As a warm-up activity, make the following faces and speech bubbles on the board: I made a You know painting Billy, I met yesterday. Jay yesterday. Jay Mark What did He said that Workbook he say? he had made a painting the Mark previous day. Billy 2. Ask students: • What is the difference between what Jay said and how Mark reported it? (Expected answer: I made is changed to he had made. Point out that the time expression yesterday changes to the previous day.) 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples and explanation given on CB page 147. 5. that when we change direct to indirect speech, time and place words are also changed. Point out the changes made to the words showing time and place in the table on the same page. 6. : Ask students to apply what they learnt to Answers CB page 147 complete the exercise given on the same page. 1. Mother said she could come over then. 7. Ensure that students have completed the 2. Rachel said that she had visited her aunt the exercise correctly. previous day/the day before. 8. As a wrap-up activity, divide the class into two 3. Timothy told Valerie to remind him the following/ teams. Each team will take turns to write a pronoun or a time and place word on the board. The other next day. team will write the corresponding word or phrase 4. Daniel told Sara to return the library books that day. used in indirect speech. 5. Myra said that she was very happy there. WB W B page 62 147 Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
Answers WB page 62 Coursebook 1. The prince said that he was very happy to be there then. Answers CB page 148 5. transferring 2. T he shopkeeper told the man that the shop would be 1. preferring 3. occurring closed the next/following day. 2. inferring 4. referring 3. Jimmy said that he was not going to school that day. 4. Jessica said that Kyle had given her a pen the day before/the previous day. 5. M r Lloyd said that he had come to that town five days before. 6. T he boys selected a bench and said that they wanted to sit there. 7. Amanda told Joel that she liked working there. 8. The girl said that they had got wet in the rain the day before/the previous day. Period 6 Spelling CB page 148 1. As a warm-up activity, write the following paragraph on the board: • R eferring to the eclipse occurring in the month of May, the Professor said, “Instead of inferring that the eclipse brings bad luck, we should study it carefully.” 2. Refer to the highlighted words in the paragraph. Write the base form of these words on the board. Say each word out loud with proper intonation and stress the syllables given in capital letters: • occur (Pronounce: oc-CUR) • infer (Pronounce: in-FER) • refer (Pronounce: re-FER) 3. Tell students that when we speak, we lay more stress or say some syllables in a word more forcefully than the other syllables in that word. 4. Read the examples given on CB page 148. 5. Explain that the letter r is doubled in some verbs of more than one syllable when we add -ing to them. The stress falls on the final syllable in these verbs. Remind students of the spelling rule learnt in the previous unit on CB page 135 6. Ask students to complete the exercise given on the same page. 7. As a wrap-up activity, read aloud the following words. Stress the syllable given in capital letters. Ask students to write down the words that will have a double r when we add -ing to them. de-TER, pre-FER, AN-swer, DIFF-er, c on-CUR, WA-ter 148 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5
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