Spark english-6 press-2078 final

Approved by Government of Nepal, Ministry of Education, Curriculum Development
Centre, Sanothimi, Bhaktapur as an Additional Learning Material.

Shubharambha's

NEW SPARK ENGLISH READER

BOOK 6

Author
Krishna Prasad Regmi

Shubharambha Publication Pvt. Ltd

Kathmandu, Nepal

Published by:

Shubharambha Publication Pvt. Ltd.

Kathmandu, Nepal
URL: www.shubharambhapublication.com
E-mail: [email protected]

www.facebook.com/shubharambhapublication

Shubharambha's

NEW SPARK ENGLISH READER BOOK 6

Author Krishna Prasad Regmi
Audio Kavya Rijal

Layout Ram Malakar
Edition 2078

© : Publisher

No part of this book may be reproduced or transmitted by means (electronic, photocopying, recording
or otherwise) without prior written permission from the publisher. Any breach of this condition will
entail legal action and prosecution.

Printed in Nepal





Preface

New Spark English Reader, a comprehensive work to incorporate all language skills in
the order that a child naturally learns his first language, is a fusion of literary and language
based activities. This series is designed especially using the Nepalese context in order to
lay a strong foundation in learning English as the second language.

Carefully graded and structured in simple and lucid manner, the series adopts communicative
and learner-centered approaches; designed in such a way that generates enthusiasm and
stimulates the inherent creative potential every young learner has. The New Spark English
Reader provides the learners with extensive reading materials (prose and poetry) along
with adequate text based exercises. Each unit is structured with a specific aim to enhance
learner’s skill in mastering language skills through interactive approach.

Considering the age, ability and socio-cultural contexts of young learners, the series
embraces new trends of educational approaches, researches and classroom realities. Every
effort has been made to provide learners with ample exposure and varied practice in all
language aspects. This series is learners-friendly and covers the national and international
language curriculum standards.

This series comprises eight textbooks from grade one to eight. It systematically provides
carefully graded activities that cover all aspects of language learning. Students centered
pedagogical approaches, contextual subject matters, presentation of daily used vocabularies
and active participation of learners are the keys to impart intended knowledge in learners.
Hence, the course is based on interactive and activity based classroom techniques. We are
hopeful that series will narrow down the gap existing between changing socio-cultural
context and the school level curricula presently available to which the students are exposed.

I am thankful to Shubharambha Publication Pvt. Ltd. for their encouragement, co-operation
and help in preparing this book.

At last, I would like to assure all the concerned teachers, students and readers that
constructive comments and suggestions shall be tremendously appreciated and
incorporated in the upcoming edition. For constructive comments and suggestions email
us at [email protected]

Krishna Prasad Regmi
[email protected]

Strategies for Using this Book

This book is totally based on the New Curriculum prescribed by CDC. Each unit has the

following sections:

 Reading I & II (Connect Yourself, Read and Answer)

 Grammar (Connect Yourself, Grammar Time)

 Listening (Connect Yourself, Listen a While)

 Speaking (Connect Yourself, Speak a While)

 QR Code Scanner for Audio Script

 Writing (Connect Yourself, Write a While)

 Word Galaxy

 Before you finish
1. The teacher cum students may involve in some creative discussions before each lesson
begins to rouse the learners' curiosity and to motivate them to read the text. The
Connect Yourself section comprises of pictures and some text related questions.
Discussions should be done before startingthe reading text.The Read andAnswer section
consists of a variety of comprehension activities for the better understanding of the
text.
2. Poems should be recited as model first by the teacher, and then followed by the pupils
in groups or choral reading.
3. Plays, dialogues, and conversational pieces should be read aloud; the lesson, by and
large, should be read silently.
4. Stories should be narrated first by the teacher or assign student to do the same while
the rest of the class is encouraged to predict and guess the events or outcomes of the
story. The teacher can grade each text into Pre-reading, While-reading and
Post- reading or according to his/her convenience and assign similar tasks to the
students.
5. The lesson should be divided into manageable units and a detailed study of each unit
should be done by an intelligent and creative interplay of questions and answers.
6. After the lesson has been studied, it should either be summarized or dramatized or
presented in any display formats like drawings on wall papers, magazines, etc.
7. Questions on Connect Yourself, Read and Answer, Grammar Time and Write a While
should first be done orally; a few of them, considering the students' need and the
thematic and linguistic complexity of the texts, should be done in writing.
8. Speaking and listening activities and discussion exercises should be done in pairs or
groups. The listening audio compliments the text.
9. The Word Galaxy section, comprising a list of new vocabulary, is a reference for the
learners. The teacher can add as many as new words to this list as required.
10. The teachers are free to improvise, adapt and adopt techniques to suit the classroom
re-quirements of their own.
The teachers should give ample space for students' creative responses, and
incorporate multiple perspectives while giving his/her answers to the questions assigned
for comprehensive input.

Table of Contents

Unit Titles Reading Grammar Listening Speaking Writing

1. Introducing Others Biography: Gangalal Be Verbs: Is, A description on Gaurka Solo work on Biography on Parijat,
(9-26 ) Shrestha Am, Are Bhanubhakta Acharya, Laxmi Prasad Devkota
Singh introducing people A message of congratulations Completing
School registration form Punctuation
2. Asking for, Giving and Story: Brave Children Yes/No A conversation etween Pair work on asking
Question Robert and Pradip for permission and A set of rules on playground, temple, house
Denying Permission Poem: responding to it A letter asking for permission Punctuation

( 27-43 ) Unconditional Love

3. Requesting and Story: Jack And The Modal Verbs, A conversation etween Pair work on making An application for sick leave Completing
Responding Beanstalk Will, Would, Bikash and his mother request skeleton dialogues
( 44-59 ) Letter: An Application Can, Could and responding to it
Letter For Sick leave

4. Expressing Good Celebration: Imperative A conversation between Pair work on Finding topic sentences from paragraphs
Wishes Sonam Lhosar Festival
( 60-72 ) Chanda and Ranjeet expressing good wishes Paragraphs on our environment, learning

cycling, friendship Punctuation

5. Making Suggestions Story: Little Red Riding Type 2 A conversation between Pair work on making Completing skeleton stories

( 73-91) Hood Conditional Mary and John on travel suggestions

Factual Text : The Dog plans

6. Expressing Intention Drama: Balancing Study Reason A conversation Pair work on xpressing Descriptive paragraph on Television,

with Reasons and Exercise Connectives between Dina and intention Computer, radio A set of rules:

( 92-105) Text: Sports Binit on making plans in the exam hall, in the library

and expressing their Descriptive paragraph on Television,

intentions Computer, radio A set of rules:

in the exam hall, in the library

7. Predicting Text: A Weather Report Will/Shall and A conversation between Pair work on asking A paragraph on “My Pet Dog”
( 106-120) Text: Global Warming Be going to Saurav and Aman on questions and
and its Health Impact what they are going answering to them
to do

8. Describing Past Habit Narrative: The Tale of Used to + A narration on a school Composing dialogue An account of ‘Childhood’ A paragraph on
on childhood days ‘My Village’
( 121-137 ) Peter Rabbit Infinitive

Autobiography: An

Autobiography of a Tree

9. Comparing Factual Text: Mount Comparative A conversation between Conversation between Paragraphs on comparing two things: plants
( 138-153 ) Everest and Superlative David and Maria two friends using and animals, radio and television, village and
Menu: Green Day Fast comparing the city and comparatives city life
Food Restaurant the village

10. Expressing Obligations Rules and Regulations: Should, Be Allowed A conversation Pair work on describing Rules and regulations for the visitors at
between a doctor and pictures using ‘allowed zoo, family members , bus passengers
and Prohibitions General Information For to, Must, Have to a patient to’, ‘not allowed to’ and
‘should
( 154-167 ) Visitors, Norvic A description of the
three puppets
International Hospital
A conversation
Brochure: Shey between Dipesh and
Prabhat
Phoksundo National Park

11. Describing People, Famous Place: Articles: Describing pictures of Description: a girl, a classmate, a teacher
Places and Objects Lumbini-The Birthplace A/An, people with their special with their special features
( 168-182 ) of Gautama Buddha The Present features
An Electronic Gadget: Continuous Tense
The Flash Drive

12. Apologizing Story: The Turkish Cap Sentence Pair work on making A letter of apology on bad behaviour,
( 183-196 ) Letter: Transformation: apologies and responding inappropriate behaviour, for forgetting
A Letter of Apology Negative to them birthday, for missing X’mas party
Apology messages on different situations

13. Expressing Ability Story: The Tale of Evan Connectives: A description on birds Group work expressing Ordering sentences to make a story
( 197-212 ) Poem: I Cannot Because, Since, as,
Remember My Mother Because of and animals ability A paragraph on ‘How I Learnt Cycling’

14. Stating Units and Price List: A Price List of Common and Proper A description about the Pair conversation using Descriptive paragraphs: television, cell
Quantities Honda Bikes in Nepal Noun African hunting dog ‘How much’ and ‘How phone
( 213-222 ) Advertisement: Reynolds
Pocket Ball Pen Many’

15. Expressing Degrees of Story: The Bogey-Beast Modal Verbs: May, A weather forecast Pair work on expressing A paragraph on prediction : my future
Might, Must report of a day degrees of probability profession
Probability Poem: The Brook

(223-239 )

16. Narrating a Sequence Story: Rapunzel Simple Future Our trip to the Reptile Narrating pictures on Giving title and moral to stories
of Events A Special Ceremony: Park past tense and telling a Arranging sentences and making a story
( 240-263 ) School Celebrates nnual story Descriptive narrative: place visited, my
Day first day at school

17. Expressing Surprise Story: The Naughty Boy Past Simple Where did Mrs. Ogre Pair work with arranging Composing a dialogue: new English
and Dismay Conversation: Vacation Past Continuous live? words to show surprise teacher, preparation for the essay writing
( 264 276) Plan Past Perfect competition,
hobbies, birthday gifts

18. Asking for Information Line Graph: Maize Wh Question A conversation Pair work on asking Interpretation of table
between Amrit and for permission and A short poem: My Village
and Reason Production in Nepal in Ankita responding to it

( 277-288 ) Hectare

News Report:

At Long Last, Melamchi

Water Flows into

Kathmandu Valley

UNIT

1 Introducing Others

Reading I

A. Connect Yourself
Look at the pictures and answer the following questions.

a. Who are these people?
b. Why are they famous for?
c. Do you love a patriot?

Ganga Lal Shrestha Dharma Bhakta Mathema

Dashrath Chand Shukra Raj Shastri
Approved By CDC (Nepal) 9
Shubharambha's New Spark English Reader -6

B. Read andAnswer

Read the following biography, and answer the questions given below.

Gangalal Shrestha

Ganga Lal Shrestha was a Nepalese revolutionary who was Scan Here For Audio
executed by the autocratic Rana regime. He is honoured as one
of the four martyrs of the Nepalese revolution. He was a
member of the clandestine political organisation named Nepal
Praja Parishad that started a movement in 1939 to remove the
Rana oligarchy and establish democracy in Nepal.

He was born to father Bhakta Lal and mother Mohani
Kumari Shrestha in a well-to-do family in 1919. His
father Bhakta Lal worked for the government and
was stationed in Ramechhap where he was the chief
of the Revenue Office. After returning to Kathmandu,
he renounced his share of the ancestral property at
Chhetrapati, and bought a house in Pyaphal next to
Kathmandu Durbar Square. He lived in this house
with his family and wife Hasana Devi.

He went to Kolkata with his uncle to study. Returning to Kathmandu, he enrolled
in Durbar High School. He is believed to have been an intelligent student and
secured first division in the Matriculation examination. After the examination, he
was admitted to Trichandra College where he studied science.

Ganga Lal was an excellent orator. He was an active member of organisations that
sought to oust the Ranas and establish democracy in Nepal. He had been a member
of Mahabir School, whose aim was to fill the students with patriotic feelings. He
was arrested briefly in 1939 for giving a lecture in Asan, Kathmandu. After he met
Dashrath Chand, he became involved in Nepal Praja Parishad and its activities.

10 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

The secret Nepal Praja Parishad was exposed by Ramji Joshi in return for a cash
reward of Rs. 5,000. This led to the arrest of many of its members on 18 October
1940. On 19 January 1941, the Ranas sentenced Ganga Lal, Dashrath Chand,
Dharma Bhakta Mathema and Shukra Raj Shastri to death. On 28 January 1941,
Ganga Lal was taken to Shobha Bhagwati on the bank of the Bishnumati River
where he was shot dead along with Chand by Nara Shumsher Rana. The other two,
Mathema and Shastri, were hanged.

Ganga Lal was allowed one last meeting with his family the day before he was
executed. They went to the jail and he was brought out from his cell with hands
and feet shackled. The emotional reunion stirred his youngest brother Pushpa
Lal Shrestha to dedicate himself to fight for democracy and equality. In 1949, he
founded the Communist Party of Nepal which played a key role in removing the
Ranas.

The Rana dynasty was eventually overthrown on February, 1951 and democracy
was established in Nepal. The Ranas ruled Nepal from 1846 until 1951. During this
time, the Shah King was reduced to a figurehead and the Prime Minister and other
government positions were hereditary. Jang Bahadur Rana established the Rana
dynasty in 1846 by masterminding the Kot massacre in which about 40 members of
the nobility including the Prime Minister and a relative of the king were murdered.
Tyranny, debauchery, economic exploitation and religious persecution characterised
Rana rule. These 104-years of Rana regime has been called as one of the darkest
periods of Nepalese history.

Ganga Lal is remembered as one of the four martyrs of the revolution that brought
down the Rana regime. Every year on 30 January, Nepal celebrates Martyrs’ Day
to honour them.

In 1965, Nepal’s Postal Services Department issued a commemorative postage
stamp featuring the portraits of the four martyrs. Ganga Path, a road in central
Kathmandu, has been named after him. Shahid Gangalal National Heart Center is a
specialist hospital in Kathmandu. Ganga Lal’s statue is installed on Shahid Gate, a
monument to the martyrs of Nepal.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 11

Word Galaxy

clandestine : done secretly or kept secret

figurehead : a person in high position but has no real power or authority

hereditary : that is legally given to somebody’s child when that person dies

martyr : a person who gets killed because of political reasons

monuments : buildings built to remind a famous person

nobility : the quality of being noble in character

oligarchy : a form of government in which only a small group of people
hold power

persecution : discrimination, maltreatment

renounce : to give up

reunion : the act of coming together

revenue : the money the government receives from taxes

revolutionary : rebellious, riotous

shackle : chain up, put in irons

stir : mix, blend

A. Read the text above and fill in the gaps with correct words from the box.

well-to-do statue characterised revolutionary executed

a. Ganga Lal Shrestha was a Nepalese ……. ...........who was executed by the
autocratic Rana regime.

b. He was born to father Bhakta Lal and mother Mohani Kumari Shrestha
in a ……. family in 1919.

c. Ganga Lal’s ….. is installed on Shahid Gate, a monument to the martyrs
of Nepal.

d. Tyranny, debauchery, economic exploitation and religious persecution
…….. Rana rule.

e. Ganga Lal was allowed one last meeting with his family the day before
he was ……...

12 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

B. Match the words in column ‘A’ with their meanings in column ‘B’.

Column A Column B
a. specialist i. ruled by one person
b. autocratic ii. an expert
c. ancestral iii. mass murder
d. patriotic iv. wickedness
e. massacre v. dictatorship
f. debauchery vi. throw out
g. tyranny vii. a nationalistic person
h. dynasty viii. inherited, familial
i. commemorative ix. in memory
j. oust x. a succession of rulers of the same line of descent

C. Read the text again and answer the following questions.
a. Who was Ganga Lal Shrestha?
b. Where was he born?
c. From where did he do his Matriculation?
d. What was the aim of Mahabir School?
e. Where and how was he killed?
f. Who was Pushpa Lal Shrestha? What did he do?
g. When was the Rana dynasty overthrown?
h. What happened in the Kot massacre?
i. When is the Martyrs’ Day celebrated in Nepal?

D. Complete the following table with correct information from the text.

Date Events in order

1939
1919

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 13

1939

On 28 January 1941

1949

February, 1951

1846 until 1951

1965

Reading II

A. Connect Yourself

Following are the expressions used by people to congratulate each other
on their success. Which of them would you like to use to congratulate on
the success of your friends and relatives?
 Congratulations!
 Congratulations on your success!
 Let me congratulate you on your new job.
 That’s great news. Congratulations!
 I’d like to congratulate on your grand success.

B. Read andAnswer

A message of congratulations is written when someone does progress, gets
promoted, is awarded with a title, receives an honour or gains popularity
because of his/her work. It is written by friends, family members and
relatives when they are happy at their luck or progress. Read the following
message of congratulations and answer the questions that follow.

14 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

Congratulations!!!

Our special thanks and tribute
to

Ms. Muskam Khatun from Nepal
on

Being awarded with the Title
International Women of Courage Award for 2021

for

working hard to bring about changes and lobbing for stronger laws and
punishment to end acid attacks.

We wish her every success in the days ahead.

The United States Embassy

Kathmandu, Nepal

A. Read the text again, and answer the following questions.

a. What is the given text about?

b. Who has been congratulated?

c. What is the title of the award?

d. Why is she awarded?

e. Who has congratulated her?

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 15

Grammar
Be verbs: Is, Am, Are
A. Connect Yourself

Look at the pictures below. What professions do these people have? In pairs
ask and answer these questions about each picture. Use the example below.

What is my profession? I think, you are a cook.

Yes, I am. What are you? I am a farmer.

Teacher Doctor Nurse

What verb forms did you use to talk about the profession of the people in the
pictures?

While talking about the profession of the people in the pictures, you used 'be verbs'
(is, am, are) in simple present tense.

16 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

B. Grammar Time
Read the following sentences.

It is a donkey. They are good friends. I am fine today.
It is not a horse. They are not enemies. I am not sick.

The words am, is, are are also verbs, but they are not action words. They are the
simple present tense of the verb be.

We use am with the pronoun I, and is with the pronouns he, she and it. We use are
with the pronouns you, we and they.

Here’s a table to help you remember how to use am, is, are.

Pronoun Singular Plural
First Person I am we are
you are
Second Person you are they are
he is they are
Third person she is they are
it is

Let’s learn these short forms called contractions.
I am = I’m they are = they’re
you are = you’re we are = we’re
he is = he’s she is = she’s
it is = it’s am not = aren’t (only in questions)
is not = isn’t are not = aren’t

In questions, use aren’t as a contraction of am not. For example, you can say:

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 17

I’m taller than you, aren’t I?
But in a statement you say:
I’m not as old as you.
Read the following sentences.
Kenneth is a lawyer.
Rex is a clever dog.
A duck is a kind of bird.
The playground is full of people today.
My house is near the school.
These questions are too difficult.
The balloons are very colourful.
Those people are very busy.
Dad and Mom are in the kitchen.
We use the verb is with singular nouns and are with plural nouns.
Read the following sentences.
There is a fence around the school.
There are a lot of books in the library.
There are two guards at the gate.
Is there any food in the fridge?
Are there any apples left on the tree?
How much rice is there?
There are a few sharks in the bay.
There are enough candies for everyone, aren’t there?
There are two pigeons on the roof.
We use is and are with the word there to say what you can see and hear.

18 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

A. Fill in the blanks with am, is or are.
a. They ________ my good friends.
b. He ________ a soldier.
c. You ________ taller than Charlie.
d. She ________ ill.
e. We ________ very hungry.
f. It ________ a sunny day.
g. I ________ angry with Joe.
h. You ________ all welcome to my house.
B. Fill in the blanks with is or are.
a. John’s dog ________ very friendly.
b. Robert ________ ten years old.
c. These flowers ________ very pretty.
d. The two schools ________ close to each other.
e. Math ________ not a very difficult subject.
f. ________ dinner ready?
g. This computer ________ very easy to use.
h. All the windows ________ open.
i. Suraj and Janak________ neighbours.
j. His hair ________ curly.
C. Fill in the blanks with There is or There are.
a. ______________ a fence around the barn.
b. ______________ trees along the road.
c. ______________ a rainbow in the sky.
d. ______________ lots of parks in our town.
e. ______________ nothing in the cupboard.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 19

f. ______________ not many bedrooms in the new house.
g. ______________ lots of mistakes on your test paper.
h. ______________ a wasps’ nest in the tree.
i. ______________ ants in the cookies.
j. ______________ many different kinds of animals in the zoo.
k. ______________ plenty of food on the table.
l. ______________ a church on the hilltop.
m. ______________ no more water in the pool.
n. ______________ too many people on the beach.
o. ______________ only a few customers in the shop.

Listening

A. Connect Yourself

Look at the picture, and guess answers to the following questions.
a. Who is the man in the first picture? What does he do?
b. Who is the man in the second picture? What does he do?
c. Who is the man in the third picture? What does he do?

Beggar Milkman Driver
20 Approved By CDC (Nepal)
Shubharambha's New Spark English Reader Book 6

B. Listen and Answer

Listen to the audio and fill in the gaps with appropriate words.
a. Gaurika Singh was born on ……..2002.
b. Gaurika Singh is a Nepali ………
c. Gaurika Singh is an enormous, mind-boggling …… of Nepal.
d. Gaurika Singh lives in…….
e. Gaurika has the feeling of love for her ……. Nepal.

Speaking

A. Connect Yourself Scan Here For Audio

Look at these pictures, and tell answers to the following questions.
a. Who are these people?
b. What do they do?
c. Why are they famous for?

Laxmi Prasad Devkota Cristiano Ronaldo Narayan Gopal

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 21

B. Speak a Moment
Look at the picture. Introduce them as in the example.
Example:
a. Prabin/novelist/writing novel
He is Prabin. He is a novelist. He loves writing novel.

b. Pratikshya/house wife/gardening
c. Mohan/doctor/treating patients

d. Sunita/nurse/serving patients

e. Dinesh/singer/singing

Writing

A. Connect Yourself

Study the following information about Bhanubhakta Acharya .

Name: Bhanubhakta Acharya
Birth: 1871 B. S. Chundi Ramgha, Tanahun District, Nepal
Occupation: poet
Language: Nepali
Title honour: Aadi Kavi (First poet)
Work: Translation of Ramayana into Nepali Language
Death: 1925 B. S. Setighat, Tanahun District

22 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

The above information is preliminary information for writing a biography. It is
not written by the person himself/herself. It provides us with some important
information to writing biography about him/her.

B. Write a While

a. Based on the information given above, write a short biography of
Bhanubhakta Acharya.

b. Write a short biography of Parijat based on the information prearranged
underneath.

Birth: 1937

Place of birth: Darjeeling, Nepal previous (present India)

Parents: Dr. K N Waiba and Amrit Moktan

Major works: novel, poetry, short stories

Death: 1993

c. Write a short biography of Laxmi Prasad Devkota based on the information
prearranged underneath.

Birth: 1966, Kartik 16

Place of birth: Dhobidhara, Kathmandu

Parents: Tilmadhav and Amar Rajya Laxmi Devi Devkota

Major works: Epic, stories, essays, poems

Death: 2016, Kathmandu

d. Suppose your best friend got selected as the captain of your class. Write
a message of congratulations to be published in a newspaper. Use the
message of congratulations above as a model.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 23

Let’s Get Going
Complete the following school registration form.

Tripura Sundari Secondary School

Jwalamukhi-5, Khari, Dhading

School Registration Form

Name of the student (in Devanagari) : …………………...............................

Name in block letters : ………………………………............

Name of Father/Guardian : ….......................................................

Permanent Address : …………….......................................

Temporary Address : ………………………………...........

Date of Birth : …………………………...................

Date of Admission : ………………………………..........

Grade: ………………….. Passed Year: ……………..................

School’s Name: ……………………………….....................................................

Passed Percentage or GPA: ……………………………….

Subject wise Number or GPA
Nepali English Maths Science Social Health & Pop Computer Moral

Name of the Guardian : ..................................... Contact Number: ..................

Student Signature : ................................................. Headmaster :.......................

Note : Students are to fill their registration form according to their admission form.


24 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

Before you finish
Punctuation

Punctuation marks are signs such as periods, commas and question marks.
We use them in sentences to make the meaning clear.

Full stop (Period)
Read the following sentences.
Albert is my good friend.
Ethan is good at drawing.
I can swim.
It’s snowing heavily today.
Please don’t be late.
The bird is sitting on a branch.
There’s a rainbow in the sky.
They all enjoyed playing baseball.
This big house belongs to a rich man.

We put a period at the end of a sentence.

Comma

Read the following sentences.

I bought two apples, three oranges and some grapes.

He enjoys tennis, badminton, skating and football.

At school we study English, maths, science, history and geography.

We use a comma between nouns and noun phrases in a list.

Read the following sentences.
A giraffe is a tall, long-necked, long-legged animal.
He is a tall, handsome, smart and ambitious young man.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 25

We use commas between adjectives when you use several of them to describe
something.
Read the following sentences.
No, it has stopped.
Good morning, sir!
Can you tell me what time it is, please?
Yes, it’s a quarter past three, George.
We use a comma after yes and no, and before please in sentences. You also
use a comma before or after the name of the person you are speaking to.
Read the following sentences.
Unfortunately, she injured her knee skiing.
She was in the bedroom, listening to music on the radio.
Commas are used to show where there is a brief pause.
A. Use full stop and comma wherever required.
a. I am a mason
b. He works in a bank
c. She has bought a bag watch and diary
d. Horse dog cat and cow are domestic animals
e. Winter summer spring and autumn are seasons

26 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

UNIT

2 Asking for, Giving and
Denying Permission

Reading I
A. Connect Yourself
Look at the picture below, and answer the following questions.

a. What is shown in the picture?
b. Have you ever travelled by train?
c. How will you feel when you take your first journey by train?

Shubharambha's New Spark English Reader -6 Approved By CDC (Nepal) 27

B. Read andAnswer

Read the following story about the three children who are getting together
to avoid a terrible train accident and save precious human lives and do the
activities that follow.

Brave Children

The children were almost at the gate when Bobbie said, 'Hush.
Stop! What's that?' 'That' was a very odd noise indeed-a soft
noise, but quite plainly to be heard through the sound of the wind
in tree branches. It was a sort of rustling, whispering sound. As
they listened it stopped, and then it began again. And this time it
did not stop, but it grew louder and there was more rustling and Scan Here For Audio
rumbling. 'Look'-cried Peter, suddenly-'the tree over there!' The
tree he pointed at was one of those that had rough grey leaves and white flowers. And,
as Peter pointed, the tree was moving-not just the way trees ought to move when
the wind blows through them, but all in one piece, as though it were a live creature.
'It's moving!' cried Bobbie. 'Oh, look! and so are the others.' 'It's magic,' said Phyllis,
breathlessly, 'I always knew this railway was enchanted.' It really did seem a little
like magic. For all the trees for about twenty yards of the opposite bank seemed
to be slowly walking down towards the railway line, the tree with the grey leaves
bringing up the rear like some old shepherd
driving a flock of green sheep. 'What is it?
Oh, what is it?' said Phyllis; 'Its too much
magic for me. I don't like it. Let's go home.'

But Bobbie and Peter clung fast to the rail
and watched breathlessly. And Phyllis
made no movement towards going home
by herself. The trees moved on and on.
Some stones and loose earth fell down and
rattled on the railway metals far below. 'It's
ALL coming down,' Peter tried to say, but
he found there was hardly any voice to say
it with. And, indeed, just as he spoke, the

28 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

great rock, on the top of which the walking trees were, leaned slowly forward. The
trees, ceasing to walk, stood still and shivered. Learning with the rock, they seemed
to hesitate a moment, and then rock and trees and grass and bushes, with a rushing
sound, slipped right away from front face of the cutting and fell on the line with a
blundering crash that could have been heard half a mile off. A cloud of dust rose up.
'Look what a great mound it's made!' said Bobbie. 'Yes,' said Peter, slowly. He was
still leaning on the fence. 'Yes,' he said again, still more slowly. Then he stood upright.
'The 11.29 down hasn't gone by yet. We must let them know at the station, or there'll
be a most frightful accident.' 'Let's run,' said Bobbie, and began. But Peter cried,
'Come back!' and look at mother's watch. He was very prompt and business
like, and his face looked whiter than they had ever seen it.

'No time,' he said; 'it's two miles away, and it's past eleven. lf we had anything red,
we could get down on the line and wave it.' 'But the train wouldn't see us till it got
round the corner, and then it could see the mound just as well as us,' said Phyllis;
'better, because it's much bigger than us."Anyway, let's get down.' They got down
the steep stairs. Bobbie was pale and shivering. Peter's face looked thinner than
usual. Phyllis was red-faced and damp with anxiety. 'Oh, yes,' she cried; 'THEY'RE
red! Let's take them off!' They did, and then ran along the railway at their best pace.
Peter led, but the girls were not far behind. They reached the corner that hid the
mound from the straight line of railway that ran half a mile without curve of corner.
'Now, we've got the scarves,' said Peter. He looked at the watch again. 'And we've
got seven minutes. We must have flagstaffs.' Quickly, the children cut holes in the
flags and ran sticks through them.

Then they stood ready to wave
the red flags as soon as the train
came in sight. Bobbie began
to feel sick with suspense.
She feared the train wouldn't
stop and would crash into the
mound and go off the rails.
And everyone would be killed.
Her hands grew very cold and
trembled so that she could

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 29

hardly hold the flag. And then came the distant rumble and hum of the metals,
and a puff of white steam showed far away along the stretch of line. 'Stand
firm,' said Peter, 'and wave like mad! As the train comes closer, step back,
but go on waving.' The train came rattling along very, very fast. The front
of the engine looked black and enormous. Its voice was loud and harsh.
'Oh, stop, stop, stop!' cried Bobbie. No one heard her.At least Peter and Phyllis didn't,
for the oncoming rush of the train covered the sound of her voice with a mountain
of sound. But afterwards she used to wonder whether the engine itself had not heard
her. It seemed almost as though it had-for it slackened swiftly, slackened and
stopped, not twenty yards from the place where Bobbie's two flags waved over
the line. She saw the great black engine stop dead, but somehow she could not stop
waving the flags. And when the driver and the fireman had got off the engine and
Peter and Phyllis had gone to meet them and pour out their excited tale of the awful
mound just round the corner, Bobbie still waved the flags but more and more feebly
and jerkily. Oh! What a relief it was to Bobbie. Their quick thinking had worked.
They had saved too many lives. The children felt a great sense of achievement.
They felt sure that Mother would feel proud of them.

Word Galaxy

anxiety : a feeling of worry or fear, especially about the future.

blundering : moving somewhere in a heavy way

cutting : a passage cut through something such as rock to allow a road or
railway to pass through

damp : slighhtly wet

enchanted : magical, spellbound

feebly : weakly

flagstaff : a staff, pole or stick on which a flag is hoisted

jerkily : in the manner of a movement that consists of several separate
short movements.

mound : a pile of something such as earth or stones

pale : a pale person has skin that is lighter than usual because he/she is
ill, shocked or worried

30 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

A. Read the text and, choose the best answer.

a. Whose face looked thinner than usual?

(i) Peter's (ii) Bobbie's

b. The front of the engine looked ........................... .

(i) black and enormous (ii) clean

c. The children felt a great sense of ........................... .

(i) achievement (ii) disappointment

d. The trees, ceasing to walk stood.................. .

(i) still and shivered (ii) steel and severe

e. The train came .................... along very fast.

(i) rattling (ii) murmuring

B. Read the text again, and complete the sentences given below.
a. The movement of the trees looked like magic to .............................. .
b. The children needed the flags to ...................................................... .
c. Bobbie's desperate cries were ......................................................... .
d. Bobbie kept waving the flags even after the train came to a stop because .....
.................................................................... .
e. Bobbie's two .......................................................waved over the line.

C. Read the lines and answer the questions that follow.
At least Peter and Phyllis didn't, for the oncoming rush of the train covered the
sound of her voice with a mountain of sound.
a. Who is being referred to as 'her' here?
b. What was she saying?
c. What were Peter and Phyllis doing?

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 31

D. Read the text again, and answer the following questions.
a. What did the children see when they heard the strange noise?Why did the
sound seem odd?
b. Why was Peter's face whiter than usual? What quick decision did he take?
c. Why did the children feel that they had to act quickly?
d. Phyllis complained of feeling very hot. What did it make her realise?
e. Why did Bobbie feel nervous? What was she worried about?
f. What command did Peter give when the train approached? Was his command
obeyed?

Reading II

A. Connect Yourself

Look at the picture, and answer the following questions.
a. Who are these people?
b. How does your mother take care of you?
c. How do you show your love towards your parents?

32 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

B. Read andAnswer
Parents have unconditional love for their children. They always take care
of them. How can children show their parents that they too love their parents?
Read the following poem and reflect upon it.

Unconditional Love

For the parents children are their world
Children shouldn't forget it
When in luxuries they lie curled
All parents want their children to do their best
Each one should shine even if they have to fly away from their nest
Their empty nest they can bear
Because they are contented
Their children are doing well elsewhere,
But can't bear if the children don't care
Children who don't obey,
Don't know when to study,
When to play,
Trouble their parents each day,
They need to wake up and take a vow
That they will obey their parents from just now
And make their parents happy
Each child knows how!

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 33

A. Read the poem and choose the best answer.
a. All parents want their parents to do their……… (best/worst)
b. For the parents, children are their……. (job/world)
c. Children should……their parents. (disturb/obey)
d. Parents can’t bear it if children don’t…… (care/bear)
e. Children ……their parents each day. (please/trouble)

B. Complete the summary of the poem supplying the missing words from
the poem.
For the parents children are their ..................................................................... .
They want them to do ......................................................... best. Parents cannot
....................................................... if their .................................................. .
don't ..........................................for them. Children .......................................... .
trouble their parents need to ..............................and take a ...................................
......... So, each child ....................................how to make ........................
parents happy.

C. Read the poem, and answer the following questions.
a. What is the main theme of the poem ?
b. Which line in the poem tells us that the parents want their children to be
successful?
c. When are the parents contented?
d. When do parents get upset?
e. How can you make your parents happy?

34 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

Writing I

A. Connect Yourself

Rules and regulations are a set of rules or codes of behaviour that you must follow
and cannot go against it. We all are abided by certain rules and regulations in
different places and parts of the country. Read the following rules and regulations
to be followed in the library.
a. Only the members are permitted to enter into the library.
b. Making noise inside the library is strictly prohibited.
c. You are not allowed to bring books inside the library.
d. No chewing gums is allowed in the library.
e. Books lost/damaged will be fined as per the cost of the book.
f. Library remains closed on Saturdays and public holidays.
g. Late delivery of the books shall be fined Rs. 5/-per day.

B. Write a While
a. Write a set of rules and regulations for students in the playground.
b. Write a set of rules and regulations for visitors in a temple
c. Write a set of rules and regulations in a house for its family members.

Grammar
A. Connect Yourself
Read the following dialogues.

A: Is it a mobile phone?
B: No, it isn’t. It is a camera.
A: Is it a camera?
B: Yes, it is a camera.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 35

A: Is he a doctor?
B: No, he isn’t. He is a footballer.
A: Is he a footballer?
B: Yes, he is a footballer.

A: Is he a teacher?
B: No, he isn’t. He is a scientist.
A: Is he a scientist?
B: Yes, he is a scientist.

Yes/No questions are questions used to get answer whether yes or no. We use the
verbs be, have or do, or any of the helping verbs, to ask yes or no questions. In
questions, the helping or auxiliary verbs come before the subject of the sentence.
When be and have are used as ordinary verbs, they come before the subjects, too.

B. Grammar Time

Formation of Yes / No Questions
Read the following sentences.
Statement Yes/No Questions
He is a teacher. Is he a teacher?
I am a boy. Am I a boy?
We are from Kathmandu. Are we from Kathmandu?
He was a spy. Was he a spy?
They were playing. Were they playing?
I have trimmed my hair. Have I trimmed my hair?
He has helped us. Has he helped us?
We had seen her. Had we seen her?

36 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

We use the auxiliary verbs is, am, are, was, were, have, has, had, do, does, did,
can, may, will, shall, could, might, would, should, must, ought to, dare to, need
to and used to before the subjects while forming yes/no questions.
Now, read these sentences.

Statement Yes/No Questions

We work hard. Do we work hard?

He visited us. Did he visit us?

She sings a song. Does she sing a song?

We use ‘do’ verb if there is no auxiliary verb in a sentence. ‘Do’ is used for V1,
‘Did’ is used for V2 and ‘Does’ is used for V5.

A. Change these statements into yes/no questions.
a. Kamala is a student.
b. I am a farmer.
c. We are from the village.
d. He was in the field yesterday.
e. They were at the concert last Sunday.
f. I have got a new car.
g. She has called us.
h. It had got a meaning too.
i. You will call us.
j. He would sing songs.
k. I should take medicine on time.
l. You shall go there.
m. It may hurt you.
n. We might defeat them.
o. Hemanta can dance well.
p. Raman could play long hours.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 37

B. Write short answers to the following questions.
Example: Is he tall? Yes, he is.
a. Do you know the answer? Yes, ___________.
b. Is Sarala at home? No, ___________.
c. Did they know any grammar? Yes, ___________.
d. Are all of you coming to my house this evening? Yes, ___________.
e. Is Mrs. Basnet your English teacher? No, __________.
f. Can you dance? No, ___________.
g. Does he help you? Yes, ___________.
h. Would you sing songs? No, ___________.
i. May I come in? Yes, ___________.
j. Has he gone to school? No, ___________.
k. Are they happy there? Yes, ___________.
l. Do you live here? No, ___________.

Listening

A. Connect Yourself

Look at the picture, and guess answers to the following questions.

a. Who are these people?
b. What do you think they are talking about?

38 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

B. Listen and Answer

A. Listen to the conversation, and answer the questions given below.

a. Where is Robert going?

b. Who is a mechanical engineer?

c. Who has a shop?

d. Which country is very similar to Switzerland? Scan Here For Audio
e. What are there in Nepal?

B. Complete the table with the expressions used for asking for and giving
permission that you listened to in the audio.

Asking for permission Giving permission

Speaking

A. Connect Yourself

Following are some expressions used in asking for, giving and denying
permission in conversation. Which of them is related to asking for permission,
giving permission and denying permission? Tell A for asking for permission,
G for giving permission and D for denying permission.

Can I use your pen, please? Sure. I don’t mind.
Can I sit here?
You couldn’t do that. I’m afraid not. No, you cannot.

Is it okay if I use your pen? Sure, go ahead.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 39

I’m afraid not, but you can’t. Can I ask you a favour? May I go out?

I’m sorry, but that’s not possible. May I come in?

If you don’t mind, I’d like to smoke. Sorry, you are not allowed.

Do you mind if I use your phone? Please feel free. Yes, you can.

Would you mind if I used your car? No problem.

I wonder if I could borrow your notebook for a few days.

Would it be alright if I took your bicycle?

B. Speak a Moment

Selecting appropriate expressions given above, have similar conversations
in the following situations. One has been done for you.
Example:
Take pictures of your house: no
A: Can I take pictures of your house?
B: No, you cannot.
a. Use your pen: yes
b. Borrow your note copy: no
c. Go to the library: yes
d. Sing a song: no
e. Take your umbrella: no
f. Use this room: yes

40 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

Writing II

A. Connect Yourself

a. Have you ever written letters to your friends and family members?
b. Have you ever got letters from your friends and family members?
c. How can personal letters be useful in asking for and giving permission to
people?

B. Write a While

a. Imagine that you are attending to your friend’s birthday party. Your friend
has asked you to stay there. You have to ask your parents for permission.
Write a letter to your father asking him a permission to stay out at your
friend’s birthday party.
Begin like this:
Dhading, Nepal
20 March, 2021

Dear……….,

It feels like such a long time since the last time I saw you.......................................
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………

Yours ever
…………
b. Write a letter to your friend asking him/her to permit you to use
his/her colour box to do project work for a few days.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 41

Before you finish

Punctuation

Question Mark

Read the following sentences and see how question mark is used.

Are you reading now? ?
Can you lend me your bicycle?
Do you know the answer to this problem?

How many stamps do you have?

What’s your name?

Is this your house?

Where are you going?

Why are you always late?

A question mark (?) is used after a question.

Apostrophe

Read the following sentences and see how apostrophe is used.

A squirrel’s tail is big and bushy. ’s
Is this Nepal’s tallest building?
Kaman’s dog is very friendly.

Lolita is wearing her mother’s shoes.

I was at Hem’s playing video games.

We’re going to our aunt’s house.

An apostrophe (’s) is used to show who owns something.

42 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

Exclamation Mark

Read the following sentences and see how exclamation mark is used.

Help! Help!

I told you not to do that! !
Oh dear!

Put the knife down!

Quiet!

Sit down!

An exclamation mark (!) is often used after a command, an interjection, or a
word that shows surprise or anger.

Correct the following sentences with correct punctuation.

a. Are you fine today

b. My father is taller than Rams father

c. What a lovely weather

d. ouch I it is paining

e. Ritas cat is very lovely

f. Amits father is sleeping now

g. is this your bag

h. Alas Rita died

i. He has used Suryas car

j. Do you have any problem

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 43

UNIT

3 Requesting and

Responding

Reading I
A. Connect Yourself
Look at the picture and, answer the following questions.

a. What is the boy doing in the first picture?

b. Why is the woman scolding her son?

c. What is the boy doing in the third picture?
B. Read andAnswer

Read the following story and do the activities that follow.

Jack and the Beanstalk

Once upon a time there lived a poor widow and her son Jack. One day, Jack’s
mother told him to sell their only cow. Jack went to the market and on the way he
met a man who wanted to buy his cow. Jack asked, “What will you give me in
return for my cow?” The man answered, “I will give you five magic beans!” Jack
took the magic beans and gave the man the cow. But when he reached home, Jack’s

44 Approved By CDC (Nepal) Shubharambha's New Spark English Reader -6

mother was very angry. She said, “You fool! He took away your cow and gave you
some beans!” She threw the beans out of the window. Jack was very sad and went
to sleep without dinner.

The next day, when Jack woke up in the morning
and looked out of the window, he saw that a huge
beanstalk had grown from his magic beans! He
climbed up the beanstalk and reached a kingdom
in the sky. There lived a giant and his wife. Jack
went inside the house and found the giant’s wife in
the kitchen. Jack said, “Could you please give me
something to eat? I am so hungry!” The kind wife
gave him bread and some milk.

While he was eating, the giant came home. The giant
was very big and looked very fearsome. Jack was
terrified and went and hid inside. The giant cried,
“Fee-fi-fo-fum, I smell the blood of an Englishman.
Be he alive, or be he dead, I’ll grind his bones to
make my bread!” The wife said, “There is no boy in here!” So, the giant ate his
food and then went to his room. He took out his sacks of gold coins, counted them
and kept them aside. Then he went to sleep. In the night, Jack crept out of his hiding
place, took one sack of gold coins and climbed down the beanstalk. At home, he
gave the coins to his mother. His mother was very happy and they lived well for
some time.

Jack climbed the beanstalk and went to the giant’s
house again. Once again, Jack asked the giant’s wife
for food, but while he was eating the giant returned.
Jack leapt up in fright and went and hid under the bed.
The giant cried, “Fee-fifo-fum, I smell the blood of an
Englishman. Be he alive, or be he dead, I’ll grind his
bones to make my bread!” The wife said, “There is no
boy in here!” The giant ate his food and went to his
room. There, he took out a hen. He shouted, “Lay!” and
the hen laid a golden egg. When the giant fell asleep,
Jack took the hen and climbed down the beanstalk.
Jack’s mother was very happy with him.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 45

After some days, Jack once again climbed the beanstalk and went to the giant’s
castle. For the third time, Jack met the giant’s wife and asked for some food. Once
again, the giant’s wife gave him bread and milk. But while Jack was eating, the
giant came home. “Fee-fi-fo-fum, I smell the blood of an Englishman. Be he alive,
or be he dead, I’ll grind his bones to make my bread!” cried the giant. “Don’t be
silly! There is no boy in here!” said his wife.

The giant had a magical harp that could play beautiful songs. While the giant slept,
Jack took the harp and was about to leave. Suddenly, the magic harp cried, “Help
master! A boy is stealing me!” The giant woke up and saw Jack with the harp.
Furious, he ran after Jack. But Jack was too fast for him. He ran down the beanstalk
and reached home. The giant followed him down. Jack quickly ran inside his house
and fetched an axe. He began to chop the beanstalk. The giant fell and died.

Jack and his mother were now very rich and they lived happily ever after.

Flora Annie Steel

Word Galaxy : to or toward the side
aside : seeds of any climbing plants
beans : to cut into pieces
chop : concealed
hid : to bring forth and deposit
lay : frightening, terrifying
fearsome : take, bring, get a hold of
fetch : fear
fright : angry, upset
furious : vast, very large
huge : mare
only : the art of producing illusions by sleight of hand
magic : all of sudden, immediately
suddenly

46 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

A. Read the story and choose the correct option to complete these sentences.

a. The boy lived with his………….

i. father ii. mother iii. aunt

b. Jack and his mother were very……….

i. poor ii. hungry iii. rich

c. All they had was a.………

i. sheep ii. dog iii. cow

d. The man gave some……….for the cow.

i. magic beans ii. magic rings iii. magic seeds

e. When Jack’s mother saw the beans, she was very………..

i. happy ii. angry iii. sad

B. Read the story again, and match the following words with their meanings.

a. widow i. the tall fast growing stem of a bean plant

b. beanstalk ii. a large strong building with thick high walls and towers

c. giant iii. a woman whose husband has died

d. castle iii. a large musical instrument played with the fingers

e. harp iii. a very large strong person who is very cruel and stupid

C. Read the story again, and write true or false for the following statements.

a. Jack’s mother cooked the beans for dinner.

b. Jack and his mother were rich.

c. They had a cow.

d. On the way, Jack met a girl.

e. Jack started climbing up the beanstalk.

f. Jack exchanged his cow for a handful of rice.

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 47

D. Read the story again, and answer the following questions.
a. How can you say that the beanstalk was high?
b. How did Jack and his mother get rid of the giant?
c. How did the giant fall asleep?
d. What did Jack see once he climbed to the top of the beanstalk?
e. What did the man give to Jack?
f. What surprised the Jack next morning?
g. What was Jack’s mother's reaction when she saw magic beans?
h. Whom did Jack meet on the way to market?
i. Why did Jack and his mother have to sell their cow?
j. Why did Jack and his mother sleep hungry after selling the cow?
k. Why did Jack hide in the cupboard?
l. Why did the giant chase Jack?

Reading II

A. Connect Yourself
a. Have you ever written application letters to your teacher?
b. How is an application letter for sick leave written ?
c. How are application and personal letters different?

48 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6

B. Read andAnswer

Read the following application letter for sick leave and do the activities that follow.
Malekhu, Dhading
20th January, 2021

The Class Teacher
Bageshworee Secondary School
Malekhu, Dhading

Sub: An application for sick leave.

Dear Sir,
Most respectfully, I beg to state that I am unable to attend my regular classes
today because I have been suffering from continuous fever since yesterday. As it
is getting severe, I believe that it might require a week to fully recover from it. My
father has already taken an appointment with Dr. Madhu today at 2:00 pm.
I, therefore, would like to sincerely request you to kindly grant me leave till I
fully get recovered from fever for a week. I will definitely inform you if I require
more days’ leave. I would like to assure you that I will attach the report of doctor
in the next application letter.
I am hopeful for the positive response from you soon.
Yours obedient student,
Kristin Shrestha
Class: 6
Roll No: 5

Shubharambha's New Spark English Reader Book 6 Approved By CDC (Nepal) 49

A. Read the letter again, and decide whether the following sentences are
true or false.
a. Kristin Shrestha lives in Malekhu, Dhading.
b. He studies in grade ten.
c. His father has taken an appointment with Dr. Madhu.
d. He has asked a leave for a day.
e. He has assured to attach the report of doctor in the next application letter.

B. Read the letter again, and answer the following questions.
a. Who has written this letter?
b. When is the letter written?
c. What type of letter is this?
d. What happened to Kristin Shrestha?
e. What is the name of the doctor?

Grammar

Modal Verbs: will, would, can, could
A. Connect Yourself

Read the following sentences and classify the verbs.
a. Will you help me?
b. Would you like to have a cup of tea?
c. Can you help him?
d. I could run fast.

Main Verbs Modal Verbs

50 Approved By CDC (Nepal) Shubharambha's New Spark English Reader Book 6