Active English Teacher's Manual 5

5. As a wrap-up activity, draw the following table on Workbook the board. Ask students to match the twin words and their meanings. Explain that they first have Coursebook to match the word in Column A with its twin in Column B. Then, they should match the twin words 3. Ask again: What is the meaning of the words with their meanings in Column C. break and into? What does break into mean? Does it convey a meaning different Column A Column B Column C from the individual words break and into? there and thin thick and again immediately time and blue having dark black and bounds marks on the skin due to an injury by and then leaps and large fast, rapidly in good and bad times generally repeatedly Answers CB page 37 1. here and there 4. safe and sound 2. dos and don’ts 5. ups and downs 3. bread and butter WB W B page 15 Ensure that students have answered correctly. Answers WB page 15 A. 1. low   2. sound   3. white   4. thin B. 1. We searched high and low for a good gardener. 2. All the conditions are in black and white. 3. S he has wonderful friends. They have been with her through thick and thin. 4. The soldier returned safe and sound from the war. Period 4 Grammar CB page 38 1. As a warm-up, write the following sentence on the board: • The thief broke the windowpane to break into the house. Tell students: The highlighted words are phrases.   Then, ask: What comes after broke in the first phrase? What follows break in the second phrase? 2. Explain: Broke in the first phrase is followed by the article the and break in the second phrase is followed by the preposition into. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 49

4. Follow the methodology of Show-Explain-Apply Coursebook to teach grammar in context. put on: wear a garment or jewellery; cause a 5. : Read the examples given on CB page 38. device to work; start to play recorded music; 6. that a phrasal verb is made of a verb and one increase in body weight or more prepositions or adverbs. This combination put someone out: make someone angry or gives a special meaning to the verb. Go back to the irritated examples on the board. Point out that the meaning of the verb break changed when the word into put something out: turn off a light; was added. Explain that the phrase break into in extinguish something that is burning this sentence means “to forcefully enter a place to steal something”. Explain that the same verb can put up with: tolerate combine with different prepositions or adverbs to form phrasal verbs with different meanings. sign in: write your name on arrival, as in a 7. Read the phrasal verbs in the table on CB page 38 hotel and ask students to guess the meanings. They can use a dictionary to find out the meanings. Given sign up (for): agree to do something, or to below are the meanings of the phrasal verbs for join a course or organisation reference. sign out: write your name on departure, break down: stop working (machine); lose control opposite of sign in of emotions sign over: to officially give your property to break in: enter a building by force, especially to someone by writing your name on a steal something document break out: start suddenly; escape 8. As a wrap-up activity, draw the following break up: when something breaks into small pieces/ table on the board. Ask students to match the verbs with prepositions or adverbs to divide something big into smaller parts (like area or make phrasal verbs. time); end a relationship carry forward: transfer numbers to a new page Verb Preposition/Adverb or account break back carry on: continue to do an activity call forward carry over: postpone an event; keep something and come together apply or act on it in a new situation get out look forward to get away: escape get on: continue © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 get through: pass or help someone to pass a difficult experience or period get along: have a friendly relationship give away: let something become known, like a secret; give off: produce something such as heat, light or smell give in: admit defeat give up: stop making an effort; admit defeat; break a habit look after: take care of look up: (of a situation) improve look down on: think yourself superior to others look up to: have a lot of respect for (someone) put down: criticise someone; record something in writing put something off: postpone something put somebody off: cause someone to feel dislike or distrust; make somebody lose interest in something 50

Period 5 Coursebook Workbook Grammar CB page 39 1. As a recap activity, write the words Add and Up on the board and ask students for their individual meanings. Then, write Add up together and ask students for the meaning. 2. Refer to the words written on the board. Ask students if add up is a phrasal verb. 3. : Ask students to apply what they have learnt to the exercise given on CB page 39. Ensure that students have completed the sentences using the correct phrasal verbs. 4. Try it out: Ask students to get into groups of four and write some phrasal verbs on pieces of paper and put them in a box. Remind students to choose verbs that can be acted out. Ask one student from each group to pick up a piece of paper and act out the phrasal verb written on it. Ask the other members in the group to guess the phrasal verb. 5. As a wrap-activity, write the following words beginning with the word get. Tell students that one of the pairs is not a phrasal verb. Ask them to identify it. • get along, get up, get in, get down, get away, get of, get over, get off (Answer: get of) Answers CB page 39 1. break into 4. look after 7. get on 2. get along 5. sign in 8. look up to 3. give in 6. put off WB W B pages 16–17 Ensure that students have answered correctly. Answers WB pages 16–17 A. 1. Minnie tried to call up Sally yesterday, but the line was busy. 2. The children cannot carry on with the work. 3. S he was sad to find out that her friend was speaking ill of her. 4. The plane took off on time. 5. T he bus broke down and we had to take a taxi to reach office. B. 1. worn out   4. gave in     7. put out   2. look into      5. break out   8. gives off   3. came to      6. look after © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 51

Period 6 Coursebook Spelling CB page 40 Say: the red shirt; a naughty child; shining 1. As a warm-up activity, write the following poem on star; look after; drive carelessly the board and ask students to recite it in a chorus. (Answer: look after) 2. Direct students to listen to the text attentively Mr Lawrence The audio paused and identify the phrasal verbs. Then, ask them And Mr Lawrence to match the sentences with the meaning of the Who expected applause phrasal verbs. Saw only yawns. 3. Play the audio of the listening text given below. 2. Refer to the poem on the board and highlight the Sentence A: A war broke out as soon as long vowel au and long vowel aw sounds in the words. the king was killed. Sentence B: The police caught the 3. Read the words given in Exercise A on CB page 40. Emphasise the long vowel au and long vowel aw thieves but one got away. sounds. Ask students to repeat after you. Explain Sentence C: Lucy signed up for the that au and aw have the same sound. Ask students to refer to the poem written on the board and the computer course. words in Exercise A again. Sentence D: We won two matches in 4. Ask students to complete Exercise B on the same a row after many months. Things are page. Ensure that students are able to fill in the beginning to look up. blanks correctly. Sentence E: We don’t trust him. He might give away the country’s secrets 5. As a wrap-up activity, draw a tic-tac-toe grid on the for money. board such as the one given below. Ask students 4. Play the audio once again and ask students to make a similar grid in their notebooks. Call out to peer-check the answers. the words given below. Tell students to listen to the Answers CB page 40 words and write one word in each square of their 1.-d.     2.-c.     3.-a.     4.-e.     5.-b. choice. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Say these words aloud: draw, author, saw, audio, crawl, cause, claw, launch, law The first student who writes three aw or three au words horizontally, vertically or diagonally wins the game. Answers CB page 40 1. jaw 3. haul 5. straw 2. drawer 4. gauze Period 7 Listening CB page 40 1. As a warm-up activity, say each of the following phrases aloud and ask students to identify the phrasal verb. 52

Speaking CB pages 41–42 Coursebook 1. Read aloud the news report given on CB page 41. Coursebook Use proper pronunciation and voice modulation. 2. Explain that a news report has certain features. unesco → UNESCO to be choose → to be chosen Ask students: Do you express your views in a were and tear → wear and tear report? Why or why not? Both whether and → weather (Expected answer: No, because we are only Most historical sights → sites reporting about something, we are not talking lists the do’s and don’ts → dos about our views on it.) Highlight to students that not throw rubbish there and here. → here and there the questions given on CB page 41 will help them compose a news report. 53 3. Try it out: Ask students to get into groups of five. Ask them to discuss the given topic and write a report using the questions given on CB page 41. Ask a student representative from each team to read aloud the report. This activity helps build the value of responsible citizenship. 4. As a wrap-up activity, write the following headlines on the board. Ask students to choose a headline and prepare a short report. Then ask them to read it out to the class in turns. • Monkeys trouble residents in the neighbourhood • Strange balloon seen in the sky • All schools will stop having tests and exams Period 8 Writing CB page 42 1. As a warm-up activity, write the following sentences on the board: • I bought a book to school. • Is that book your’s? Ask students to point out the errors. (Answer: The past tense of bring is brought, not bought. Yours does not have an apostrophe s.) 2. Now, read the points given on CB page 42. Explain to students that these points will help them improve their writing and avoid making mistakes. Point out that these steps must be carried out after they have written a composition. Say that the process of checking and improving a piece of writing is called editing. 3. Ask students to edit the report given on CB page 42. Ensure that students have identified and corrected all the mistakes. 4. After students have finished editing, ask them to write a headline or title for the report. 5. As a wrap-up activity, ask students: • Which mistake did most of you spot? • Which mistake did most of you miss? Answers CB page 42 becuase → because sites? → sites. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 9 Coursebook Writing CB page 42 Workbook 1. To recap learning, ask: • What are the important points to keep in mind Wonders of the Ancient World. Apart from the pyramids, there are other attractions that make a while editing your writing? trip to Giza enjoyable. The food there is also very Write the following report on the board. Make delicious. sure that the lines end as given here. Tell students: © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 There is one error in each line. Rewrite each line correctly. The Acropolis Heel(Hill) The Acropolis Hill has been situated near Athens.(is) Athens is a capital of Greece. (the) The Acropolis was built to limestone. (in) The acropolis hill has the Parthenon. (Acropolis) The parthenon was a temple to the goddess Athena.(Parthenon) Many of the monuments was destroyed in wars.(were) Today, much tourists visit Athens to (many) sea the beauty of the Acropolis. (see) unesco has promised (UNESCO) to look into the monument. (look after) The correct answers are enclosed within brackets. 2. As a wrap-up activity, ask a few students to read aloud the report they have written. WB W B pages 18–19 Ensure that students have completed the task correctly. Answers WB pages 18–19 Suggested answers: A. 1. The Seventh Wonder 2. Giza, Egypt; sandstone structure 3. Khufu 4. oldest wonder of the world that is still there B.  Suggested answers: The Seventh Wonder The Great Pyramid is located in the city of El Giza, in Egypt. Its beauty is known throughout the world. The pyramid was built by the Pharaoh Khufu around five thousand years ago. Khufu also built smaller pyramids for his family members. Inside the Great Pyramid there are three chambers. One is called the King’s Chamber and the other one is called the Queen’s Chamber. The third chamber does not have any name and is incomplete. Everyone should visit the Great Pyramid of Giza because it is a World Heritage Site and the oldest of the Seven 54

Period 10 Coursebook Review CB page 43 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 43 1. Students should be told about the project work at least five days before the activity is conducted in class. 2. Ask students to work in groups of three. Ask each group to select a monument or a historical site and find information about and collect pictures of it. Ask each group to write a report on the site they have selected. They can also paste pictures of the site to decorate and add more information to their chart. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 55

Unit 4: M aking Dreams Come True Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a biography. • Audio player and speakers CB pp44–46 Scholastic the Theme • Read aloud a biography with proper pronunciation, voice • Audio player and speakers •  Sheet of chart paper, pictures 1. C omprehension Strategies Reading modulation and intonation. for Success 5 Unit 7 • Understand the meaning of the biography by answering of a pilot, astronaut or inventor pp68–72 Reading for (optional), glue stick (by Understanding questions. students) 2. Alpha Grammar and Composition 5 p147 2 Reading • Read silently to understand the biography. CB pp47–48 Related children’s Comprehension • Answer questions at different comprehension levels. CB pp49–50 books from *WB p20 Scholastic • Draw conclusions from the biography. CB pp50–51 *WB pp21–23 1. Elizabeth Jennings Takes 3 Vocabulary • Understand the meanings of some proverbs. CB p52 a Stand by Laura Sassi from Scholastic Active • Use proverbs in context. English Literature Reader 5 pp56–58a 4 Grammar • Understand relative pronouns. • Use relative pronouns in context. 5 • Revise relative pronouns. • Use relative pronouns in context. 6 Spelling • Recognise the long vowel ur and long vowel ir sound. • Spell words with the long vowel ur and long vowel ir sounds correctly. 7 Listening • Listen to find specific information. CB p53 CB p53 Speaking • Make announcements. CB p54 CB p24 8 Writing • Understand the language and format of a formal letter. CB p55 9 • Write a formal letter. 10 Project Work • Learn to work in a group. • Make a chart on a famous pilot, astronaut or inventor. *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 4: Making Dreams Come True Period 1 Coursebook Coursebook Introducing the Theme CB pages 44–46 1. As a warm-up, ask students: • Do you think it is good to have dreams about the future? Why do you think so? 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, with each student reading one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph and explain its meaning. • Paragraphs 1 and 2—Ask: What did Amelia do with the help of her uncle? For how long was she flying? Then, ask the while-reading question. • Paragraph 3—Ask: Describe the first plane that Amelia saw. What was Amelia’s reaction to the first plane that she saw? • Paragraphs 4 and 5—Ask: Why was Amelia intrigued? What made Amelia feel that “she had to fly”? How does the author use the proverb “where there’s a will, there’s a way” while referring to Amelia? What did Amelia do to fulfill her dream? Why do you think Amelia called her plane “The Canary”? Then, ask the while-reading question. • Paragraphs 6 and 7—Ask: How was Amelia’s flight different from present-day flights? How did Amelia navigate? How old was Amelia when she made her first solo flight across the Atlantic Ocean? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 57

• Paragraph 8—Ask the while-reading question. Coursebook Then, ask: What does this incident tell you Coursebook about Amelia? Finally, ask: Why did Amelia keep a scrapbook and what was it about? What was her belief about men and women? Paragraph 9—Ask: What did Amelia achieve in the year 1935? What was her ambition? Amelia’s first attempt ended in a crash, yet she made a second attempt. What does this say about her personality? What happened during Amelia’s second flight? 2. Ask students to use their imagination and conclude what might have happened to Amelia. Ask them to focus on the clues given in the last four sentences to come to a conclusion. 3. After you read: Encourage students to express themselves freely. 4. As a wrap-up activity, ask: • Amelia showed signs of being a pilot early in her childhood. Which incident in her life proves this? Period 2 Reading Comprehension CB pages 47–48 1. As a recap, ask students: • Which quality of Amelia’s impresses you the most? 2. Ask students to read the passage silently. 3. The comprehension skill focus in this unit is Drawing Conclusions. Highlight to students that conclusions are the decisions we make after understanding the text. Students must read the text again and underline the facts and details given in it. These will form the basis for their conclusions. Tell students to check all possible answers before drawing conclusions. 4. Ask students to complete Exercises A and B and peer-check the answers. 58 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

5. Discuss the questions in Exercise C before asking Coursebook students to write the answers. 9. S uggested answer: I think Amelia felt very 6. For Exercise D, help students to frame correct excited when she was flying alone across the answers. Ensure that students have written correct Pacific or the Atlantic Ocean. answers. 10. S uggested answer: I admire Amelia Earhart’s 7. As a wrap-up activity, ask students: determination and bravery. Amelia had a dream • How many solo flights did Amelia undertake? and she was determined to achieve that dream. She was also very brave because she did many What was common between the two flights? daring things alone. Answers CB pages 47–48 11. S uggested answer: Yes, I agree with Amelia’s views. In today’s world, women can work as A. 1. F    2. F   3. T   4. F   5. T engineers and scientists, as well as bus and taxi drivers. They also participate in sports such as B. 1. 1907 wrestling and boxing, which were traditionally 2. A melia flew for the first time. for men. 3. A melia became the first woman to fly across the D. 1. S uggested answer: We can conclude that Atlantic Ocean. Amelia was a brave and ambitious woman who 4. 1932 loved adventure. She worked hard to make 5. A melia refused to fly a famous film star to the Bendix her dream possible. She was always trying to achieve more. After every adventure, Amelia Trophy race. was ready for another one. 6. 1935 7. 1937 2. Suggested answer: Amelia Earhart shows us that women can do anything they want, if they C. 1. T he first plane that Amelia saw was made of wood and are brave, determined and hard-working. Her cloth and had one engine. The pilot sat in the open, and achievements inspire women to dream and to the plane only took one passenger. work hard to fulfil their dreams. 2. A melia was not impressed when she saw a plane for the first time. Her views changed later when she went to a stunt-flying exhibition with a friend and a little red plane dived at her during the exhibition. 3. A melia depended on the position of the stars for directions. 4. Amelia was 40 years old when she made her second attempt to fly around the world. 5. A melia called her first plane “The Canary” because it was bright yellow in colour, like a canary bird. 6. Modern planes are much faster than the plane Amelia used in 1928. They use maps, radios, computers and other kinds of electronic equipment to help them fly. 7. Suggested answer: Yes, I think it is easier to fly planes now. Modern planes use computers to navigate and monitor and radios to communicate. They also have more powerful engines, so they are much faster. 8. A melia worked hard to earn money to learn how to fly and to buy a plane. She was ready to face hardships to achieve her dream. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 59

\\Period 3 Coursebook Coursebook Vocabulary CB pages 49–50 1. As a warm-up activity, read out the following proverbs and ask students to say what they think each one means. • Aburnt child dreads the fire. (Answer: A person who has a bad experience of something will avoid it in future.) • Actions speak louder than words. (Answer: What you do is more important than what you say.) 2. Read the example on CB page 49. Explain that a proverb is a saying that gives advice or states a general truth. 3. Read and explain the meanings of the proverbs given in the table on CB page 49. 4. Ask students to complete the exercise given on CB page 50. Ask students to peer-check the answers. 5. As a wrap-up activity, write the following proverbs and their meanings on the board. Ask students to match each proverb to its meaning. Proverbs 1. Strike while the iron is hot. 2. It’s no use crying over spilt milk. 3. Look before you leap. 4. Practice makes perfect. 5. Pride comes before a fall. Meanings a. Think carefully about the results of your actions before you do anything. b. If you want to be good at something, you should practise doing it over and over again. c. If you are too proud, something will happen to make you look foolish. d. Don’t waste time being sorry for something that has already happened. e. Make use of your opportunities while they last. (Answers: 1.-e.   2.-d.  3.-a.  4.-b.  5.-c.) Answers CB pages 50 1. Every cloud has a silver lining. 2. Empty vessels make the most noise. 3. You reap what you sow. 4. Birds of a feather flock together. 5. A friend in need is a friend indeed. 6. A rolling stone gathers no moss. 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

WB W B page 20 Workbook Ensure that students have answered correctly. Coursebook Coursebook Answers WB page 20 1.-c. 3.-a. 5.-d. 2.-e. 4.-f. 6.-b. Period 4 Grammar CB pages 50–51 1. As a warm-up activity, write the following sentence on the board: • The man who is walking along the river is the same man whom we met yesterday. Ask: Who or what do the words who and whom refer to? (Expected answer: The man) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 50. 4. that who, whom, which, whose and that talk about the nouns or pronouns that come before them in a sentence. They are called relative pronouns. Who and whom are usually used for people and which is used for animals and things. Whose shows that a person or thing belongs to someone or something. The relative pronoun that is sometimes used in place of who, whom and which. You may want to tell the class that who is usually used as the subject of a verb and whom is used as the object of a verb. 5. To reinforce learning, draw the following table on the board. Ask students to draw lines and match the columns to make sentences. What is the name who they bought is of the man whom very big. An optimist is a whose person that house is next to The house yours? The man looks at the brighter side of life. we met is a wrestler. 6. Now, ask students to make as many sentences as possible. Remind them that they can use different relative pronouns in the same sentence. (Answers: What is the name of the man whose house is next to yours? An optimist is a person who looks at the brighter side of life./An optimist is a person that looks at the brighter side of life. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 61

The house that they bought is very big. Coursebook The man whom we met is a wrestler./The man that Workbook we met is a wrestler. WB W B pages 21–23 7. As a wrap-up activity, say the following one by one. Ensure that students have answered correctly. Ask students to say what they refer to in a sentence. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 • who (people) •  whom (people) • whose (shows belonging) • which (animals and things) • that (people, animals and things) Period 5 Grammar CB pages 50–51 1. To recap learning, write the following sentences on the board. Ask students to fill in the blanks using who, whom, whose and that. • The thief who stole the bicycle has been caught. • Can you show me the road that leads to the auditorium? • The man whom we met is my uncle. • The girl whose puppy got lost is crying. 2. : Ask students to apply what they have learnt to the exercise given on CB page 51. Ensure that students have completed the exercise correctly. 3. Try it out: Ask students to pair up for this activity. Ask each pair to think about the achievements of one of their classmates and make sentences about them. This activity helps to develop the value of cooperation. 4. As a wrap-up activity, divide the class into five groups—Who, Which, That, Whose and Whom. Ask group members to write as many sentences as they can using the group name. Give them two minutes to complete the task. Start a countdown to create excitement. Answers CB page 51 1. S ome of the fish that swim in the River Amazon are deadly. 2. Plants that are left too long in the dark often die. 3. W e like the young man who helped us carry our bags. 4. The birthday present, which I ordered two weeks ago, arrived yesterday. 5. These are the girls whose bags got lost. 6. The policemen met the people whose house had been burgled. 7. I told you about the girl who lost her shoes at the beach. 8. Mr Rogers, who lives across the road, always leaves for work at eight in the morning. 62

Answers WB pages 21–23 Coursebook A. Circle: 4. thing 7. animal 1. thing 5. person 8. person 2. person 6. person 3. thing B. 1.-b. 3.-a. 5.-c. 2.-d. 4.-f. 6.-e. C. 1. which/that    3. that/which    5. whose 2. who     4. who       6. whom D. 2. We are going to visit our aunt who lives in Pisa. 3. I am watching the ants that are climbing a wall. 4. That is the little boy whom I borrowed an umbrella from./That is the little boy from whom I borrowed an umbrella. 5. T he Amazon rainforest, which is in South America, is home to many animals. Period 6 5. Ensure that all students are able to find the correct words. Spelling CB page 52 1. As a warm-up activity, write the following 6. As a wrap-up activity, ask students to work in pairs. Tell students that you will be sentences on the board and have students read reading out some words. One partner in the them aloud. pair will write the words which are spelt with ir and the second one will write the • The nurse had a purple purse. words which are spelt with ur. • The fire burns in the furnace. • The little girl wore a pink skirt. • surf, third, circus, shirt, burst, birthday, • The thirsty bird drank water. curve, return, murder, stir, hurl, dirt, • Stir the milk, don’t churn it. turnip, firm, burden, chirp, furnace 2. Read the words given in Exercise A on CB page 52. Answers CB page 52 Emphasise the long vowel ur and long vowel ir sounds. Ask students to repeat after you. Across Down 3. Ask: Is there any difference between the sound 3. CHURN 1. SURF made by the letters ur and the letters ir in these words? Explain that both ur and ir make the same 4. FURNACE 2. THIRSTY sound. Ask students to refer to the sentences written on the board and the words in Exercise A again. 6. SKIRT 3. CIRCUS 4. Ask students to complete Exercise B on the 7. STIR 4. PURSE same page. Explain that the clues under the heading Across refer to words that will be written horizontally and the clues under the heading Down refer to words that will be written vertically. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 63

Period 7 Coursebook Listening CB page 53 Speaking CB page 53 1. As a warm-up activity, ask students to say the 1. Read aloud the announcement given on names of the professions that you describe: • someone who works in a garden CB page 53 with proper pronunciation and (Answer: gardener) voice modulation. • someone who cooks in a restaurant 2. Explain the points that need to be included (Answer: chef) • someone who makes clothes in an announcement. (Answer: tailor) 3. Try it out: Ask students to write an • someone who repairs taps and pipes announcement informing students to come (Answer: plumber) 2. Direct students to listen to the text attentively. neatly dressed for a class photograph Ask them to match the sentence endings on CB page 53 with the audio and write the correct numbers in the boxes. 3. Play the audio of the listening text given below. Number 1. A pilot is a person who flies a plane. Number 2. A life guard is an expert swimmer whose job is to protect swimmers from drowning. Number 3. An architect is a person whose job is to make drawings and plans of a building. Number 4. A carpenter is a person who makes and repairs wooden objects. 4. Play the audio once again and ask students to peer-check the answers. Answers CB page 53 1, 3, 4, 2 on Monday. Ask them to read aloud the announcement in class. This activity focuses on building the life skill of effective communication. 4. As a wrap-up activity, ask students to discuss the following kinds of announcements: • school assembly • radio/TV • railway station 64 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 8 Coursebook Writing CB page 54 Answers CB page 54 1. As a warm-up, ask: Suggested answer: • Do you talk to your parents and the principal 31 St Paul’s Avenue Rome in the same way? What is the difference? 17 October 2017 Encourage students to respond. The Class Teacher 2. Refer to the letter given on CB page 54. Explain Central High School that formal letters are letters that deal with Rome complaints, requests and apologies. Applications Dear Madam, are also formal letters. Subject: Application for leave 3. Explain the format of a formal letter. Say: I am Ryan Bosio of Class 5B. I would like to take • Write the address of the writer on top, followed leave on Friday, 21 October 2017 as I have to visit by the date. the dentist. • Leave a little space and then write the post or I request that you kindly grant me leave for this designation of the receiver, followed by his or day so that I can visit the dentist and have my teeth her official address. checked. • Write a suitable greeting, Dear Sir or Yours faithfully, Dear Madam, as needed. Ryan Bosio • Write the subject and underline it (remind students that the subject has the main idea of the letter). • Explain the main idea in the next two or three paragraphs. • End the letter with the name of the writer. 4. Ask students to read the letter silently. 5. As a wrap-up activity, ask: • Why is it important to write the subject in a formal letter? (Expected answer: It is important so that the receiver or addressee comes to know of the main idea of the letter immediately.) Period 9 Writing CB page 54 1. As a warm-up activity, ask a few students to come up to the board in turns and write the key points to remember while writing a formal letter. 2. Ask students to write a letter to the teacher asking for leave, as given on CB page 54. 3. After they have written the letter, ask students to edit it. 4. As a wrap-up activity, ask a few students to read aloud the letters they have written. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 65

WB W B page 24 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 24 Suggested answer: T6, 1006 Bloom Apartment 24 October 2017 The Principal Lakeview High School Chicago Dear Sir/Madam, Subject: Permission to host a charity event The students of class 5B would like to hold a charity event in our school. The purpose of this event is to help the people affected by the recent blizzard in the eastern parts of the US. We would like to hold the event on Saturday, 5 November 2017 at the sports ground between 11 a.m. and 5 p.m. Students who wish to help can donate their clothes. We will give these clothes to a charitable organisation who will give them to the people in need. We will also sell snacks and items donated by students to raise money. I request that you kindly grant us permission to hold this event. Yours sincerely, Niall Adams Period 10 Review CB page 55 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 55 1. Students should be told about the project work at least five days before the activity is conducted in class. 2. Ask students to work in groups of four. Ask each group to select a famous pilot, astronaut or inventor and find out facts about his or her life. Ask them to make a chart with these facts, in the form of a table or fact file. Encourage them to draw or stick pictures to decorate the chart. 66 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 5: Listen and Learn Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a poem. • Audio player and speakers CB pp56–58 Scholastic the Theme • Read aloud a poem with proper pronunciation, voice CB pp59–60 1. Comprehension Reading modulation and intonation. CB p61 Strategies • Understand the meaning of the poem by answering *WB p25 for Success 5 Reading for CB p62 Unit 9 pp85–89; Understanding questions. *WB p26 pp90–91 2 Reading • Read silently to understand the poem. 2. Alpha Grammar and Composition Comprehension • Answer questions at different comprehension levels. 3 Unit 7 pp66–68 • Make inferences. 3. A lpha Grammar and Composition 4 3 Vocabulary • Understand compound words. Unit 1 pp19–21 • Use compound words in context. 4 Grammar • Understand that some words are always followed by particular prepositions. • Use appropriate prepositions in context. 5 Punctuation • Understand how to use hyphens correctly. CB pp63–64 Related *WB pp27–28 children’s 6 Spelling • Recognise the long vowel or and long vowel ar sound. books from CB p64 Scholastic • Spell words with the long vowel or and long vowel ar CB p65 1. F ive Boiled sounds correctly. CB p65 Eggs retold by CB p66 Laura S. Sassi 7 Listening • Listen to identify rhyme scheme. • Audio player and speakers CB p66 from Scholastic *WB p29 Active English Speaking • Talk about a sensitive topic. •  Pictures of things in a first-aid box, glue CB p67 Literature Reader stick, colouring material, sheets of chart paper 5 pp51–53 8 Writing • Understand the meaning of a narrative story or poem. (by students) 2. The Flame of a 9 • Write a narrative poem. Candle retold by Marci Stillerman 10 Project Work • Work in a group. from Scholastic • Make a chart on first aid. Active English Literature Reader 5 pp44–45 *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 5: Listen and Learn Coursebook Period 1 Coursebook Introducing the Theme CB pages 56–58 • Stanza 6—Ask: Where was Johnny 1. As a warm-up, ask students: when the fishes came out to stare at • What can happen if you walk while looking up him? Did Johnny scare the fishes? How do you know? at the sky? Encourage students to give examples from their (Expected answer: Johnny was walking near the edge of the river. Yes, he scared daily lives. the fishes. We know this because they 2. Before you read: Ask the questions and invite swam away.) students to answer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 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 its meaning. • Stanza 1—Ask the while-reading question. Then, ask: Why do you think Johnny looked at the sky and clouds? (Expected answer: He probably liked to see the changing shapes and colours of the clouds and the sky.) • S tanza 2—Ask: What did Johnny not think about? Why did everyone call him “Johnny Head-in-Air”? • S tanza 3—Ask: What came in Johnny’s way? Why didn’t Johnny see the dog? • S tanza 4—Ask the while-reading question. Then, ask the following questions: What do the words “Bump!” and “Dump!” show? (Expected answer: They show the sound of Johnny crashing into the dog.) What does “thump” mean? (Expected answer: It is the sound that was made when Johnny and the dog fell down.) Did the dog and Johnny break their bones? Give a reason for your answer. (Expected answer: No, because the poet says they “almost” broke their bones, which means they did not actually break their bones.) • Stanza 5—Ask: What was Johnny watching as he walked along the river? What were the swallows doing? T hen, ask: Do you think there were clouds in the sky? Give a reason for your answer. (Expected answer: Yes, because Johnny watched the sun getting hidden behind the clouds and then coming out again.) 68

• S tanza 7—First, ask: What was Johnny carrying Coursebook with him when he fell into the river? Then, ask the while-reading question. Coursebook • Stanza 8—Ask: Why did Johnny shiver? 6. Write this rhyme on the board and explain (Expected answer: He was frightened and cold.) the rhyme scheme: • S tanza 9—Ask: What did Johnny lose in the Jack and Jill A river? What did the fishes do? 2. After you read: Encourage students to share their Went up the hill A answers. Discuss which rules are common among To fetch a pail of water B all of them. 3. As a wrap-up activity, ask students: Jack fell down C • Have you ever come across a dreamy person And broke his crown C like Johnny? And Jill came tumbling after. B Period 2 69 Reading Comprehension CB pages 59–60 1. Ask students the following question to recap learning: • The poet has described two accidents that happened to Johnny. What are they? 2. Ask students to read the poem silently. 3. The comprehension skill focus in this unit is Making Inferences. Highlight to students that making inferences means looking at the information available and deciding what is most likely to be true. The answers are not found directly in the text but there is information to help us arrive at our decisions. Tell students to look for clues and find the most appropriate answer. 4. Ask students to complete Exercise A. Then, ask them to peer-check the answers. 5. For Exercise B, explain: Rhyming words might not have the same spellings. They end with a similar sound. Give examples: night, height; fur, stir. Write the following rhyme on the board: Ding dong bell Ding dong bell Pussy’s in the well Who put her in Little Tommy Flynn. Explain: In most poems the last words are rhyming words. When we look at the sequence of the rhyming words, we are able to form a pattern. This is called the rhyme scheme. Different letters show different sounds. We begin with the letter A. Each new sound is given a different letter. So, the rhyme scheme of Ding dong bell will be AABB. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

7. Explain the example given on CB page 59. Coursebook 8. Ask students to find the rhyme scheme of stanza 4 of the poem, beginning with “Bump/Dump!”. Ensure that students have written the correct rhyme scheme. 9. Discuss the answers for Exercise C before asking students to write them in their notebooks. 10. For Exercise D, help students to frame correct sentences. Ensure that they have answered correctly. 11. As a wrap-up activity, write the following poems on the board and ask students to find the rhyme scheme. • Twinkle, twinkle, little star,  How I wonder what you are!  Up above the world so high,  Like a diamond in the sky.  (Answer: Rhyme scheme AABB) • Row, row, row your boat  Gently down the stream  Merrily, merrily, merrily, merrily  ReaRde iandRg ineCag odCmin(LopAgimfnresCeiwpsheorbreuem:ntRhasphediyrnormeesnaehmisoe.cnhnesmieoAnBCB) cloudcloud clou d 7. T he fish came out of the water twice. The first time, they came out when they saw him AtC.hierctCrlhAievsierc.ehtcohrlo.ieevsltCAcehhttniohrehro.ecsilrnlwietgvshcesehtiohnrrto.sehgl saCtcthltBohJiupndaoacgthlgosJnuedtonshhy5an9ctnln–ooJ6uydot0inhconetndicydenudorsitdncihcugoeroshidnclihsgdowohulirassilnckwhgobaohyllkisbwyalk by walking to the riverbank’s edge. They come out again after Johnny was dragged out of the A. water. chooscl hool bsicrdhoboilrd cloudcloud cloud 8. The sky was cloudy. We know that because JobhinrdnJyohnnpyeoJpolhpenenoyple people bird bird bJoirhdnJnoyhnnypJeoohpnpleneyople Johnny was looking at the sun going in and peoplecoming out of the clouds. 9. S uggested answer: The fish were wrong in teasing Johnny. If I saw BirA.dnbsirAwdBne.srtwhJbtoeiherABhsduenrt.nnhJn2toefsyho.hswuAenlnlenoAfyrptoswhJAtetooeloihlnhAsnopeuenpgslwBnneteofyBoqinonpeulglleeodqpsswotetuogoiineonpedsngloetsgqi.ounesds.otgions. someone fall, I would try to help the person. stonestone stdoonge dog I would never laugh at him/her. the suthne sunthe sun 10d.oSguggested answer: Yes, most people are careful after they have 1. sun1.tWaLAIhttoeswshotsthhauoakWLaIAeettnnst1 Coas.edwshteotat.trhhoalnoak12utweetnhds..dya aedeWLaawbPtbJoeIAagtoytrottooeelnueeesutsfhwwhshctcothddnddyhettnhhJaanapoakehoordegouuoeoeantynelsgeueaeesslthsfysewdoteahietedkndnlcrtncJonilndoehutoydnwehanhooaghidr.gedylweedylthdalaweootigse’noysnlcwswbao?niuoede’fsnesnortogadarnsdetnJyuJgdusfssachodots’oolaeostsbotghe?ealhelthhoiwtoobrooinnshlnceoutsunioofgnchneenkeltgfr.lytheeenyii,dhas,rtHnots’tdhsseesbLo-g?oetomeqoroiflsagftuiw,uuftsoirctlnlesttAAtehauethtdhnhqtsroaJehfeecuooatlodeeieslhnfAAwluwi,kansonerranysecanfslstdeyqiyranocfshunnooefHoyedlAAfustmomenvhrrtooaechiheilknfdnreieynig-pgtlmnicoheonghwlfesoioe-niokArdsoumpgherrdfwioedyd.wrstaemsahomtmyheirndia.lpgtsyoweomrd. s had an accident because they remember the pain and the fear./No, some people, like Little hne Johnny, continue to be careless. D. S uggested answer: 1. J ohnny was absent-minded, not disobedient. He did not hear suggestions and advice because he To bTeoloboeklwTionooegrbkeaientfglltoohaoetkistninhkggeybasytk.ythe sky B B B was usually busy thinking about other things. AndAt hned3ct.h lgJAoeoounhicddnnlsogntuthyihdnewasactatnlflhosdoaulocatdotoflsemkotdihainnbtagegtyda;flotoubthtaytef;erBsodwmbayBbll;eohwinsdfBltyhiengclaonuddsthwehseunn 2. N o, even after he had bumped into a dog, he continued to look at the sky and fell into the AnrtrThhheheyyrwihsmmsrntrATypshhha eiehmnomaeyyrwigsuhstmme564ecstnywpseah...seimdn somarcTtowhJBetnrrATohgsnuhhhotheeirmehheecstuaendehyyerw(weieshssfmnhesAmmdgnsmsiercsoeddsyvionnlpsAahovaeiiwrmelwmeensuoyemadtiefB(sirsgsnauieaAtnegnysmttlsBectblosdrnhhitwlAeovahseoafaee)osdeescrerctifoepitBwisoildtnwnishnegfitrmthhseBsuoigrhdhsevanhffk(eiaeaan)eAsugeesymntwdwteprdeiirrdewwAosoivareofeneeeovdeloiewtifanfBsffirkretasfenin,u,eintyttnddsdteBrteewrhhtJr.aie.otreeoaano)asoreaetldeelwespyfigchisfdwnhn,sceftil-herdnneoinewyatbreanffkaneeiagiuslraoylpbnedritenyesercnrseohh,oeitcrgothrnoeowkdelsiyaeatwre.fisgfteninm,ltrifapbidrninAiereewnnttsthn,reieehahnseaAtalesiydtaesesiceghstshhnmtBciptharocneAiagepttrletBorvueehehihlrraAtapbrfiee.tteiereinetrshvn,teriBmwptomneecisiyegpaelnBsomgehtr.hrmteari.ga.fenEtAeinttrt.SctreAmhtobamheAtahooeeiceme.rs.nBefrp.choItcEngpflh.SBaoneAhaaueofoee.tec.trstfmtohmIoteefehmfr.ehr.eEne.SAaooc.fhItfhe river./Yes, Johnny had a “fright”. The poet says that Johnny “never will forget” what it is like to be so wet. 2. 2.WhaWt2i.hsatthieWs rthhayemtrihesytsmhceheershmcyhemeoemfsetchohefeftmohueeroftohfutsrhttaehnfszotauaonrtfzhathsotefapnthozeaemopfo?tehme?poem? 70 59o2la01st6icSEcdhuoclaastiocnEdInutecrantaiotinonInatel (rSn)aPtitoenLatdl (SI)SBPNte97L8t-d93-I8S5B8N8977-084-9-83-85887-04-8 59 59 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 © 2016 Scholastic Education International (S) Pte Ltd ISBN 978-93-85887-04-8

Period 3 Coursebook Vocabulary CB page 61 1. As a warm-up activity, write the following on the board: rectangle ice circle cube Workbook 2. Ask students if each word has a meaning. Then, ask Answers WB page 25 them to combine ice with rectangle. Ask them if the new word has a meaning. Similarly, ask them to combine ice with circle and cube and then ask them if the new words formed have a meaning. 3. Read the example and explanation on CB page 61. Explain that some compound words have a hyphen between the two words, while some form a bigger word by combining two words. 4. Ask students to complete Exercises A and B on the same page. You may ask students to peer-check the answers. 5. Read out the following descriptions and ask students to guess the answers. Tell students that the answer to each riddle is a compound word. After the students guess each word, write it on the board. • ahorse’s shoe (Answer: horseshoe) • something in a tube used for brushing teeth (Answer: toothpaste) • agame in which the ball is kicked with the foot (Answer: football) • achair that has wheels (Answer: wheelchair) • amechanic’s box with all his tools (Answer: toolbox) • an insect that lives in grassy areas and hops like a rabbit (Answer: grasshopper) • asmall block of ice shaped like a cube (Answer: ice cube) The answers are given in brackets. Answers CB page 61 A. 1.-b. 3.-a. 5.-d. A. 1.-d. 3.-e. 5.-a. 2.-e. 4.-c. 6.-c. 2.-f. 4.-b. 5. sunlight 6. footprints B. 1. classroom 3. homework 5. hairband 1. air force 3. toothpaste 2. moonlight 4. playground 2. bedroom 4. firefly WB W B page 25 B. 1. moonlight 4. air force 2. bedroom 5. toothpaste Ensure that students have written correct answers. 3. firefly 6. footprints © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 71

Period 4 Coursebook Workbook Grammar CB page 62 1. As a warm-up activity, write the following sentences on the board: • I look at the stars! • They remind me of sparkles. • I am afraid of the dark. • I am filled with wonder. Ask: Can you say look of or afraid with? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 62. Also refer to the sentences on the board. 4. that some nouns, adjectives or verbs are almost always used with particular prepositions. Ask students to name three such word pairs. 5. : Ask students to apply what they have learnt to the exercise given on the same page. 6. As a wrap-up activity, refer to the sentences written on the board. Ask students to identify the prepositions in each line. Then link the prepositions to the words they relate to. Underline the word pairs given in bold in the sentences. Answers CB page 62 1. at   3. with   5. into   7. to 2. in   4. from   6. of   8. on WB W B page 26 Ensure that students have written correct answers. Answers WB page 26 1. of 5. at 8. of 2. for 6. on 9. to 3. after 7. to 10. for 4. to 72 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 5 Coursebook Punctuation CB pages 63–64 Coursebook p64 1. As a warm-up activity, write the following words Workbook on the board: • thirty-five, X-ray, one-third 2. Ask students to find out what is common among the words written on the board. (Expected answer: They all have hyphens.) 3. Follow the methodology of Show-Explain-Apply to teach punctuation in context. 4. : Read the examples given on CB page 63. 5. that we use hyphens to join some compound words. Say: • If a number has two or more words, the words have a hyphen between them. Such a number is called a compound number. • If a noun has many words in it, a hyphen is used between the words. Such a noun is called a compound noun. • Some words have hyphens only when they are used as adjectives. Such words are called compound adjectives and they usually come before nouns. • Some prefixes have hyphens after them. • Compound words formed with -like, -friendly, -looking, -sensitive and -sounding usually have a hyphen between them. 6. : Ask students to apply what they have learnt to the exercise given on CB page 64. Ensure that students have inserted hyphens correctly. 7. As a wrap-up activity, write the following words on the board, one at a time. Ask students to raise their hands if the word is correctly hyphenated. • shell-like, three inch-pipe, far-reaching effects, well-to-do, half-yearly, ice-berg, T-shirt, well-respected man, merry go-round, editor-in-chief, mid-1980s (The correct answers are in bold.) Answers CB page 64 1. This competition is for people below the age of twenty-one. 2. H e is my sister’s husband. He is my brother-in-law. 3. M eg works for only a few hours each day. She is a part- time cashier. 4. The country has asked for many anti-aircraft weapons. 5. The hotel had child-friendly rooms. WB W B pages 27–28 Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 73

Answers WB pages 27–28 Coursebook A. 1. twenty-four 4. thirty-six 2. eighty-five 5. fifty-three 3. seventy-nine 6. twenty-nine; forty-two B. 1. great-grandfather 6. brother-in-law 2. record-breaking 7. ex-policeman 3. kind-hearted 8. self-control 4. mouth-watering 9. ten-minute 5. all-rounder  10. near-extinct Period 6 Answers CB page 64 Spelling CB page 64 Across: 1. As a warm-up activity, write the following sets of 3. HORN 6. ADORABLE  8. OAR words on the board: • sore, boar, sort Down: • war, wore, swore 2. Ask students: 1. PORE 4. WARM   7. ORBIT • What is common between the first set of words? (Answer: the sound of o) 2. SOAR 5. SORE • What is common between the second set of words? (Answer: the sound of o) • Is there anything common between all the words in the two sets? (Answer: the sound of o) 3. Read the words given in Exercise A on CB page 64. Explain that some or and ar words make the same sound. Ask students to repeat the words after you. 4. Ask students to complete the crossword puzzle. Ensure that they have answered correctly. 5. As a wrap-up activity, ask students to get into groups of four. Give each group a set of letters: or, ore, and oar. Each student has to write three words that contain the letters given to his or her group. Remind students that the set of letters should have the long vowel or or long vowel ar sound. (Suggested words: forecast, born, thorn, anymore, roar, elevator, morning, ignore, monitor, torn, coarse, sailboard, blackboard, soar, adore, before, bore, chore, crore.) 74 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 7 Coursebook Listening CB page 65 1. As a warm-up activity, write the following rhyme on the board and ask students to read it. Ask them to identify the rhyme scheme. Hickory Dickory Dock The mouse ran up the clock The clock struck one The mouse ran down Hickory Dickory Dock. (Answer: AABCA) 2. Direct students to listen attentively as you play the audio. Ask them to write down the last word of each line. Then, ask them to assign letters for the different sounds. Finally, ask them to identify the rhyme scheme of the stanza. 3. Play the audio of the listening text given below. Everyone grumbled. The sky was grey. We had nothing to do and nothing to say. We were nearing the end of a dismal day, And there seemed to be nothing beyond, Then, Daddy fell into the pond! 4. Play the audio once again and ask students to peer-check the answers. Answers CB page 65 grey, say, day, beyond, pond Rhyme scheme: AAABB Speaking CB page 65 1. Discuss situations where we need to speak to others about sensitive topics that may upset them, for example, telling a classmate to talk softly in class or to ask permission before borrowing your pen. 2. Read aloud the sentences in the speech bubbles with proper pronunciation and voice modulation. Focus on the use of the highlighted words. 3. Try it out: Conduct as a pair activity. Ask students to take turns to role-play the given situations. Ask them to use the highlighted words to talk to a friend who has failed a test. Ask them to tell a friend that his or her humming is annoying. Tell students that they should take care not to hurt each other with rude words. 4. As a wrap-up activity, ask students to share an experience when someone was rude to them. Ask them to describe how they felt and how they responded. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 75

Period 8 Coursebook Writing CB page 66 Workbook 1. As a warm-up activity, ask students to read the Luckily, Crusoe could swim; poem The Story of Johnny Head-in-Air silently. He reached the shore. 2. Explain that a narrative poem or story talks about He couldn’t control his hunger any more. He ate some fruit, he ate some lime the events that occur one after another in the life of Climbed up a tree and rested for some time. a character. 3. Refer to the table given on CB page 66. Explain WB W B page 29 each point. • The title of a narrative poem or story tells Ensure that students have answered correctly. the reader what the poem or story is about. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Ask: What does the title of The Story of Johnny Head-in-Air tell you about the poem? • The details of a narrative poem or story answer the questions who, when, where and what. • The main action of a narrative poem or story describes the problems the main character faces and how he or she overcomes them. Relate the storyline of the poem to the explanation given in the table. 4. As a wrap-up activity, ask students: • Is The Story of Johnny-Head-in-Air a narrative poem? Give reasons for your answer. Period 9 Writing CB page 66 1. To recap what they learnt in the previous class, ask students: • What are the main features of a narrative poem or story? 2. Ask students to make a table like the one given on CB page 66 in their notebooks. Ask them to keep the right column empty. 3. Ask students to think of an adventure they had or have read about. Then, ask them to complete the right-hand column of the table they had made in their notebooks to make the outline of their narrative poem. 4. Based on their outline, ask students to write a narrative poem. After they finish writing, ask them to edit their poem. 5. As a wrap-up activity, ask a few students to read aloud the poems they have written. Answers CB page 66 Suggested answer: Crusoe went sailing He never knew he’d go missing On an island for twenty-eight years. The sea was rough The ship broke into half. 76

Answers WB page 29 Coursebook Suggested answers: A. Title of poem: Clumsy Kim Characters: Kim, her dad Setting: Kim’s home Problem: Kim is clumsy, keeps breaking things Solution: She promises to not be clumsy B. be, jelly; sad, dad; jar of jelly (alliterative) C. Clumsy Kim Kim was a clumsy girl As clumsy as one could be, She broke a cup, a glass and plate And even a jar of jelly. Once she broke her favourite toy. She tried to glue it again. She was very sad and promised her dad To never be clumsy again. Period 10 Review CB page 67 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 67 1. Students should be told about the project work at least one week before the activity is conducted in class. 2. Ask students to work in groups of three. Ask each group to learn about the first aid they can give to people who have had a cut, an insect bite or a burn. This activity focuses on developing first-aid skills as life skills. 3. Ask students to gather their information and pictures related to the topic and make a chart in class. 4. Display the charts in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 77

Unit 6: Nuclear Disaster! Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a personal recount. • Audio player and speakers CB pp68–70 Scholastic the Theme • Read aloud a personal recount with proper pronunciation, CB pp71–72 CB p73 1. C omprehension Reading voice modulation and intonation. *WB p30 Strategies Reading for • Understand the meaning of the text by answering questions. for Success 5 Unit 4 pp36–40 Understanding 2. A lpha Grammar 2 Reading • Read silently to understand the text. and Composition 5 Unit 9 pp88–89 Comprehension • Answer questions at different comprehension levels. 3. Alpha Grammar • Sequence events correctly. and Composition 4 Unit 10 p98 3 Vocabulary • Understand that synonyms have slightly different meanings or connotations. • Use synonyms in context. 4 Grammar • Understand and identify coordinate clauses. CB p74 *WB pp31–32 • Use coordinate conjunctions to frame coordinate clauses. CB p75 *WB p33 5 • Form yes/no questions. CB p76 6 Spelling • Recognise the long vowel air sound. CB p76 Related CB p77 children’s • Spell words with the long vowel air sound correctly. CB p78 books from Scholastic 7 Listening • Listen to comprehend. • Audio player and speakers CB p78 *WB p34 1. T itanic: Voices from Speaking • Conduct an interview. CB p79 the Disaster by Deborah Hopkinson 8 Writing • Frame questions for an interview. •  Sheet of chart paper—format of a news report 9 • Write a newspaper report based on an interview. 10 Project Work • Work in a group. •  Notes from the Internet on the different • Research to find information to deal with a fire. causes of a fire and how each can be extinguished. *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 6: Nuclear Disaster! Coursebook Period 1 Coursebook Introducing the Theme CB pages 68–70 • Paragraph 9—Ask: Why did the 1. As a warm-up, ask students: presence of the military calm people • Have you heard the word “evacuation”? down? Why were the military people wearing masks? What did the people Where did you hear it? What happens when not understand at that moment? people are evacuated? 2. Encourage students to express themselves and • Paragraph 10—Ask: What was the direct the discussion towards the idea of people message on the radio? having to leave their homes because of some emergency. 79 3. Before you read: Encourage students to respond to the questions and share their opinions. 4. Play the audio of the text. Ask students to close their eyes as they listen to the audio and visualise the scenes. Reading Aloud 1. Have the students read aloud the text in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph and explain its meaning. • Paragraphs 1 and 2—Explain that this is a brief background to what Nadezhda says in the personal recount. Help students arrive at the meaning of the word  “enveloped”  by asking: What happens when there is an explosion? Does the smoke spread all around? Explain that “enveloped” means to cover or to surround. • Paragraphs 3 and 4—Help students arrive at the meaning of  “suspected” by asking: Did the people go about their daily routines? Did they know that there was a problem at the nuclear plant? Explain that “suspected” means to have an idea without having any actual proof that something might have happened. Ask: Why do you think the people were advised not to turn off the radios? Was that a hint that something serious had happened? • Paragraphs 5 and 6—First, ask: Where did Nadezhda and her family live? Can she actually see the glow while writing about the disaster? (Expected answer: No, she means that the scene was still fresh in her mind.) Then, ask the while-reading question. • Paragraphs 7 and 8—Ask: Why did tears come to Nadezhda’s eyes? What changes would she have noticed when she got up the next morning? (Expected answer: Maybe she saw smoke all around, maybe she saw people running around or preparing to leave.) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

For how many days would the people be taken Coursebook away? What were the kids asked to take? Now, Coursebook ask the while-reading question. • Paragraph 11—Ask: Why did the woman say, “They’re contaminated.”? Ask: Do you think nuclear disasters actually contaminate people? Explain that people who have been in a nuclear disaster area are usually treated by doctors immediately after the accident. This reduces the chances of contamination, so it is safe to be in contact with them after treatment. • Paragraphs 12 and 13—Ask: Why were the children of Mogilev afraid of Nadezhda’s son? What does Nadezhda dream of? 2. After you read: Encourage various students to respond to the questions. Point out that we should not judge or avoid people based on rumours or feelings. It is important to welcome new people into our neighbourhood and make them comfortable in their new surroundings. This discussion helps build the values of tolerance and compassion. 3. As a wrap-up activity, ask students: • How would you feel if your town turned into a ghost town one day? Period 2 Reading Comprehension CB pages 71–72 1. As a recap, ask students: • Who is the narrator? • What is the story about? • When and where did it take place? 2. Ask students to read the personal recount 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 in the text. Ask students to read the text carefully and then identify the correct order in which events take place. They can also look for words like first, then and finally to understand the correct sequence of events. 4. Ask students to complete Exercise A on CB page 71 and peer-check the answers. 80 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

5. For Exercise B, encourage students to discuss the Coursebook answers before writing them in their notebooks. Coursebook 6. Ask students to complete Exercise C independently and then peer-check the answers. different contexts. Smell, aroma and stench are similar in meaning, but aroma refers 7. As a wrap-up activity, ask students: to a pleasant smell and stench refers to an • How do you think the nuclear accident will unpleasant smell. 4. Read the words given in the table and affect Nadezhda’s son? explain that though these words have similar meanings, they refer to negative or positive Answers CB pages 71–72 qualities. A. 1. a.   2. b.   3. b.   4. c.   5. a 81 B. 1. The black dust and the strange smell coming from the fire in the nuclear plant made Nadezhda’s throat tickle and brought tears to her eyes. 2. It shows that the people were not aware of the dangers of a nuclear fire. 3. T he people were told not to turn off the radio so that they could hear any important announcements. 4. The people did not know the seriousness of the incident but understood that the fire was not an ordinary one. They wanted their children to remember that they had been a part of this event. 5. The people believed that the soldiers could protect them. 6. S uggested answer: Nadezhda’s son felt shy and afraid. That day, he came back in tears. No one made friends with him as they were scared of being contaminated. 7. N adezhda still dreams about living in Pripyat once again. 8. Suggested answer: I would have felt very sad and missed my family and friends even more. 9. S uggested answer: I would pack some photographs to remind me of my family and friends and a small item to remind me of our house. C. 4, 1, 6, 3, 5, 2 Period 3 Vocabulary CB page 73 1. As a warm-up activity, write the following sentences on the board. • It was cool and breezy, so we decided to go for a long walk. • It was getting windy, so we thought we should return home. 2. Refer to the sentences written on the board. Ask students to focus on the highlighted words and tell the difference between the two. (Expected answer: Breezy means that a gentle breeze was blowing, windy means that a powerful wind was blowing.) 3. Read the examples on CB page 73. Explain that some words with similar meanings may be used in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

5. Ask students to complete the exercise given on the Workbook same page. Review the answers. Coursebook 6. As a wrap-up activity, write the following pairs of sentences on the board. Ask students to find out if 7. As a wrap-up activity, ask students to find the highlighted word in each sentence has a positive four sentences from the passage that have or negative meaning. clauses combined with the word and. Tell students that sometimes the subject is • Mark is clever enough to find a solution to any omitted in the second clause if it is the same problem. (Answer: positive) for both clauses. The shrewd moneylender fooled many © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 innocent people. (Answer: negative) • Natalie flattered her boss to get a promotion. (Answer: negative) Elise praised her friend. (Answer: positive ) Answers CB page 73 1. confident   2. boasts   3. cheap   4. childish WB W B page 30 Ensure that students have answered correctly. Answers WB page 30 1. an unwise 5. determined 8. cunning 2. a foolish 6. stubborn 9. reminds 3. challenging 7. clever 10. nags 4. difficult Period 4 Grammar CB page 74 1. As a warm-up activity, write the following sentences on the board: • I like chocolates. My brother likes ice cream. sentences. • I like chocolates but my brother likes ice cream. clauses 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. Refer to the pair of sentences written on the board. Explain that if we combine the two sentences using but, the group of words before and after the word but are both called clauses. 4. : Read the examples given on CB page 74. Remind students that a clause is a group of words that has a subject and a verb. 5. that clauses linked by the conjunctions and, for, yet, but, or and so are called coordinate clauses. These clauses can function as separate sentences if the conjunction is removed. 6. : Ask students to apply what they have learnt to Exercises A and B on CB page 74. Ensure that students have answered correctly. 82

Answers CB page 74 Workbook A. 1. Hazel came to school but Sally stayed at home. Coursebook 2. I want a biscuit but the jar is empty. 3. Manny wanted a book so he went to the shop. (Refer to the second example on the 4. It was raining hard and there was a strong wind. page. Explain that if we replace Does 5. I might go to the library or I might go to the park. with Do or Did, the main verb (like) will still be in the basic form.) B. 1. The teacher spoke and the students listened. 5. : Ask students to apply what they 2. I wanted to make a cake but (I) could not find the flour. have learnt to Exercise A and B given on 3. The king was angry but he did not scold the courtier. the same page. Ensure that students have 4. I don’t have money to buy an aeroplane ticket formed correct questions. so I cannot fly home for the holidays. 83 WB W B pages 31–32 Ensure that the students have answered correctly. Answers WB pages 31–32 A. 1. She tried very hard. She failed. 2. I stayed hungry. There was nothing to eat. 3. The rain stopped. They went out to play. 4. We could go cycling. We could watch a film. 5. Brett wants to sell his bicycle. I want to buy it. B. 1. He is bright but he failed his Maths test. 2. Will you study now or will you go out for a walk? 3. Lucy likes mango milkshakes but Anna does not. 4. Brett went to the club and started playing golf. 5. I woke up late so I missed my school bus. 6. T he hill was steep and slippery so it was difficult to climb. 7. It was Nancy’s birthday so she got many gifts. 8. Maria was unwell yesterday but she is better today. Period 5 Grammar CB page 75 1. As a warm-up activity, write the following sentences on the board: • You are sleepy. • Are you sleepy? 2. Ask students to tell the difference between the two sentences written on the board. Lead them to identify the difference in arrangement of words in the sentences. 3. : Read the examples given on CB page 75. 4. that we can form questions that require a yes or no answer with different forms of the verbs be, have, do and helping verbs like will, would, shall, should, can or could. Read out the explanation. Tell students: • When a question begins with the helping verbs will, would, shall, should, can, could, do, does or did, we use the basic form of the main verb. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

6. As a wrap-up activity, divide the class into two Workbook teams. Ask each team to take turns to give each other a sentence beginning with a yes or no. The Coursebook other team has to form a question for that sentence. Answers CB page 76 Answers CB page 75 B. 1. chair   2. fairy   3. air   4. hair   5. pair A. 1. Is it a sad story? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 2. Were there many people at the function? 3. Have they gone to the hills? 4. Can Mona speak Spanish? 5. Does Ralph go for swimming classes? B. 2. Did the film scare you? 3. Can Harris cycle? 4. Has Jenny finished her lunch? 5. Does Ricky want to sleep? WB W B page 33 Ensure that students have answered correctly. Answers WB page 33 A. Underline: 3. sleeping 5. help 1. seen 4. play 2. tried B. 1. Was it a beautiful place? 2. Has Myra chosen some/two books? 3. Will you drink some coffee? 4. Are they very good? Period 6 Spelling CB page 76 1. As a warm-up activity, write the following lines on the board and have students recite it in a chorus. • The fair fairy sat on a chair • Her long hair flowing down the stairs. 2. Read the words given in Exercise A on CB page 76. Emphasise the long vowel air sound. Ask students to repeat after you. 3. Now, write the following words on the board and say them aloud: rare, care. 4. Explain that the letters air make the same sound as the letters are when the letters are have a consonant before them. 5. Ask students to complete Exercise B. Ensure that students have written the correct words. 6. As a wrap-up activity, ask students to get into pairs. Ask one partner to write the air words and the other, the are words. Say the following words aloud: affair, mare, chair, share, fairy, care, despair, glare, spare, declare, repair, welfare, downstairs, aware, dairy, square. 84

Period 7 Coursebook Listening CB page 76 Answers CB page 76 1. As a warm-up activity, tell students that you will When it occurred Chernobyl Fukushima be reading out two sentences. Students have to Where it occurred 26 April 1986 12 March 2011 say how the two are the same and how they are Why it occurred Pripyat, Ukraine Fukushima different. explosion in a a tsunami damaged the • This is a game that you play with a ball and What happened reactor nuclear power plant to the people evacuated evacuated a stick. • This is a game that you play with a bat and a ball. 2. Direct students to listen to the audio attentively. Ask them to complete the table on CB page 76. Tell them they can refer to the reading text if needed. 3. Play the listening text given below. It was 2.46 p.m. on 11 March 2011 when the earthquake struck our fishing village in Ukedo, U-K-E-D-O, in Japan. I remember the exact time because I had just returned from a fishing trip and was changing the battery of our wall clock. Suddenly, I felt the earth shake and the crockery on our shelves fell to the floor and shattered into pieces. My wife and I got into the car and I drove quickly towards the hill behind our village. “We have to get away from the beach. The tsunami will strike soon!” I told my wife. I drove for an hour and we managed to reach the top of a hill. Then, the tsunami struck. It was like a black wall; you couldn’t tell where the sea ended and the sky began. We got out of the car and wrapped ourselves tightly around a tree while the icy water rushed over us. A few hours later, a man from a nearby town spotted us and drove us to the hospital. We spent the next day talking to other survivors and listening to the news on the radio. At around 6.30 p.m. on 12 March, we heard a loud explosion. The tsunami had damaged the Fukushima nuclear power plant. Over the next few days, everyone who lived near Fukushima was evacuated. We lost our lovely cottage by the sea. We now live in a box-like house about 80 kilometres away, along with other survivors. People don’t talk to us because we are from Fukushima. Our neighbours’ children are teased in school. We can’t go back to Ukedo as it is now a ghost town. 4. Play the audio once again and ask students to peer-check the answers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 85

Speaking CB page 77 Coursebook 1. Discuss what an interview is. Ask: • How are interviews conducted? Coursebook • What is their purpose? 2. Ask a few students to read out the interview given 3. Tell students that this newspaper report is based on an interview. Explain that a report on CB page 77. Focus on proper pronunciation, based on an interview has the same format intonation and voice modulation. as any other newspaper report. Highlight 3. Try it out: Conduct as a pair activity. Ask each that the only difference is that an interview pair to take turns to role-play as the interviewer and report includes some questions and answers. interviewee. Remind students to be polite while asking and answering questions. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 4. As a wrap-up activity, ask students: • Would you like to be a television news reporter? Why or why not? Period 8 Writing CB page 78 1. As a warm-up, ask students: • You must have read interviews in magazines or newspapers. Whose interview did you like the most? Why? 2. Copy the following news report on a sheet of chart paper and display it in class. Place and Boy Wonder Wins Headline date State Scholarship Name of the person writing by Nathaniel Wood the report Introduction Bridgeton, 20 Feb: Nine-year-old of the Cooper Flynn, son of Mr and Mrs interviewee Patrick Harris Flynn, has recently won the Young Generation Star Trooper Details about state scholarship for children who show the incident an interest in star-gazing. In fact, he is the youngest winner of this scholarship. Interview Cooper, who has also been the junior questions and school chess and spelling bee champion answers for the last three years, took up star- gazing as a hobby last year when the Concluding Flynn family went camping. “I love it sentence when Dad and Mum point to the stars and tell me their names and stories. I dream of finding a new star one day.” Cooper was awarded this scholarship when he took part in the state-level quiz competition and won all the rounds with the maximum scores. Cooper was ahead of his fellow participants in each round. Today, Cooper himself is a star for his parents. Good luck, Cooper! 86

4. Relate the parts of the given newspaper report to the Coursebook points given on CB page 78. Explain how students Workbook can frame questions and collect information to write a newspaper report. 87 5. Ask students to read the personal recount on CB pages 68–70 again and frame questions that they would ask Nadezhda. Refer to the questions given on the same page to explain how to frame questions. 6. As a wrap-up activity, ask: • What things should a reporter keep in mind when interviewing a person who has recently had an unpleasant experience? Period 9 Writing CB page 78 1. To recap what they learnt in the previous class, ask students to come up to the board in turns. Ask each to write one point that should be kept in mind while writing a newspaper report. 2. Ask students to write the answers to the questions they had written in the previous period. Refer to the answers given on CB page 78 to explain how to write answers. 3. Ask students to write a newspaper report based on the questions and answers they have written. Remind them to think of an appropriate headline for the report. Ask students to edit their reports and make necessary corrections. 4. As a wrap-up activity, ask a few students to read aloud the reports they have written. Answers CB page 78 Suggested answer: She Still Dreams of Home by Rusev Mogilev, 26 May 1986: Exactly one month ago, the world’s worst nuclear accident happened at the Chernobyl Nuclear Power Plant in northern Ukraine. Nadezhda, one of the survivors of the Chernobyl disaster, now stays in Mogilev with her husband and her son. The family was evacuated from Pripyat. They rushed out with only a few belongings. The family still feels unwelcome as their neighbours are scared to mix with them. People fear that they may be “contaminated”. When asked if she missed her old home, Nadezhda replied, “I often dream that I’m riding through sunny Pripyat with my son.” We hope that Nadezhda and many others like her will be able to settle down soon. WB W B page 34 Ensure that students have written an interesting report using appropriate language. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Answers WB page 34 Coursebook Suggested answers: 3. In class, ask each group to make a step-by- step plan of action in case of fire. Ask each Question Notes group to tell the class what it can do till help arrives. This activity helps to develop the What is your full name? Neil Potter life skills of teamwork and preparing for emergencies. When and where were you 13 January 1963, Oxford, born? England Tell me about the members I have a son, a daughter-in- of your family. law and my mother. Where did you go to school? I studied at St George’s Public School in Oxford, England. Can you tell me about I love to think of the day one incident from your when my parents and I went childhood that is important? for a picnic for the first time. Why do you think this This incident is important incident is important? because it taught me the value of having a loving family. My uncle Mr Neil Potter is with me today. He was born on 13 January 1963 in Oxford, England. Mr Potter is a widower. He lives with his mother, son and daughter-in-law. His father passed away when he was fourteen years old. Mr Potter studied at St George’s Public School in Oxford. I asked him about an important incident from his childhood. Mr Potter replied, “I love to think of the day when I went for a picnic with my parents for the first time.” When asked why this incident is so important to him, he replied, “This incident is important to me because it taught me the value of having a loving family.” I hope that Mr Neil Potter has many more such loving memories with his family. Period 10 Review CB page 79 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 79 1. Students should be told about the project work at least five days before the activity is conducted in class. 2. Ask students to work in groups of three. Have them collect information on the different causes of fire and how each can be put out. They should also find out how to prevent fire-related accidents. 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 7: D o It Yourself Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from • Audio player and speakers Scholastic 1 Understanding • Listen to a poem. CB pp80–81 1. C omprehension CB pp82–83 Strategies for the Theme • Read aloud a poem with proper pronunciation, voice Success 5 Unit 7 pp73–75 Reading modulation and intonation. • Understand the meaning of the poem by 2. Alpha Grammar and Reading for Composition 5 p146 Understanding answering questions. 3. Alpha Grammar and 2 Reading • Read silently to understand the poem. Composition 5 Unit 9 pp90–91 Comprehension • Answer questions at different comprehension levels. • Draw conclusions based on facts and details. 3 Vocabulary • Understand idioms. CB pp84–85 *WB p35 • Use idioms in context. 4 Grammar • Understand the use of would like and would rather. CB pp85–86 *WB p36 • Use would like and would rather in context. 5 • Understand main and subordinate clauses. CB pp86–87 *WB pp37–38 • Understand subordinate conjunctions. • Use correct punctuation with subordinate clauses. 6 Spelling • Recognise the long vowel ear sound. CB p87 Related children’s books • Spell words with the long vowel ear sound correctly. from Scholastic 7 Listening • Listen for details. • Audio player and speakers CB p88 1. Wild Ride! by Susan CB p89 Kneib Schank from Speaking • Speak tactfully. •  A4-sized sheets of paper, coloured pens Scholastic Active (by students) CB p90 English Literature 8 Writing • Learn how to compose a cinquain (a five-line poem). CB p90 Reader 5 p48 •  Strips of paper, a box *WB p39 9 • Write a cinquain. CB p91 2. Jake’s Giant List by Ken Spillman 10 Project Work • Tell a story as a class. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 7: Do It Yourself Coursebook Coursebook Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Introducing the Theme CB pages 80–81 1. As a warm-up activity, ask students to take turns to mention one thing that they really wish they could do. 2. Before you read: Ask the question and encourage responses from various students. 3. Play the audio of the text. 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 of four or five with each student reading one stanza. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read one stanza at a time. Ask the questions given here to make the lesson interactive. • Stanza 1—Ask: Who is the speaker in the poem? (Expected answer: A young student.) Do you think the speaker likes reading poems by Robert Frost and about Lochinvar? • Stanza 2—Ask: What does the speaker like? What does the speaker dislike? • S tanza 3—Ask: What doesn’t the speaker mind reading? What does she like to read? • Stanza 4—Ask the while-reading question. • Stanza 5 and 6—Ask: On what topics does the speaker want a poem? What does the speaker wish she knew? • Stanza 7—Ask: Is it possible to write a serious story about dragons with only facts and no lies? (Expected answer: No, dragons are imaginary creatures; whatever information is available about them is not facts but made-up.) • Stanza 8—Ask: Which two themes for poems does the speaker mention in this stanza? • Stanza 9—Ask: Can the speaker find the kind of poems she is looking for? What does she plan to do? 2. After you read: Draw out responses from students. This activity helps to develop the life skill of self- awareness and builds confidence in one’s abilities. 3. As a wrap-up activity, ask students: • Will it be easy for the speaker to write poems? Give reasons for your answer. (Suggested answer: No, because the speaker has a long list of things that she does not want in a poem.) 90

Period 2 Coursebook Reading Comprehension CB pages 82–83 Coursebook 1. Ask students the following question to recap what about what happened long ago. She says that they learned in the previous class. she wishes to read a poem about “now”, the • What does the speaker not like in the poems present time. 3. S uggested answer: I can conclude that she likes that she reads? her sister’s friend as she wants to read a poem 2. Ask students to read the poem silently. about her. 3. The comprehension skill focus in this unit is 91 Drawing Conclusions. Highlight to students that conclusions are the decisions we make after understanding the meaning of the facts and details. Students must re-read the text and underline the facts and details given in it. These will form the basis for their conclusions. Tell students to check all possible answers before drawing conclusions. 4. Ask students to complete Exercise A and peer-check the answers. 5. For Exercise B, seek answers from various students for the same question. Encourage them to have a discussion among themselves before attempting the answers to Questions 4 and 5. Help students to frame grammatically correct sentences. 6. Exercise C focuses on the comprehension strategy for the unit. Seek responses for the same question from different students. Help them arrive at the answers. 7. As a wrap-up activity, ask students: • If you were to write a poem, what topic would you choose? Answers CB pages 82–83 A. 1. a.   2. b.   3. c.   4. a.   5. b. B. 1. T he speaker wishes she knew that ringgit was a currency. 2. The speaker’s sister is three years old. 3. S uch a poem is not possible to write because dragons are imaginary. 4. S uggested answer: I am sick of reading stories about the seaside. I like to read stories and poems from different countries because I get to learn about how people in different parts of the world live. 5. S uggested answer: I would ask someone else to do my homework, to attend my evening classes and to take injections for me. C. 1. I can conclude that the speaker has read a lot of poems because she knows about many different poems. 2. Yes, it is true that none of the poems the speaker has read belong to the present time. I know this because the speaker says that the poems she has read are all © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 3 Coursebook Coursebook Vocabulary CB pages 84– 85 1. As a warm-up activity, write the following group of words on the board: • rain cats and dogs 2. Ask students: • Is the group of words a sentence, a clause or a phrase? (Expected answer: phrase) • Does this mean that cats and dogs were falling from the sky as rain? • What do you think is the meaning? 3. Read the examples given on CB page 84. Explain that some phrases are called idioms. The meaning of an idiom is different from the individual words that make it up. Also refer to the idiom on the board. 4. Read the idioms given in the table on the same page and explain their meanings. 5. Ask students to complete the exercise given on CB page 85. Ensure that students have written the correct answers. 6. As a wrap-up activity, write the following idioms and their meanings on the board. Ask students to match the idioms with the correct meanings. You may help them, if necessary, by making sentences with the idioms so that they can guess the meaning and match them correctly. After that, ask students to use any three idioms in sentences of their own. Idiom Meaning over the moon avoid the main issue or topic beat around the bush miss a chance a piece of cake extremely happy miss the bus a person who brings happiness into the lives of others ray of sunshine an easy job Answers CB page 84 1. get, picture   3. gets, nerves   5. get, door 2. lose heart   4. loses, cool   6. lose sight 92 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

WB W B page 35 Workbook Ensure that students have written the correct idioms. Coursebook Coursebook p86 Answers WB page 35 A. 1. a bee 3. Greek 5. gold 2. fingers 4. green 6. mind B. 1. made up my mind 2. as busy as a bee 3. keep your fingers crossed 4. have a heart of gold 5. green with envy 6. It was all Greek to me. Period 4 Grammar CB pages 85–86 1. As a warm-up activity, write the following sentences on the board: • I would rather ride a bicycle than drive a car. • I would like a car that is comfortable and easy to drive. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 85 and refer to the pair of sentences written on the board. 4. that: • both would rather and would like express a liking (preference) for something. • would rather is used to show a choice between two things. • would rather is followed by a verb. • would like shows that you want something (request). 5. : Ask students to complete the exercise. Ensure that students have filled in the blanks with the correct options. 6. Try it out: Ask students to work in pairs. Each partner will tell the other if he or she would rather play tennis or watch a film, read a book or colour a picture and so on. Encourage them to talk about their likes and dislikes in the same manner. This activity helps to develop appreciation for other people’s choices and opinions. 7. As a wrap-up activity, ask students: • Do we use would rather or would like to show choice? Answers CB pages 85–86 1. would like 3. would like 5. would rather 2. would rather 4. would rather 6. would rather © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 93

WB W B page 36 Workbook Ensure that students have written the correct options Coursebook in the blanks. Coursebook p87 Answers WB page 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 1. would like 6. would rather 2. would rather 7. would rather 3. would rather 8. would like 4. would like 9. would like 5. would like 10. would rather Period 5 Grammar CB pages 86–87 1. As a warm-up activity, write the following sentences on the board: • Robert likes to read books but his brother likes to play games. • Robert will read the book if he finds the time. 2. Refer to the sentences written on the board. Highlight the conjunctions but and if as well as the clauses. Ask students: • When we separate the clauses in both sentences, do they convey complete meaning by themselves? (Expected answer: In the first sentence, both clauses can act as separate sentences but in the second sentence, only the first clause conveys complete meaning.) 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 86. 5. that in sentences that have only one clause that conveys complete meaning, the other clause is called a subordinate or dependent clause. A dependent clause has meaning only when it is linked to a main clause. Subordinate clauses begin with subordinate conjunctions such as when, although, because, if, unless, since, though and before. 6. : Ask students to complete Exercises A and B given on CB pages 86–87. Ensure that students have identified and used the correct clauses. 7 . As a wrap-up activity, divide the class into two teams. Each team will take turns to say a main clause. The other team will have to add a dependent clause. (Sample answer: Wear a helmet. Wear a helmet when you are riding a scooter.) Answers CB pages 86–87 A. 1. Though I was tired, I went to play. 2. Unless it is raining, I will go to the park. 94

3. Since he was not well, he did not go to work. Workbook 4. Mum was watching television when the doorbell rang. Coursebook 5. B ernard visits his grandfather often because his grandfather is lonely. words with the long vowel ear sound using the letter combinations air, ear and are. B. Suggested answers: Answers CB page 87 1. because he didn’t want the cold air to come in. B. 1. pear      3. tear    5. swear 2. Although she used the best ingredients 2. underwear   4. bear    6. wear 3. before he leaves for work. 4. when I reached home. 95 5. Unless I start immediately WB W B pages 37–38 Ensure that students have written the correct answers. Answers WB pages 37–38 A. 1. S 2. M 3. S 4. M 5. S B. 1. When 3. Since 5. Although 2. before 4. because C. 1. since Mum wanted to make a bouquet 2. when it sees a stranger 3. When Mr Lee came into the auditorium 4. because it was very sunny 5. Unless somebody shells them for me 6. though I had just had lunch 7. before the rainbow disappears Period 6 Spelling CB page 87 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. Sound advice If the bearable becomes unbearable And your footwear becomes unwearable Dump them all, I swear! 2. Read the words given in Exercise A on CB page 87 and ask students to repeat after you. 3. Ask students: • Which other letters make the same sound as the sound ear here? (Expected answers: pair, bare chair, mare) 4. Point out that the letters air and are make the same sound as ear in some words when they have a consonant before them. 5. Ask students to complete Exercise B. Ensure that students have written the correct words. 6. As a wrap-up activity, ask students to get into three groups. Make three columns on the board: air, ear and are. Representatives of each team will write © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 7 Coursebook Coursebook Listening CB page 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 1. As a warm-up activity, say the following sentences out loud and ask a few students to repeat the sentences. • I would rather have juice than tea. • I would like a glass of juice. 2. Direct students to listen attentively as you play the audio and ask them to select the correct pictures. N umber 1. I would like a chicken drumstick with my fried rice. Number 2. Mrs Knightly would rather watch TV than work on the computer. Number 3. Rachel would like to buy roses for her mother. N umber 4. Harris and Mike would rather sleep in their own tents. N umber 5. Mr Yamato would like to drink some Japanese tea. 3. Play the audio once again and ask students to peer-correct the answers. Answers CB page 88 Tick: 1. Tick the picture on the left. 2. Tick the picture on the right. 3. Tick the picture on the left. 4. Tick the picture on the right. 5. Tick the picture on the left. Speaking CB page 89 1. Explain to students that we should be tactful and choose our words carefully while talking to others. 2. Ask a few students to get into pairs and read the conversation given on CB page 89 with proper pronunciation and voice modulation. 3. Highlight the tactless and tactful responses given in the table. 4. Try it out: Conduct as a pair activity. Students will take turns to respond to the situations mentioned on the page. Remind students to use tactful words. This activity helps children build healthy interpersonal relationships and develop respect for others’ feelings. 5. As a wrap-up activity, say the following sentences and ask students to think of a tactful way of saying the same sentence. • Your handwriting is terrible. • You talk too much. 96

Period 8 Coursebook Writing CB page 90 Period 9 1. As a warm-up activity, write the following poems Writing CB page 90 on the board and have students recite them in a 1. As a recap, ask students the following chorus. questions: Monkeys • How many lines does a cinquain have? Naughty, funny • How many words are there in the Eating, jumping, hanging Swinging on the trees first line? • What does the second line do? Monkeys • What kind of words does the third line Friends of the cinquain have? Loyal, affectionate • How many words are there in the Loving, caring, teasing And often playing pranks last line? • What is the last word about? Buddies 2. Ask students to write a cinquain on a 2. Ask students to find similarities between the two fruit, their pet or their parents on the lines poems. Note down their points on the board. Then provided on CB page 90. point out the following: 3. Ask them to check if all the words are written according to the guidelines. • Both have five lines. 4. Then, ask them to write their cinquains on • The first line has one word. their A4-sized sheet and decorate it. • The second line has two words describing the 5. As a wrap-up activity, ask a few students to read aloud the cinquains they have written. first word. • The third line has three -ing words that 97 describe the word in the first line. • The fourth line is a phrase with four words about the first line. • The last word either repeats the word in the first line or has a synonym. 3. Explain that such a poem is called a cinquain. Tell students that a cinquain is a poem of five lines and only eleven words that are set in a particular pattern. The first line has only one noun. The second line has two adjectives. The third line has three participles that describe the subject. The fourth line has a phrase with four words that is linked to the subject of the poem. The fifth line is either the same word as the first word or a synonym of the word. 4. Point out that in a cinquain, each line of the poem begins with a capital letter but there is no punctuation at the end of the lines in the poem. 5. Now, read the cinquain given on CB page 90. Explain the link between each word and the subject of the poem, Bread. 6. Draw students’ attention to the shape of the written cinquain. Tell them that it remains the same because the number of words is fixed. 7. As a wrap-up, ask students: • What kind of shape does a cinquain make? (Expected answer: diamond) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Answers CB page 90 Workbook Coursebook Suggested answer: Ringo Soft, fluffy Barking, wagging, licking Always full of love Ringo WB W B page 39 Ensure that students have followed the format of a cinquain. Answers WB page 39 Suggested answer: Stars Golden spots Shining, sparkling, twinkling Playing hide-and-seek Stars Period 10 Review CB page 91 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 91 1. Ask students to think of a number of topics about which they would like to read in stories. Ask them to write their topics on separate strips of paper. 2. Ask them to fold the strips and place them in a box. 3. Pick a strip of paper and begin a story with a sentence based on the topic. 4. Ask each student to add characters and/or events and continue the story till the last student provides the ending. 98 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5