Active English Teacher's Manual 5

Period 7 Coursebook Coursebook Listening CB page 149 1. As a warm-up activity, ask students to take turns to mention a quality in their partner that they admire. Encourage them to use abstract nouns. 2. Direct students to listen attentively as you play the audio and ask them to select the correct options based on the audio. Paragraph A: Uncle Mark was a poor man, but he would always give some food to the stray dogs. Every evening he would help old Mrs Baker in watering the plants in her garden. Paragraph B: In some poor countries, students study in wooden huts. Many of them have to walk for hours before they reach the school. All of them want to learn to read and write. Paragraph C: As soon as the family entered the cave, the torch fell down and broke. They could see nothing. Paragraph D: Tara was always taking care of her little brother. She would pack his lunch box every day. Paragraph E: Jim screamed and shouted and began to shake. He went red in the face and hit his pillow several times. 3. Play the audio once again and ask students to peer-correct the answers. Answers CB page 149 1.-e.   2.-d.   3.-a.   4.-c.   5.-b. Speaking CB pages 149–150 1. Read the script on CB pages 149–150 with proper pronunciation and voice modulation. 2. Try it out: Ask students to get into groups of four and enact the play. Ensure that students use appropriate voice modulation, facial expressions and body language. Allow students to read out from the script. 3. As a wrap-up activity, ask students: • Which character do you like best in the script? • Why do you like that character? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 149

Period 8 Coursebook Writing CB page 151 Period 9 1. As a warm-up activity, ask students to read the Writing CB page 151 story on CB pages 140–143 and compare it with the 1. As a recap, read and explain the guidelines script on pages 149–150. 2. Ask students to note all the differences between the given on CB page 151. story and the script. 2. Ask students to write a script using any 3. Then, ask students to point out the differences in turns. Ask each student to point out one incident from the story. difference. (Expected answers: The cast is not 3. Ask them to edit the script based on mentioned separately in the story. Props are not mentioned too. Dialogues are used in a script. the guidelines. Sometimes a narrator is present to tell viewers 4. As a wrap-up activity, draw the following about scenes that cannot be shown on stage. Stage instructions are given within brackets for table on the board. Ask a few students to the characters. Reactions and expressions to be read their scripts aloud. Let the rest of the shown during a particular dialogue are given in class assess them using the following points: brackets. The student, a character in the story, does not have dialogues in the story but has been Is it a good Have props and Is the script given dialogues in the script.) section for a instructions interesting? 4. Explain that we can write a script for most stories, but we must keep in mind that at least one or two script? been included? characters in the story should speak some lines in a script. 12345 12345 12345 5. Read the explanation given on CB page 151. Refer to the table and explain the steps involved in writing a script. 6. Ask students to work in groups of four and identify the incidents in the story that can be used for writing a script. (Suggested incidents: • CB pages 140–141: As summer came to an end . . . feel and empathise with those who are miserable. • CB page 141: Some distance from there . . . That is because you have done a good deed. • CB page 142: As the days passed . . . cheek and fell down dead. • CB page 142: The next morning, the Mayor . . . made with the metal. • CB page 143: When the man melted the statue . . . Happy Prince shall praise me.) 7. As a wrap-up activity, ask students to make a list of props and costumes in their notebooks. Encourage them to think about how they would create a gold costume for the Happy Prince and costumes for the other characters. 150 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Answers CB page 151 Workbook Suggested answer: Narrator : L ittle Red Riding Hood’s Cast: M ayor, two councillors, two workmen, narrator grandmother is unwell. Little Red Props and costumes: coat and hat for the Mayor, coats for Riding Hood is taking a basket the councillors, cardboard cut-out of a statue of fruits to her. The Wolf knows Setting: the city square about this plan and pays a visit to Grandmother. He locks her inside Narrator : T he Mayor and his councillors are in the the cupboard. The Wolf quickly square. They are looking at the dull statue dresses as Grandmother and takes her and shaking their heads. Two workmen are place in the bed. standing nearby. Red Riding Hood : H ello Grandma! Are you feeling Mayor : Dear me! How shabby and dull this better? statue looks! Wolf : I am very sick, my dear. Councillor 1 : It makes our beautiful square look so ugly. Red Riding Hood: Why is your voice so strange, Councillor 2 : A nd it’s right in the centre! Mayor : Something must be done immediately. Grandma? Mayor : Workmen! Wolf : I have a sore throat, my dear. Workmen : (together) Yes, Mr Mayor? Red Riding Hood : W hy are your ears so long, Mayor : Break this statue down at once. Workman 1 : We will start immediately, Mr Mayor. Grandma? Workman 2 : What would you like us to do with the metal? Wolf : S o that I can hear my Little Red Councillor 1 : (excitedly) We should use it to make a brand Riding Hood’s sweet voice better, new statue! my dear. Mayor : That is a wonderful idea. Make my statue. Red Riding Hood : Why is your mouth so big, Grandma? Councillor 1 : No, make mine! Wolf : (jumping out of the bed) So that Councillor 2 : Impossible! I am more powerful. You have to I can eat you! Narrator : T he wolf chases Little Red Riding make my statue! Hood around the room while she Narrator : T he mayor and the councillors are still screams for help. A hunter nearby hears her and quickly kills the wolf. fighting. Red Riding Hood : Oh thank you so much, sir! The hunter : What are you doing here all by WB W B pages 63–64 yourself? Ensure that students have used the guidelines in their script. Answers WB pages 63–64 A. Suggested answer: Narrator : A crowd had gathered near the pit. Harry is there with his brother, Tom.  Tom : L ook! Mr Thomas, Uncle Joe and Mrs Ellen are in the crowd too.  Harry : What are they looking at?  Tom : I don’t know. Let’s go forward and have a look.  Harry : I’m scared, Tom.  Tom : Stay close to me.  Harry : I’ll try. C. Characters: Little Red Riding Hood, Grandmother, Wolf, Hunter Props: red hood, basket of fruits, a bed, a cupboard, a cardboard axe, a wolf mask Setting: a hut in the forest © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 151

Red Riding Hood : I came to give Grandma some fruits. Coursebook The hunter : Where is she? Red Riding Hood : I think the wolf has eaten her. Narrator : T here is noise from the cupboard. The hunter opens the cupboard and finds Grandmother inside. Grandmother : O h thank you so much! It is so nice to see you safe, my dear. Red Riding Hood : I am happy to see you safe too, Grandma. Come, let me help you to your bed. Period 10 Review CB page 152 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 152 1. Students will work in groups of five. Inform them a week in advance about the project. 2. Ask them to get the materials required and make the Joy of Giving boxes in the class. 3. Display the boxes in a class exhibition for the rest of the school to appreciate. Then, collect all the boxes and donate them to a charity. 152 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

About Scholastic ™ English Literature Reader Scholastic ™ English Literature Reader is an exciting anthology of age-appropriate texts that can be read aloud for pleasure as well as used along with Scholastic ™ English Coursebook. The thematically linked texts build upon learning from the Coursebook and help students get additional information about the various themes. Each story has been specially selected to stimulate readers’ curiosity and encourage the love for reading. Scholastic ™ English Literature Reader 5 includes: texts that provide focused reading practice and exposure to a variety of text types colourful and vibrant illustrations that engage readers mini glossaries with each story that support and improve readers’ vocabulary and comprehension numerous exercises that strengthen and test language, comprehension, thinking and writing skills. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 153

Literature Reader 5 — Answers Packaged for Winter (Pages 4–7) A. 1. drink 2. animal   3. leaf   4. hungry   5. autumn B. 1. (b) 2. (a)   3. (d)  4. (c) C. 1. no, because the writer says some have a bitter flavour  2. ducks, grouse, turkeys 3. in burrows  4. bears  5. an oak tree D. 1. they are softened by water; they have a hard shell 2. there is not much around for animals to eat King of All Animals (Pages 8–12) A. Accept all suitable answers. sheep – graze elephant – lumber squirrel – scurry lion – pounce dog – snarl B. 1. (b) 2. (d) 3. (a) 4. (d) C. 1. fox 2. rocks 3. bare your fangs  4. when he was hiding  5. a mouse D. 1. clumsy, noisily, in fear and haste 2. g o quickly: flee, scurry, dart go slowly: lumber, creep, stroll E. Assess students’ work. Bird’s Nest Safari (Pages 13–17) 4. a window ledge  5. by hiding their nests A. 1. bark 2. hole 3. hang 4. look 5. wide B. 1.  (c) 2. (c) 3. (a) 4. (d) C. 1. house wren  2. spring 3. house wrens, house sparrows D. 1. because both are hidden in holes 2. to help parents keep the eggs warm E. Assess students’ work. The Tennin’s Robe (Pages 18–22) 4. goddess 5. wood and stone A. Accept all suitable answers. colour – light – fade ice – chocolate – melt arms – branches – entwine plant – leaf – wilt light – candle – glow B. 1. (d) 2. (b) 3. (a) 4. (b) C. 1. it would turn to dust  2. he boiled them in water  3. roots D. 1. because it was covered with feathers 2. because it was slippery and steep E. Assess students’ work. Bridges at Night (Pages 23–25) A. Accept all suitable answers. B. 1. (d) 2. (c) 3. (c) 4. (a) C. 1. bends 2. the windows 3. stretches far and wide 4. the lights on boats 5. a boy, because towards the end of the poem he talks about ‘another boy’ 154 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

D. 1. because the writer says the river is far below 2. buildings, boats, cars, traffic lights, street lamps, signs, moon, stars E. Assess students’ work. Triumph over Despair (Pages 26–30) A. 1. cruel  2. creation  3. seize  4. wrong  5. emotion B. 1. (b)  2. (d)  3. (a)  4. (b) C. 1. his brothers  2. a disease  3. Austria  4. killing himself  5. huge musical output D. 1. because painters need to see what they are painting 2. because he wanted to write down the music while he could still ‘hear’ it E. Assess students’ work. The Dishonest Merchant (Pages 31–35) A. punish – punishment honest – honesty arrive – arrival tolerant – tolerance enjoy – enjoyment B. 1 (d)  2. (b)  3. (c)  4. (c) C. 1. behind the fish market 2. a Romanian coin 3. a palace 4. saddened, sad 5. yes, because the writer says, “it became obvious to him that the peasant was telling the truth” D. 1. because the peasant had not stolen any, and the merchant thought everyone was dishonest 2. losing his bag of money in the first place; the thought of giving some of it away as a reward; the prince’s verdict, which meant that he would never get the rest of his money back E. Assess students’ work. A Sea Turtle’s Quiet Miracle (Pages 36–39) A. 1. beach  2. leg  3. nest  4. swim  5. sweep B. 1. (d)  2. (b)  3. (d)  4. (a) C. 1. digging 2. Florida 3. surfing, sunbathing 4. about two hours 5. because its wet surface reflected the moonlight D. 1. because the turtle couldn’t move backwards out of the dune, and the sand had buried her 2. because it was safer E. Assess students’ work. Treasure Hunter (Pages 40–43) A. NOUN OR VERB – glue, guess, search, surprise, taste VERB – add, choose, lean, protect, select NOUN – kind, mud, nature, ocean, rubble B. 1. (b)  2. (c)  3. (b)  4. (d) C. 1. white 2. glue 3. in empty shells 4. sand, mud, snails, shells, coral, stones, seaweed, anchor chain 5. pebbles © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 155

D. 1. the colour of its feathers 2. camouflage, because being safe from predators is more important than looking good E. Assess students’ work. The Flame of a Candle (Pages 44–47) A. 1. D  2. E  3. C  4. B  5. A B. 1. (d)  2. (d)  3. (a)  4. (b) C. 1. fastened his gaze on, fixed my eyes on 2. coffee 3. howling 4. to help him 5. Ahmet, Mehmet D. 1. staring at its flame helped him to think about warm things and pay less attention to the cold 2. w ise, because he found a way to endure the cold and prove his point about the candle; foolish, because he could have frozen to death and boasted about something he might not be able to do E. Assess students’ work. Wild Ride! (Pages 48–50) A. 1. E  2. D  3. B  4. A  5. C B. 1. (c)  2. (a)  3. (b)  4. (b) C. 1. scary 2. the writer’s eyes; the writer’s brother; a bump on the hill 3. a creek 4. exciting 5. it spun around D. 1. the writer suddenly felt worried and scared, causing an uncomfortable feeling in her stomach 2. she grinned; she asked if they could do it again E. Assess students’ work. Five Boiled Eggs (Pages 51–55) A. 1. B  2. D  3. E  4. C  5. A B. 1. (a) 2. (b) 3. (c) 4. (b) C. 1. a turban 2. a silver coin 3. yes, because he never forgot his debt to the innkeeper 4. Intent on finding his fortune 5. He had to pay a fine. D. 1. say that the innkeeper has won the case 2. by buying things in one place and selling them for more money in another Elizabeth Jennings Takes a Stand (Pages 56–61) A. 1. responsible  2. budge  3. rider  4. thrust  5. guilty B. 1. (d)  2. (a)  3. (b)  4. (c) C. 1. it was pulled by horses 2. Chester A. Arthur 3. a police officer 4. horses’ hooves / horseshoes on cobblestones 5. without treating black and white people differently D. 1. they looked for a “Coloured People Allowed” sign in the front window 2. her protest against unfair treatment of black people on public transport E. Assess students’ work. 156 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5



English EASY TO TEACH, EASY TO LEARN Scholastic English 1–6 is an English programme that builds the foundation for literacy and makes the teaching and learning of English simple and enjoyable. The series has been developed taking into consideration the needs and abilities of students for whom English is a second language. Scholastic English Teacher’s Manual is a comprehensive tool that helps teachers to plan, teach and assess in a systematic and effective manner. It has been designed to assist teachers to deliver effective lesson plans while reducing their planning time. The Teacher’s Manual includes: • the progression of the scope and sequence that provides the overall plan for the 6-year programme • a detailed plan and step-by-step guidance for teaching each unit in the Coursebook • a Scheme of Work with each unit that provides a map of the entire unit by period, listing skill focus, objectives, materials and resources required • an audio CD that provides a careful reading of each text in the Coursebook • answers for exercises in the Coursebook, Workbook and Literature Reader. Helping Children Around the World to Read and Learn ISBN 978-981-47-8127-5 9 789814 781275 For 100 years, teachers and parents have recognised Scholastic as a trusted name in learning. Scholastic continues this successful history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher. Scan this QR code for more information and teaching strategies. www.scholastic.com www.ScholasticActiveEnglish.com