GRADE By Krishna Prasad Marasini Revised by Surendra Wagle Edited by Romharsh Panthi Author of Pathfinder English Reader Allied Publication Pvt. Ltd. Sitapaila, Kathmandu Phone: 01-5378629, 5388827 LEA ING
Publisher Allied Publication Pvt. Ltd. Sitapaila, Kathmandu Phone : 01-5378629, 5388827 Written by Krishna Prasad Marasini Revised by Surendra Wagle Edited by Romharsh Panthi Copyright All rights reserved with the copyright holder. Edition First - 2074 Second - 2080 Computer Icon Design House #9849098999 Printed in Nepal LEADING ENGLISH GRAMMAR is a tenbook series for grades 1–10 that addresses the needs of the students in each grade level. It is well graded, simple, and communicative. It follows the inductive technique more than the deductive method in its presentation. It has creatively assimilated four language skills through stepwise items. Learners learn and enjoy a new language skill with each step. Each unit begins with a warm-up activity and concludes with a unit test. The unit test helps the teachers assess the learning outcomes of the unit. Through project work, learners are encouraged to use ICT to get better access to grammar. The Grammar Comprehension part aims to revise the whole unit, which develops grammatical concepts in learners. Moreover, learners learn different grammatical concepts and develop language fluency through the innovative presentation of activities. The publisher is highly thankful to the principals and teachers who have recommended Leading English Grammar for their students to bring about change in the teaching and learning practices of English grammar and anticipates the same kind of appreciations in the days to come. - Publisher PREFACE LEA ING
Roadmap to Leading English Grammar 5% 10% 20% 30% 50% 90% Lecture Learning Pyramid We understand by: Reading Audio-visual Demonstration Debate and discussion Doing Practice Teaching and helping others 75% Which method do you follow? I hear and I forget. I see and I remember. I do and I understand. – Confucius Helen Keller Jhamak Ghimire Stephen Hawking Discuss : How can we make impossible things possible?
Starter (Warm-up) Learning items of grammar Punctuation Pronunciation Spellings Word power Choice of words Listening and speaking Grammar comprehension Writing Words in use Dictation Unit Test STEP 1 STEP 6 STEP 11 STEP 2 STEP 7 STEP 12 STEP 3 STEP 8 STEP 13 STEP 4 STEP 9 STEP 5 STEP 10 UNIT STRUCTURE Title Key Concept Objectives Teaching Tips Learning Steps
SECTION A Grammar in Use 7 - 198 Unit - 3 Use of Verbs 75 Unit - 1 Use of Nouns 16 Unit - 2 Use of Pronouns 49 CONTENTS y Use of Special Nouns y Use of Common Nouns y Use of Collective Nouns y Use of Singular and Plural Nouns y Use of Gender y Use of Countable and Uncountable Nouns y Pronouns Rhyme y Use of Personal Pronouns : he, she, it, I, we, you, they y Forms of Personal Pronouns: I, me, my, mine, y Reflexive Pronouns: myself, himself, herself y Demonstrative Pronouns: this, that, these, those y Interrogative Pronouns: what, which, who, whom y Indefinite Pronouns: someone, none, anyone y Verbs Rhyme y Verb and tense y Use of is, am and are y Use of was and were y Use of will and will be y Use of -ing form with is, am and are y Use of -ing verb with was and were y Forms of verbs y Use of different forms of verbs
SECTION 2 Grammar Glossary Test 199-202 SECTION 3 Writing Compositions 203-215 Unit - 6 Use of Prepositions 146 Unit - 7 Use of Conjunctions 165 y Use of Place Prepositions y Use of Time Prepositions y Use of Prepositions of Direction and Movement y Use of And y Use of But y Use of Because y Use of Or y Use of So y Use of Either ... or Unit - 5 Use of Adverbs 125 y Adverbs Rhyme y Use of Manner Adverbs y Use of Time Adverbs Unit - 4 Use of Adjectives 106 y Adjectives Rhyme y Adjectives of Colour y Shape of Adjectives y Adjectives of Number y Adjectives of Quantity y Adjectives of Quality Unit - 8 Use of Articles 184 y Use of article 'a' y Use of article 'an'
Before you begin... OBJECTIVES tell the function of letters, words and sentences tell the types of letters, words and sentences identify positive, negative and interrogative sentences make positive, negative and interrogative sentences change positive sentences into negative and interrogative ones After the completion of this unit, students will be able to: The lesson ‘Before you begin’ is a revision work of Grade One. So, the following suggestions are made to review the pre-knowledge: " Recite the poem with actions and ask your students to follow you. " Let the students act out the rhyme as they say it out loud. " Talk to the students about each line. " Ask them different questions to see how much they know. " Let them do the activities you've given them and use the do-peer-share method. " Show the kids examples of different types of stances on the whiteboard. " Focus on talking with them and having conversations with them in pairs to improve their fluency. TEACHING TIPS Review the past things before beginning the present things. KEY CONCEPT Leading English Grammar - 2 | 7
ACTIVITY - 1 Let's sing and learn. Use of Letters, Words and Sentences What are letters, what are words? Let’s chant, let’s chant to know these words. What are sentences, what are words? Let’s read, let’s read to know these words. Clap your handsPat, pat, pat. Beat your feetTap, tap, tap. Open your mouthHa…ha…ha…! Letters are symbols of the soundsOf the sounds, of the sounds. When we speak, they are found- They are found, they are found. Clap your hands-.... Letters make words_ Words, words, words. 8 | Leading English Grammar - 2
We join letters to make wordsWords, words, words. Clap your hands... Words make a sentenceSentence, sentence, sentence We join words to make a sentenceSentence, sentence, sentence Clap your handsWord gives meaning, Meaning, meaning, meaning. Sentence gives full meaning, Full meaning, full meaning. Clap your handsPat, pat, pat. Beat your feetTap, tap, tap. Open your mouthHa…ha…ha…! Leading English Grammar - 2 | 9
Learn the above poem by heart and recite it to the class with action. Memory Task! ACTIVITY - 2 Let's do and learn. 1. Match the words in Set-A with their meanings in Set-B. Set-A 1. chant 2. words 3. sentences 4. clap 5. meaning Set-B a. sense b. applaud c. sing d. combination of words e. combination of letters 2. Fill in the gaps with the words from the above chant. a. Clap your _________________ and beat your __________________. b. Open your _____________________ and say __________________ . c. Letters make _______________ and words make _____________ . d. Word gives ________________ and sentence _________________ . e. The above chant is about letters, _________________________ and _____________________________ . 3. Answer the following questions. a. What are letters? b. What are words? c. What are sentences? 10 | Leading English Grammar - 2
ACTIVITY - 3 Lets Converse Look at the following conversation: What things do we need to make a sentence, ma’am? What is a sentence, ma’am? Very good question. We need a subject and a verb to make a sentence. A sentence is the combination of words that gives a complete meaning. Leading English Grammar - 2 | 11
ACTIVITY - 4 Read and learn. Look at the following examples: a. The morning rice eats Devi in. b. Devi eats rice in the morning. The first combination of words in {a} does not give any meaning. So it is not a sentence. The combination of {b} gives a complete sense, so it is a sentence. ACTIVITY - 5 Test your knowledge. Look at the following combinations of words and identify the complete sentences. Write It is a sentence or It is not a sentence. 1. A doctor is he. It is not a sentence. 2. He is a doctor. __________________________ 3. Go school we to morning in the. __________________________ 4. We go to school in the morning. __________________________ 6. Student a I am. __________________________ 7. They are teachers. __________________________ 8. Teachers are they. __________________________ 9. A there a new is ball. __________________________ 10. There is a new ball. __________________________ 12 | Leading English Grammar - 2
ACTIVITY - 6 Read and learn functions of a sentence. A sentence expresses positive statement, negative statement, order, command, question, surprise, wish etc. On the basis of these functions, sentences can be classified as follows: A sentence expresses positive meaning negative meaning question surprise, wonder order, request wish, prayer Look at the following examples: Positive statement She is a beautiful girl. Asking question Is she a beautiful girl? Expressing surprise How beautiful girl she is! Giving order Make her a beautiful girl. Expressing wish May she be a beautiful girl! A statement can be negative or positive. Look at the following: Positive: He is a teacher. Negative: He is not a teacher. Positive: I am a student. Negative: I am not a student. Leading English Grammar - 2 | 13
We make negative sentences by using NOT or NO. Points to Remember! ACTIVITY - 7 Test your knowledge. Change the following sentences into negative using not. Positive This is a cat. That is a rat. These are caps. Those are hats. He is a pilot. We are students. They are players. He was a doctor. They were farmers. Negative This is not a cat. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ACTIVITY - 8 Let's learn interrogative sentences. An interrogative sentence asks a question. Look at the following: Is this a cat? Are they teachers? What is your name? Where do you live? We use is, am, are, was, were, do, doe, did, etc. in the beginning to make questions. Points to Remember! 14 | Leading English Grammar - 2
SECTION 1 Reading Items of Grammar: Use of Grammar Unit 1 Use of Nouns Unit 2 Use of Pronouns Unit 3 Use of Verbs Unit 4 Use of Adjectives Unit 5 Use of Adverbs Unit 6 Use of Prepositions Unit 7 Use of Conjunctions Unit 8 Use of Articles Leading English Grammar - 2 | 15
USE OF NOUNS UNIT 1 OBJECTIVES identify and use special, common, material, and collective nouns identify singular and plural nouns convert singular nouns into plural nouns use singular and plural nouns correctly identify masculine, feminine, common and neuter genders convert feminine gender into masculine gender identify countable and uncountable nouns and use them properly tell the use of capital letters pronounce the s letter correctly at the end of nouns tell the spelling rules of different plural nouns use may and can correctly After the completion of this unit, students will be able to: " Recite the rhyme with action and tell your students to follow you. " Tell the students that special names always begin with the capital letter only. " Except special names, all other names are regarded as common names. Common nouns are written in the small letter. " Follow the instruction given in the textbook while teaching each item of grammar. " Tell the students that we make other items from material nouns such as we make ornaments from gold. " Collective nouns refer to collection or group of people, animals, birds and things. " Explain singular and plural nouns with practical examples. " Let the students learn by doing themselves. Just facilitate them. " Let the students do project work on different nouns. " Focus on oral conversation before giving them writing work. " Give them unit test to test their knowledge. TEACHING TIPS A noun is the name of persons, places and things. A noun is called naming word. KEY CONCEPT 16 | Leading English Grammar - 2
STEP 1 STARTER ACTIVITY - 1 Let's sing. Let’s chant for the nounsFor the nouns, for the nouns. Nouns are naming words Naming words, naming words. Clap your handsClap, clap, clap. Beat your feet Tap, tap, tap. Open your mouth Ha…ha…ha…! Person has name, place has nameName, name, name. Everything has name Name, name, name. Clap your handsClap, clap, clap. Beat your feet Tap, tap, tap. Open your mouth Ha…ha…ha…! ACTIVITY - 2 Crossword puzzle Find the following words in the crossword puzzle and circle them. noun adjective pronoun conjunction verb preposition adverb interjection Leading English Grammar - 2 | 17
p r e p o s i t i o n a d r c o n j u n c t i o n s o p r e a d v e r b u t s n c o n j u n c t i n f s o n o u t v e r c a d v e u a d j e c t i v e f s s n i n t e r j e c t i o n p r v e r b a d v e r b a STEP 2 LEARNING ITEMS OF NOUNS 1. Use of Special Nouns 2. Use of Common Nouns 3. Use of Collective Nouns 4. Use of Singular and Plural Nouns 5. Use of Gender 6. Use of Countable and Uncountable Nouns 18 | Leading English Grammar - 2
Item-1 Use of Special Nouns ACTIVITY - 3 Act out and learn. A. Ask the following questions to each other in turn and answer them as shown in the example. Circle the last word of each sentence, which is a special noun. What is your name? My name is Gyan. A: What is your father’s name? B: My father’s name is ____________________________________________ A: What is your mother’s name? B: ______________________________________________________________________ A: What is your country’s name? B: ______________________________________________________________________ A: What is your school’s name? B: ______________________________________________________________________ A: What is your class teacher’s name? B: ______________________________________________________________________ A: What is your Principal’s name? B: ______________________________________________________________________ A: What is your friend's name? B: ______________________________________________________________________ A: What is your grandfather's name? B: ______________________________________________________________________ Leading English Grammar - 2 | 19
B. Write the names of your classmates. Write the first letter of each in capital letter. Ajaya Bijaya C. Ask and answer in turn , then write. The last word in each sentence is a special noun. Underline it. Where do you live? I live at Sundhara. A: Where is your school? B: My school is at ____________________________________ A: Where does your friend live? B: My friend lives at _________________________________ A: What is your district’s name? B: My district’s name is ______________________________ 20 | Leading English Grammar - 2
A: Where is your mother’s birthplace? B: My mother’s birthplace is __________________________ A: What is the highest mountain in the world? B: The highest mountain in the world ________________ A: Who is the first student of your class? B: The first student of my class is _____________________ D. The following names are the special nouns. Fill in the columns with other names. Names of the days Names of the months Names of the persons Names of the countries Names of the districts Names of the cities Sunday January Jamuna Nepal Gorkha Kathmandu Points to Remember Proper nouns are used to name special persons,places or things. They are known as special nouns. The first letter of a proper noun must be written in a capital letter. Leading English Grammar - 2 | 21
Item-2 Use of Common Nouns ACTIVITY - 1 Do and learn. A. Fill in the following diagram with the names of the things, which are in your classroom. These are common nouns. Names of the things of my classroom Benches B. Write the names of the things, which are found in your home. These are common nouns. Things in my home Bed TV 22 | Leading English Grammar - 2
C. Write nine names of the things, which are found in a stationery shop. These are common nouns. books D. Write six names of vegetables. E. Write six names of flowers. F. Write six names of trees. G. Write six names of birds. H. Write six names of wild animals. I. Write six names of domestic animals. Leading English Grammar - 2 | 23
J. Write six names of fruits. K. Write six names of the means of transportation. L. Write six names of means of the communication. M. Write six names of utensils. N. Write six names of food items. O. Write six names of dress. P. Write six names of relation. 24 | Leading English Grammar - 2
Q. Write five common names of people. man R. Write six names of our body organs. Make two columns on a colourful chart paper. Write special and common names as many as you can. Don’t write the names which you have already written above. The best presenter will be called the Project Star. Project and Presentation Item-3 Use of Material Nouns ACTIVITY - 1 Let's learn. A material noun is used to name matters. Read the following material nouns. gold silver iron wood soil water stone milk copper bronze ACTIVITY - 2 Let's write. Write any 10 material nouns in your note-book. Item-4 Use of Collective Nouns ACTIVITY - 1 Read and learn. Collective nouns are used to name the collections of things, groups of people or animals and birds. Leading English Grammar - 2 | 25
Look at the following examples. These are related to people. A class of students An army of soldiers A choir of singers A band of musicians A crowd of people/spectators A gang of thieves A group of dancers A team of players A staff of employees An audience of listeners B. The following collective nouns are used for animals. An army of ants A flock of sheep A herd of deer/cattle/elephants/goats/buffaloes. A hive of bees A pack of wolves A litter of puppies/kittens A swarm of bees/ants/rats/flies A team of horses/ducks/oxen A zoo of wild animals A kennel of dogs C. The following collective nouns are used for things. A galaxy of stars A forest of trees An album of stamps/autographs/photographs A library of books A basket of fruit A bowl of rice A pile of books A pack of cards A pair of shoes A bouquet of flowers A bunch of keys A range of mountains 26 | Leading English Grammar - 2
ACTIVITY - 2 Do and learn. Write the collective nouns of the following: a. A band of __________________________________ b. A bouquet of __________________________________ c. A basket of __________________________________ d. A pair of __________________________________ e. A library of __________________________________ f. A staff of __________________________________ g. A team of __________________________________ h. A range of __________________________________ i. A galaxy of __________________________________ j. A zoo of __________________________________ Item-5 Use of Singular and Plural Nouns ACTIVITY - 1 Let's sing. Singular, singular what you are? We are ONE for the noun. Plural, plural what you are? We are MANY for the noun Clap your handsPat, pat, pat. Beat your feetTap, tap, tap. Open your mouthHa…ha…ha…! Leading English Grammar - 2 | 27
Singular means ONE and plural means MANY, Boy means one boy and boys means many. We add s or es to make many, Keep this thing and become a brainy. Clap your handsPat, pat, pat. Beat your feetTap, tap, tap. Open your mouthHa…ha…ha…! ACTIVITY - 2 Test Your Knowledge. A. Match the words in Set-A with their meanings in Set-B. Set-A 1. singular 2. plural 3. brainy 4. boy 5. thing Set-B a. object, item b. lad, man c. intelligent d. many, several e. one, single B. Fill in the gaps with the words from the above chant. 1. A singular noun refers to _________________ in number. 2. A plural noun refers to _____________________ in number 28 | Leading English Grammar - 2
3. We add _________________________ to make many. 4. One refers to a _________________noun. 5. Many refers to _________________________ nouns. ACTIVITY - 3 Act and do. C. Look at the pictures, ask the questions and answer them in turn as shown in the examples. Examples: A: How many books are there on the chair? B: There is a book on the chair. A: How many books are there in the bag? B: There are many books in the bag. A: How many pencils are there in the pen-stand? B: There are five pencils in the pen-stand. A: How many scales are there in the pen-stand? B: There is one scale in the pen-stand. A: How many boys are playing on the ground? B: ___________________________________________________. Leading English Grammar - 2 | 29
A: How many boys are standing? B: ___________________________________________________. A: How many students are listening to the teacher? B: ___________________________________________________. A: How many dogs are barking? B: ___________________________________________________. Singular means one and plural means many. Points to Remember ACTIVITY - 4 Let's learn and do. Formation of Plural Nouns RULE 1 We use an s or es to the common nouns to make them plural. Look at the following examples. Write as shown. Boy means one boy but boys means many boys. Girl means one girl but girls means many girls. 1. Book ______________________ but books _________________________ 2. House ______________________ but houses ______________________ 30 | Leading English Grammar - 2
3. Student ___________________ but students _____________________ 4. Monkey ____________________ but monkeys __________________ 5. Bird ________________________ but birds _________________________ 6. Teacher ____________________ but teachers ___________________ Add -s to the given nouns and change them into plural as shown. Singular Plural Singular Plural tree + s trees table + s tables cap+ letter + pen tap teacher hand player eye computer head RULE 2 Nouns that end in s, x, z, ch, or sh are made plural by adding -es. Singular Plural Singular Plural boss bosses bus buses class classes witch witches fox foxes box boxes tax taxes dish dishes RULE 3 We change the last letter y into ies and change into plural. Leading English Grammar - 2 | 31
Singular Plural Singular Plural ability abilities daisy daisies battery batteries energy energies candy candies fairy fairies city cities RULE 4 We add an s to the following nouns and change them into plural forms. Singular Plural Singular Plural day days toy toys play plays valley valleys RULE 5 We use -es to the following nouns, which end with -o to make them plural. Singular Plural Singular Plural echo echoes tomato tomatoes hero heroes motto mottoes potato potatoes zero zeroes RULE 6 Some nouns that end in f or fe become plural by changing the f or fe into ves. Singular Plural Singular Plural calf calves leaf leaves half halves life lives knife knives wife wives 32 | Leading English Grammar - 2
RULE 7 Read the following plural nouns. Singular Plural Singular Plural child children ox oxen man men woman women RULE 8 Some nouns become plural by changing oo to ee. Singular Plural Singular Plural foot feet tooth teeth goose geese ACTIVITY - 5 Let's do exercise. A. Write the names of the things, which are found at your home and write their singular and plural forms as shown. Singular Forms Plural Forms Singular Forms Plural forms rack racks B. Write any twelve names of the things, which are found in your school and write their singular and plural forms. Singular Form Plural Forms Singular Form Plural Forms a white board many white boards Leading English Grammar - 2 | 33
Item-6 Use of Genders ACTIVITY - 1 Let's read and learn. A gender is used to show whether a noun is of male group or a female group or other. Look at the following examples. Masculine for male group i.e.boy group Feminine for female group i.e. girl group Masculine for male group i.e.boy group Feminine for female group i.e. girl group actor actress husband wife boy girl king queen dad mum master mistress brother sister nephew niece daddy mummy prince princess man woman sir madam father mother son daughter god goddess uncle aunt grandfather grandmother hero heroine Common Gender Some nouns are used for both males and females. These nouns are referred to as common gender nouns. baby bird teacher doctor child friend guardian president chief farmer pupil student parent guest relative singer infant assistant helper dancer principal typist passenger owner carpenter 34 | Leading English Grammar - 2
Animals With animals, there is one general word for the animal. There are however many species of animals, particularly those domesticated (pet), have been given specific names for the male and the female. Animal Masculine Feminine rabbit buck doe horse stallion mare sheep ram ewe pig boar sow chicken rooster hen duck drake duck cattle bull cow goose gander goose fox fox vixen tiger tiger tigress lion lion lioness Neuter Gender The lifeless things, trees, plants, grass, material nouns, abstract nouns, very small insects, and micro-organism are grouped in the neuter gender. mosquito fly larva virus gold tree banana copper iron stone glass wood leaves wires steel ACTIVITY - 2 Project work Make a list of different genders on a chart paper. Leading English Grammar - 2 | 35
Item-7 Use of Countable and Uncountable Nouns ACTIVITY - 1 Let's read and learn. Countable Nouns Countable nouns are for the things which we can count using numbers. They have a singular and a plural form. The singular form can use the determiner “a” or “an”. If you want to ask about the quantity of a countable noun, you ask “How many?” combined with the plural countable noun. Singular Plural Singular Plural one dog two dogs one man two men one horse two horses one idea two ideas one shop two shops one laptop two laptops Examples She has three dogs. I own a house. I would like two books, please. How many friends do you have? Uncountable Nouns Uncountable nouns are for the things that we cannot count with numbers. They may be the names for abstract ideas or qualities or for physical objects that are too small or too vague (complex) to be counted (liquids, powders, gases, etc.). Uncountable nouns are used with a singular verb. They usually do not have a plural form. tea sugar water air rice knowledge beauty anger fear love soil juice mercy kindness gold 36 | Leading English Grammar - 2
We cannot use a/an with these nouns. To express a quantity of an uncountable noun, use a word or an expression like some, a lot of, much, a bit of, a great deal of. Use an exact measurement like a cup of, a bag of, 1kg of, 1Litre of, a handful of, a pinch of, an hour of, a day of. If you want to ask about the quantity of an uncountable noun, you ask “How much?” Points to Remember Examples: Can you give me some information about uncountable nouns? He did not have much sugar left. How much rice do you want? Some confusing uncountable nouns Some nouns are very confusing. The following nouns are uncountable nouns. They are advice, baggage, behaviour, bread, furniture, information, luggage, news, progress, traffic, travel, trouble, weather, work, etc. Examples: I would like to give you some advice. How much bread should I bring? I didn’t make much progress today. This looks like a lot of trouble to me. We did an hour of work yesterday. ACTIVITY - 2 Project work Make a list of countable and uncountable noun on a chart paper. Leading English Grammar - 2 | 37
STEP 3 USE OF PUNCTUATION MARKS ACTIVITY - 1 Let's read and learn. Use of Capital Letters We use a capital letter to start a proper (special) noun and start a sentence. Look at the examples. We live in nepal. This sentence is incorrect because the first letter of nepal should be capital because Nepal is a special name. Correct: We live in Nepal. we live in Nepal. It is also incorrect because we should write the first letter of we in capital because it is the starting letter of the sentence. Correct: We live in Nepal. ACTIVITY - 2 Let's do practice. Correct the following sentences using capital letters where necessary. 1. my father’s name is rakesh Sharma. ____________________________________________________________________ 2. he lives in japan. ____________________________________________________________________ 3. my mother’s name is renuka Sharma. ____________________________________________________________________ 4. she lives in pokhara. ____________________________________________________________________ 38 | Leading English Grammar - 2
5. I am gopi Sharma and live in chitwan. ____________________________________________________________________ 6. rohini, rukum and rasili are all good friends. ____________________________________________________________________ STEP 4 PRACTICE OF PRONUNCIATION ACTIVITY - 1 Let's read and learn. If we add “s” to make plural nouns to the nouns, which end in the following letters, the s letter is pronounced as /z/ /b/, /d/, /g/, /l/, /r/, /w/, /m/, /n/, /v/, /y/ Look at the following examples and say after your teacher. webs /webz/ beds /bedz/ bags /bægz/ bells /belz/ jars /jɑrz/ straws /stʃrɑwz/ limbs /lɪmz/ fans /fænz/ doves /dʌvz/ delays /dɪˈleɪz/ Look, listen and say after your teacher. Repeat the coloured words. “The dogs are eating at twelve.” “Judges always wear black in court.” “The slices of pizza got cold.” “Please put the three bags in the lobby.” “The delays at the airport weren’t so bad.” “We are big fans of that type of music.” “How many weeks until your trip?” Leading English Grammar - 2 | 39
STEP 5 RULES OF SPELLINGS ACTIVITY - 1 Let's do and learn. A. Circle the correct spellings. mouses mice wifes wives womans women cityies cities foots feet babys babies monkeys monkies keys keies gooses geese countrys countries branchs branches taps tapes tooths teeth storys stories B. Correct the spellings in the following sentences. 1. Our techers love us and tech properly. ____________________________________________________________________ 2. We should wesh hends before taking fud. ____________________________________________________________________ 3. She is my yonger siester. ____________________________________________________________________ 4. My father goes to ofice dailly. ____________________________________________________________________ 5. Our principle sir is very handesome. ____________________________________________________________________ 6. their are many berds in the sky. ____________________________________________________________________ 40 | Leading English Grammar - 2
STEP 6 WORD POWER ACTIVITY - 1 Let's do and learn. A. Making new words through rhyming. Create new words using rhyming as shown in the examples. cat bat sat rat let call cry roll run pan STEP 7 CHOICE OF WORDS ACTIVITY - 1 Let's do and learn. May or Can? A. Read and understand. Student : Can I go out ma’am? Teacher : Not can I; say ‘May I go out, ma’am? Student : Why ma’am? Teacher : Because we use ‘May’ to ask for permission and polite request.’ Student : May I go out ma’am? Leading English Grammar - 2 | 41
B. Write good or not good in the box. 1. Teacher, can I ask you a question? 2. Teacher, may I ask you a question? 3. Can I take your book, sir? 4. May I take your book, sir? 5. Can I come in, teacher? 6. May I write with a pen, ma'am? STEP 8 LISTENING ACTIVITY - 1 Listen and learn. Look, Listen and say. word words play plays players go goes understand try tries have has won’t aren’t nouns plurals yes practices use uses didn’t don’t doesn’t Excuse me. excuses STEP 9 SPEAKING ACTIVITY - 1 Let's act and learn. Look at the human body and its organs. These are common nouns. Do pair conversation with your friend as shown in the examples. Ask questions using all the organs shown in the picture. A : How many eyes do you have? B : I have two eyes. A : How many hands do you have? B : I have two hands. 42 | Leading English Grammar - 2
Hair Ear Mouth Chest Hand Finger Eye Nose Throat Stomach Knee Foot Leg . STEP 10 GRAMMAR COMPREHENSION ACTIVITY - 1 Let's read and learn. Look, listen and say after your teacher. After reading do the activities that follow. A noun is a naming word. It gives name to a person, a place, or a thing. You have your name. I have my name. Your friend has a name. Your teacher has a name. Everything and every person have their names and they are known by their names. Can you tell us a thing or a person without a name? A thing without a name is called unknown. Known means having a name. There are different types of names. Some of them are special names and common names that you have already studied Leading English Grammar - 2 | 43
in the part one. Special names are very specific names. They are also called proper nouns. These names always start with a capital letter. A common noun can be shared by all such as; birds means all kinds of birds. Men means all kinds of men. Common nouns are generally written in small letter. But if it starts a sentence, its first letter should be written in a capital letter. Nouns can be divided into two groups on the basis of number. They are singular nouns and plural nouns. A singular noun refers to only one noun, but a plural noun refers to many in number such as; boy means one boy but boys means many boys. The common rule of changing a noun from singular into plural is using an s or es at the end of the noun. ACTIVITY - 2 Let's do exercises. A. Match the following words in Set-A with their meanings in Set-B. 1. naming 2. thing 3. unknown 4. common 5. rule 6. changing Set - A a. shifting, altering b. unfamiliar, strange c. general, ordinary d. object, item e. name, identification f. regulation, law Set - B B. Write T for true statements and F for false ones. 1. Nouns are naming words. 2. Everything has its name. 44 | Leading English Grammar - 2
3. We know things by their names. 4. Singular means many and plural means one. 5. The first letter of proper nouns should be always in capital. C. Write short answers. 1. What is a noun? Give examples. 2. How do we know things and persons? 3. What is a proper noun? Write two examples. 4. What is a common noun? Write two examples. 5. How do we make plural nouns? Give two examples. STEP 11 WRITING ACTIVITY - 1 Read and write. Read the following and write in similar ways about a teacher and a farmer. Underline the nouns that you use in sentences. He is a student. He goes to school. He studies books. He uses pencils and erasers. He has a water-bottle. He carries water in it. Leading English Grammar - 2 | 45
STEP 12 WORDS IN USE Use the following nouns in sentences describing their uses as shown in the examples. Pencil: We use a pencil to write. book desk eraser bag bench mouth nose spoon notebook mobile computer aeroplane kite bus bicycle TV STEP 13 DICTATION Learn the following words and their spellings for dictation. evaluation individual unknown ordinary common grammar unfamiliar strange example pronounce language pronunciation dictionary dictation discipline complex 46 | Leading English Grammar - 2
STEP 14 UNIT REVIEW Unit Test-1 Full Marks : 25 Marks Obtained Time : 45 Minutes Grade ___________________ __________________ Guardian's Signature Teacher's Signature 1. Circle the special nouns. (3) jail day computer book months banana Jenny Sunday Bikash Nepal Palpa China 2. Circle the common nouns. (3) Sharmila Nepal Pamela Goat Temple Pen Cow Pencil Gauri Tania Flower Lalitpur 3. Change the following nouns into plural forms. (3) letter cap apple elephant dress orange Leading English Grammar - 2 | 47
4. Answer the following questions. a. What is a noun? ______________________________________________________ ______________________________________________________ b. What does a singular noun show? ______________________________________________________ ______________________________________________________ c. What does a plural noun mean? ______________________________________________________ ______________________________________________________ d. What is the most common rule of changing singular nouns into plural nouns? ______________________________________________________ ______________________________________________________ e. How do you identify a special noun? ______________________________________________________ ______________________________________________________ 5. Correct the following spellings. (1) Stuedentes Principale madam Best of Luck! 48 | Leading English Grammar - 2
USE OF PRONOUNS UNIT 2 OBJECTIVES define and identify different pronouns use different pronouns like personal pronouns, reflexive pronouns, demonstrative pronouns, etc. use full stops correctly pronounce s as z at the end of the words use prefix re- to make new words After the completion of this unit, students will be able to: " Recite the rhyme with action and ask the students to follow you. " Explain the use of pronouns to the students with examples on the board. " Tell them to introduce themselves using personal pronouns I, me, my, etc. " Show the examples how reflexive pronouns are formed and they work " Show demonstrative pronouns with real life example. " Make pair conversations with the help of given activities and creating your own activities such as ‘What is this?’ and ‘What is that?’etc. " For the pronunciation of s as z, download some videos on your mobile or laptop and teach the kids showing them. It is very effective to teach pronunciation. " Explain the use of prefixes to the students how they help to make new words like re+build=rebuild. Give some prefixes to make new words as their project work. Appreciate their task. " Read the grammar comprehension aloud and ask your students to follow you. Then let them read again. Ask them oral questions to test their knowledge. After that, assign them with written exercises. " Focus on oral activities and conversation to make their fluency better. TEACHING TIPS Pronouns are used in place of nouns. They replace repeated noun in a sentence. Pronouns are replacing words. KEY CONCEPT Leading English Grammar - 2 | 49
STEP 1 STARTER ACTIVITY - 1 Cross word puzzle Complete the following crossword puzzle: they what whose somebody nobody many ourselves themselves where whom everyone myself yourself himself when s w y f w e h t h s m t y w w e n y y n m f f e e 50 | Leading English Grammar - 2