Class 4
Teacher’s Support Book
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My Best Book Class 4 (Teacher’s Support Book)
First Edition 2019
Material Code: 20SE000540
Product Code: MDS2MBB046GENAA18CBY
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Contents
English
BOOK 1 BOOK 5
1. I’d Like to Be.............................................................12 9. How Do We Weigh Appukuttan?.....................50
2. Samira’s Awful Lunch...........................................17 10. Gorilla..........................................................................54
BOOK 2 BOOK 6
3. Puppies for Sale......................................................22 11. Birbal’s Trip to Paradise ....................................58
4. How the Little Kite Learned to Fly..................27 12. I Go to Bristol...........................................................63
Activities for Listening and Speaking 1........31 Activities for Listening and Speaking 3........68
Unit Test 1.................................................................31 Unit Test 2.................................................................68
BOOK 3 BOOK 7
5. Owls in the Family.................................................32 13. Just Imagine..............................................................69
6. One Less Than a Hundred..................................36 14. Moin and the Monster..........................................74
BOOK 4 BOOK 8
7. Trees............................................................................41 15. The Kitten at Play...................................................79
8. Chipko Movement..................................................45 16. The Mountain That Ate People.........................83
Activities for Listening and Speaking 2........49 Activities for Listening and Speaking 4........88
Model Test Paper 1................................................49 Model Test Paper 2................................................88
Hindi
BOOK 1 BOOK 3
v. ÖæÚUÌ ·ð¤ Õ‘¿ð (·¤çßÌæ)................................... 89 z. ãU×æÚUæ çÌÚ¢U»æ Ûæ¢ÇUæ (Üð¹)............................... 102
w. §üλæãU (·¤ãUæÙè)............................................. 92 {. °ßÚðUSÅU ·ð¤ âæÍ ×ðÚUè Öð´ÅU (Øæ˜ææ-߇æüÙ)................ 105
BOOK 2 BOOK 4
x. Sßæ×è çßßð·¤æ٢Π(ÁèßÙè)................................ 96 |. ¿è´ÅUè ¥æñÚU ·¤ÕêÌÚU (·¤çßÌæ)............................. 109
y. Âý·ë¤çÌ ·¤è âécæ×æ (·¤çßÌæ)................................ 99 }. ·¤ÕÇ÷UÇUè (ßæÌæüÜæÂ)....................................... 112
·¤ÕÇ÷UÇUè ·¤æ ¹ðÜ (âÕÜ ÖæÚUÌ).............................. 114
BOOK 5 BOOK 7
~. ·¤Î¢Õ ·¤æ ÂðǸU (·¤çßÌæ).................................. 115 vx. °·¤ Â˜æ— ŸæèÙ¢çÎÙè ·ð¤ Ùæ× (˜æ).................. 128
v®. ¥ÂÙæ »æ¡ß (翘淤Íæ)................................... 118 vy. ·ð¤ÚUÜ ·¤æ çÙ×¢˜æ‡æ (ÂØüÅUÙ)............................. 131
BOOK 6 BOOK 8
vv. ¥æ§Êæ·¤ ‹ØêÅUÙ (ÁèßÙè)................................ 122 ÖæÚUÌ ·¤è °ðçÌãUæçâ·¤ §×æÚUÌð´ (翘æ-ÂÆUÙ)................... 135
vw. ÂæÙè ¥×ëÌ ãñU (Üð¹).................................... 125 vz. ÌèÙ àæÌðZ (ÙæÅU·¤)......................................... 137
v{. âÂÙæ (·¤çßÌæ)............................................ 140
Mathematics
BOOK 1 BOOK 5
1. Numbers beyond 9,999.................................... 143 8. Decimals ................................................................. 154
2. Addition.................................................................. 145 9. Measurements ..................................................... 155
BOOK 2 BOOK 6
3. Subtraction............................................................ 146 10. Time ......................................................................... 157
4. Multiplication ...................................................... 147 BOOK 7
BOOK 3 11. Money ..................................................................... 159
5. Division .................................................................. 148 12. Geometry ............................................................... 160
6. Multiples and Factors ....................................... 150 BOOK 8
BOOK 4 13. Unitary Method ................................................... 161
7. Fractions ................................................................ 152 14. Perimeter and Area ........................................... 162
15. Data Handling ...................................................... 163
Science
BOOK 1 BOOK 5
1. Food and Digestion.. ........................................... 164 8. Reproduction in Animals ................................ 189
BOOK 2 9. Adaptations in Animals.................................... 191
2. Teeth and Microbes............................................ 169 BOOK 6
3. Safety First............................................................. 171 10. Force, Work and Energy................................... 196
BOOK 3 Answers to Activity Corner 3......................... 201
4. Our Clothes............................................................ 173 BOOK 7
Answers to Activity Corner 1......................... 175 11. The Solar System................................................. 202
5. Solids, Liquids and Gases................................. 176 12. Air, Water and Weather.................................... 207
BOOK 4 BOOK 8
6. How Plants Make Food..................................... 180 13. Keeping Our Earth Clean................................. 209
7. Adaptations in Plants........................................ 185 Answers to Model Test Paper 2.................... 213
Answers to Activity Corner 2......................... 187
Answers to Model Test Paper 1.................... 188
Social Studies
BOOK 1 BOOK 5
1. Our Country India............................................... 214 10. Water Resources.................................................. 265
2. The Northern Mountains................................. 219 11. Mineral Resources.............................................. 270
BOOK 2 12. Our People, Our Strength................................. 275
3. The Northern Plains.......................................... 225 BOOK 6
4. The Great Indian Desert................................... 231 13. Agriculture............................................................. 279
BOOK 3 14. Industry................................................................... 284
5. The Coastal Plains and Islands...................... 236 BOOK 7
6. The Southern Plateau........................................ 241 15. Transport................................................................ 288
BOOK 4 16. Means of Communication................................ 293
7. Climate..................................................................... 246 BOOK 8
8. Soils of India.......................................................... 251 17. What Would We Do Without Them?........... 297
9. Our Forest Resources........................................ 258 18. Our Rights and Duties....................................... 302
19. Our Rich Heritage............................................... 306
20. They Showed Us the Way................................ 312
Computers
BOOK 1 BOOK 5
1. Computer Memory and Storage Devices.. 318 6. Introduction to PowerPoint 2013................ 328
2. More about Windows 7.................................... 320 BOOK 6
BOOK 2 7. More about PowerPoint 2013....................... 330
3. Editing in Word 2013........................................ 322 BOOK 7
BOOK 3 8. Creating Procedures in MSWLogo............... 332
4. Formatting in Word 2013................................ 324 9. Internet and Its Uses......................................... 334
BOOK 4
5. Inserting Objects in Word 2013.................... 327
General Knowledge
BOOK 1 BOOK 5
• Mind Your Manners • Respect All • Olympic Logos • The Maestros
• Healthy Eating • Safety First • The Business World
• Read to Lead.............................................................. 336 • Famous Sportspersons
• Here’s Harry Potter!
BOOK 2 • Hockey on Their Minds......................................... 337
• In the Family • Word Circles BOOK 6
• Check the Calendar • Animal Facts
• Healthy Fruit Basket • Strange but True • Special Places • Very Logical Indeed!
• It Starts with a…....................................................... 336 • Silver Coin in the Sky • In the Computer
• Look into the Space • Organ Systems
BOOK 3 • In the Waters............................................................. 338
• Correct Me! • Mummy, Daddy and Me BOOK 7
• Birdie Homes • Give a Simile
• A Lost Arm • India’s First • Measuring Things
• Know Your Neighbour........................................... 336 • Inventors and Inventions
• Science in a Fix • Solve and Know
BOOK 4 • You Can Call Me • Around the World
• Superlatives................................................................ 339
• Indian Dances • In the News
• National Emblem • About India BOOK 8
• Lost and Found • Vedic Maths............................ 337
• My Eco-Footprint • Save Mother Earth
• World Famous • Let’s Dine • Secret Message
• An Eco Letter • Let’s Play Kakuro..................... 340
English
TEACHING STRATEGIES
Teaching strategies refer to the interactive processes between the facilitator and the learners, keeping in mind the
learning environment. Even though a facilitator is skilled in conducting a classroom situation in an interactive manner,
certain tools are necessary for facilitating these skills. As part of the Teacher’s Support Book, we have provided certain
strategies and teaching/learning activities to make the learning and teaching interactive.
Active Learning: This includes whatever learners prepare in a classroom other than merely inactively listening to
facilitator’s lecture. It improves students’ understanding and retention of information and can be very effective in
developing higher order cognitive skills such as problem solving and critical thinking.
Critical Thinking: It is an assembly of mental activities that include the ability to perceive, simplify, mirror, link,
deduce, and judge. It brings these activities together and enables the learner to question.
Inquiry-guided Learning: With the inquiry method of instruction, learners arrive at an understanding of concepts by
themselves and the responsibility for learning, rests with them. This method encourages learners to build research
skills that can be used throughout their educational experiences.
Team-based Learning: Team-based learning (TBL) is a fairly new approach to teaching in which learners rely on each
other for their own learning. This ensures they come to class prepared and they show more responsibility and interest
when team-based learning is applied. The major difference here from normal group activities is that the groups are
permanent and most of the class time is devoted to the group meeting.
Group Work and Team Work: This strategy inspires small groups of learners to work together for the accomplishment
of a common goal.
Experiential Learning: This strategy is an approach to education that focuses on ‘learning by doing,’ on the learner’s
individual experience. The role of the facilitator is to design ‘direct experiences’ that include introductory and
contemplative exercises.
K-W-L: This helps in organising information before, during and after the selected reading of the text. It is very helpful
in understanding of a text that needs to be explained in detail. It encourages learners to showcase what they already
know by assisting them in active reading, research and asking questions. Learners also become more involved in
reading by answering questions—what they know/what they want to know/what they have learnt.
This is why this strategy is aptly called K-W-L strategy where K stands for know (What do learners already know
about a topic?). W stands for will/want to learn (What do learners want/willing to learn about the topic?) and L
stands for learn (What do learners learn about the topic?).
Peer Assisted Learning (PAL): This strategy is used in pairs to strengthen reading and comprehension skills of learners.
In short, it can be described as peer tutoring. The strategy provides structured interaction, cooperative learning,
focus on specific skills and reinforcement of academic behaviours. PAL focuses on a couple of reading strategies—
retelling, paragraph shrinking and prediction along with fluency and comprehension. Apart from that, learners are
asked to correct their partners’ errors in reading and provide a positive and healthy feedback and encouragement.
Individual Work: In this strategy, each learner is given a task which they process and do on their own.
Closed-book—Open-book session: Closed-Book Session: This session is aimed primarily at making the learners
familiar with the text and the elements associated with it, such as the author/poet, the background of the work, and
so on. The facilitator will read the text with clear pronunciation, dramatic expressions and pause wherever required.
Open-Book Session: The open book session can be divided into two parts. The first part will feature the learners
reading the text with books in front of them. The second part will mostly relate to the exercises included in the
Understanding the Text section.
Sequencing: It is always helpful for learners to make a flow chart of the events as they take place in the text to
understand it better. They may be asked to work in pairs after a silent reading session and make a flow chart. Ask the
learners to use specific words and phrases in the flow chart which will help them to retain the events in the order
in which they take place in the story.
Jigsaw: This strategy helps learners of different learning abilities to understand and retain information along with
building team spirit. In this co-operative learning strategy, learners are divided into ‘jigsaw’ groups and assigned
different topics. Then learners are re-divided into ‘expert’ groups, which will have one member from each ‘jigsaw’
group. The members of the ‘expert’ groups are assigned topics from the study material. Now learners of the ‘expert’
group share their knowledge with other learners and form ‘teaching’ groups. There can be more than one expert in a
teaching group. Other learners can make notes or make a mind map on the topic they learnt from the ‘experts’. It is
important that other group members learn everything ‘experts’ teach them. Each learner in the group acts as a piece
of the assigned topic’s puzzle and when he/she works with other learners as a team, they make up a jigsaw puzzle.
Literature Circles: This is a strategy in which learners discuss about a literary piece they have read in detail. They ask
questions, raise doubts, make connections and share their opinions about the piece. This strategy helps learners in
critical thinking and deeper understanding of the literary work. Divide the learners into groups of four to six members
and ask them to choose a literary piece from the coursebook or any other book. Every member of each group should
express his/her opinion on a text or something that he/she is not able to understand. The other members will look into
the text to sort out the query. A learner can also read an excerpt from the text and discuss its literary importance.
TEACHING-LEARNING ACTIVITIES
Process writing: This activity involves POWER where P stands for Pre-writing, O stands for organising, W stands
for writing, E stands for editing, and R stands for revising. It is a step by step activity to improve a learner’s writing
ability and skills. This activity is to be used in all the writing activities given to the learners.
Fishbowl: An activity that helps learners practise being providers and spectators in a discussion. Learners may ask
questions, present opinions, and share information when they sit in the circle, while learners on the outside of the
circle take note carefully to the ideas presented and pay attention to the process. Then the learners may have their
roles reversed. This helps when the facilitator wants to make sure all learners participate in the discussion. This activity
makes outstanding pre-writing activities, often finding questions or ideas that students can explore more intensely
in an independent assignment. This activity can be used when discussing dilemmas, opinions with pros and cons.
Storyboard: This helps learners keep track of main ideas and supportive details in a narrative by having them illustrate
important parts in a story. This can be used when texts are read aloud, or it can be used to help learners review
and recollect key concepts of a story they have read to themselves. Reading through the learners’ storyboards is an
effective way to assess reading comprehension before moving on to questioning tasks.
Brainstorming: An effective way to help learners get ideas from head to paper. It helps structure learners’ thinking
by questioning them to generate an idea. This can be done as an individual, small group, or whole class activity. It is
a fast way to generate opinions, measure prior knowledge, and evaluate learning.
Read aloud: Facilitators have always read aloud to young children. Reading aloud stimulates their imaginations and
emotions; models good reading behaviour; exposes them to a range of literature; enriches their vocabulary and
understanding of sophisticated language patterns; makes difficult text understandable; models the fact that different
genres are read differently; supports independent reading; and can encourage a lifelong enjoyment of reading.
Choral reading: This activity helps to build the learners’ fluency, self-confidence and motivation. This can be done as
a small group or whole class activity where the learners read aloud the content, usually poem, together.
Together we solve or think-pair-share: In this activity, learners are grouped in pairs and given a task such as to solve
a particular question, discuss some characters or a process, etc. The learners talk about the problem, discuss and
share their ideas and point of view. This activity gives a platform to all learners to share their views without any fear
and helps them identify whether they understand a particular concept or not. Pairing can be done on the basis of
the abilities of the learners depending on the level of the task.
Make your own paper: In this activity, learners are instructed to form a question paper and its answer key on a
particular topic done in the classroom. It helps the facilitator to find about the topics which the learners think are
important and whether their answers are well-framed as per the requirement of the question.
Frozen tableau: Frozen tableau is an activity in which learners create a scene and freeze the action, then discuss
what is happening and their reactions to it. Using physical poses, gestures, and facial expressions, learners convey
the characters, action, and significance of a historic moment.
Open microphone: Open microphone is an activity in which learners write and perform their own poetry for an
audience. The poetry usually reveals the writer’s emotions about a personal topic or social issue such as identity,
discrimination, or justice.
Debate: Debate can be used in any classroom. It can be as detailed and formal or as simple and informal as pairing
learners to research and discuss the pros and cons of an issue. As learners identify, research, and argue about complex
ideas, they hone their skills in critical thinking, organisation, persuasion, public speaking, research, and teamwork. If
the issue they debate on is something that is important to their families, their communities, or themselves, debate
can also be a powerful way for learners to affect change.
A NOTE ON ACTIVITIES FOR LISTENING AND SPEAKING
‘I am a writer of books in retrospect. I talk in order to understand; I teach in order to learn.’—Robert Frost
The ability to listen and speak is fundamental to language and social development in human beings. Listening and speaking
skills are essential tools for all areas of life, as they underpin learning and thinking. Research has shown the importance
of the link between spoken languages, learning and cognitive development. By using language and hearing how others
use it, children become capable of describing the world, making sense of life’s experiences and doing things. They learn
to use language as a tool for thinking, collectively and alone.
Good communication is the objective of learning any language. In order to become a great communicator, one needs
to be proficient in all four language skills—listening, speaking, reading and writing. But the ability to listen and speak
skilfully— the capacity to express one’s thoughts, opinions and feelings, in the form of words put together in a meaningful
way—provides the speaker with several advantages.
The most important parameter while assessing a person’s proficiency in any language is that they are able to interpret
what is being said and are able to express themselves well. All learners of English language are expected to be proficient
in communicating in English. However, the reality is far from that. Skills like listening, reading between the lines and
understanding what is meant, and speaking to convey ideas properly and lucidly are skills that are lacking in most. Hence,
it is of foremost importance that learners are trained in them systematically.
Some of the basic sub-skills of listening and speaking are:
Listening Speaking
listening for specific information pronunciation
listening for general understanding using the correct stress, rhythm and
intonation
predictive listening
using appropriate vocabulary and the
inferential listening correct forms of words
listening for pleasure
intensive listening using the appropriate language register
evaluative listening
building an argument
In keeping with changing trends in education, all school examination boards conduct assessments for listening and
speaking as part of the school-leaving examinations to ensure that the learners have achieved the desired proficiency
level towards the end of their school years. The main objectives of including listening and speaking tasks as part of the
curriculum is to motivate learners to:
use the language effectively
develop confidence in spoken skills
express ideas/opinions coherently
understand and produce basic pronunciation patterns
identify and state the main ideas in short listening tasks
present information/instructions on topics in a clear, organised manner
exhibit participation in conversations in varied, real-life circumstances
engage in group discussions
give clear oral presentations
The listening assessment usually considers the following factors:
comprehending and assimilating the content to give proper responses
listening for specific information like dates, names, and so on
listening for flow of content and restructuring it
listening for gist
The speaking assessment generally considers the following factors:
speaking intelligibly, using appropriate word stress, sentence stress and intonation patterns
narrating incidents and events, real or imaginary in a logical sequence
expressing and arguing a point of view clearly and effectively
taking active part in group discussions, showing ability to express agreement or disagreement
summarising ideas, eliciting the views of others, and presenting own ideas
expressing and responding to personal feelings, opinions and attitudes
It is hoped that the activities given in the book will help learners hone their listening and speaking skills in order to
become effective communicators.
Mathematics
NOTE TO THE FACILITATOR
This section of the Teacher’s Support Book contains Introduction, Recap, Keywords, Classroom teaching ideas, Oral
questions and Worksheet for each chapter.
Introduction tells what student is going to learn in the chapter and how to introduce the topic to the class.
Recap gives an idea of the student’s prior knowledge on the topic. If it is a new topic what related information do
they have about the topic.
Keywords are the new words or the important words used in the chapter.
Classroom teaching ideas help make both teaching and learning fun and enjoyable. Use of real life examples to
explain the topic helps the student in developing skills for mathematics.
Oral questions help in mastering the concepts thoroughly. It increases interaction between teacher and student.
Worksheet contains interesting objective type questions. These worksheets are photocopiable and can be distributed
to the students for quick classroom assessment.
The ideas outlined in the Teacher’s Support Book will serve to bring in excitement and variety while reinforcing the
concepts so that it is indelibly etched in the mind of the students.
science
NOTE TO THE FACILITATOR
This section of the Teacher’s Support Book contains:
suggestive lesson plans of selected chapters for effective teaching. The lesson plans have been carefully written.
Each lesson plan contains Learning Objectives and suggested Methodology to teach the chapter. The Methodology
contains a good number of activities. Most activities can be performed in the classroom by using the material available
in the surroundings. Through these activities the students will be able to understand the topics of science easily
and at the same time they will be able to see applications of science in the real life. Also in the lesson plan is given
how to use technology in learning. Links of videos are given which will leave long lasting impression in the mind of
students about various scientific phenomena.
chapterwise worksheets for quick assessment of the student’s understanding. The worksheets are photocopiable.
These worksheets comprise of a variety of questions. Through these questions the teacher can assess various levels
of understanding of students.
answers to all the questions of the textbook.
It is hoped that the Teacher’s Support Book will serve to bring in excitement while reinforcing the concepts of teaching
so that it is indelibly etched in the mind of the student.
Social Studies
TEACHING STRATEGIES
The role of the Social Science facilitator is to expose the learner to the social and physical environment, and to instil
relevant values in the learner. Keeping in mind that learners grasp through various learning styles, planning becomes an
integral part of the teaching process.
In this manual, keeping in view the grade levels, interesting games, activities and engaging strategies have been
incorporated to bring the class alive and make learning a fun process. The sole aim of planning is to involve every learner,
leaving none behind. It provides opportunities to participate in individual, paired, group and whole class activities that
encourage the learners to observe, experiment and experience for themselves. All plans have been mapped to the text.
Guidelines for a lesson plan
Each lesson plan in this manual has the following sections:
Overview states the knowledge, moral or value to be imbibed through the lesson.
Learning Objectives lay down the main themes covered in the chapter.
Suggested Strategies details the methodology of delivering the lesson. It includes the step-by-step process of
implementation of the suggested activity/strategy. In the present era, to complete the cycle of teaching-learning process,
evaluation has emerged as a key component. The primary objective of evaluation is to find out what the learners are
able to imbibe and how capable they are of translating their learning into performance.
In this regard, the skills of Retention, Observation, Presentation and Inferring need to be assessed.
Activity consists of exercises that are mapped to the textbook in order to reinforce and consolidate the acquired learning.
Verification provides steps to check the understanding of the learner through brief assessment tools.
Learning Outcomes list the educational standards that the learner should attain.
Over and above the outcomes, Rubrics with specific criteria for each lesson have been included to assess the Picstop
and Project in the Teacher’s Support Book.
These lesson plans provide a complete package to aid the facilitator in delivering the lessons and putting in his/her ability
in bringing out the best in the learner. However, they do not limit the creativity of the facilitator and options are always
open to add to the suggestions provided.
English
1 I’d Like to Be
Learning Objectives _______________________________________
,, Comprehending and appreciating the poem
,, Learning about the importance of different professions
,, Learning to respect all professions
,, Understanding other’s roles and duties
,, Understanding professions and filling in the blanks
,, Using correctly—spelt words to fill in the blanks
,, Understanding and using different types of sentences
,, Learning to write a paragraph
,, Making a collage on various professions
Teaching Notes __________________________________________
About the Author
CJ Dennis (1876-1938) was an Australian poet known for his humorous poems, especially The Songs of a Sentimental
Bloke published in the early 20th century. He is amongst the top three famous poets of Australia. He was famous
as a writer for adults long before he began to write for children. He has also penned A Book for Kids, a marvellous
collection of verse and stories, illustrated with his own sketches.
Summary
The poem highlights various professions and the roles played by people in these professions. The poem is from
the point of view of a child. When we are kids, we want to follow so many people at the same time in our
lives. The poem walks us from the pieman’s perspective to that of a porter. It’s a light, fun to read poem that
informs about the duties and roles of the people around us. It explores the wonderful possibilities children have
before them, when growing up. The poem encourages them to think about the profession they would like to
take up, when they grow up. It throws light on the nature of work of the a pieman, postman and a porter. The
poem encourages learners to think of their daily lives and decide for themselves how easy or challenging it is
to be in these professions. The poem also throws light on the roles served by people around us in a significant
way. People who we don’t meet in our daily lives but who make things simpler and easy for us. The poem also
emphasizes the fact that no job is big or small, what matters is the sincerity and hard work that goes into it.
12
Additional Information English
There are a lot of interesting career options available today, such as those of tea tasters, food critics, radio
jockeys, disc jockeys, fitness trainers, hair stylists, choreographers and many more. Earlier, all these professions
were unheard of but today, more and more youngsters are willing to experiment with new professions, which
are both fun and high paying in nature. These professions not only bring out the creative set of skills but are
unique in nature.
Teaching Strategies ______________________________________
Getting Started
Begin the discussion by encouraging the learners to share information about the professions of their family
members. Ask the learners if they ever imagined themselves as adults and wondered about the type of profession
they would choose for themselves. Extend the discussion by having them to discuss what they wish to do
when they grow up. Tell them that people make career decisions at a later stage and it is largely influenced by
one’s aptitude. Various aspects like skill, potential, preference go in making.
Ask them to predict what they are about to read, by writing the title of the poem on the blackboard. Ask learners
to focus on the illustrations to make predictions. Encourage them to come up with as many answers as possible.
Reading Strategy: Visual Imagery
,, Explain to the learners that good readers visualise or create pictures in their mind while reading. Encourage
all the learners to read the poem independently, ask them to mark out the key words and phrases, the
central idea and important facts, to be able to visualise effectively.
,, Ask the learners to preview the poem. Ask them to read the title and look at the form of the poem (the way
it appears on the page and pattern). They may look for stanzas (if any) and ending punctuation of each line.
,, Ask the learners to read aloud the poem either in chorus or in pairs to understand the rhythm, rhyme and
the overall sound of the poem. This step takes them closer towards the understanding and the theme of
the poem.
,, Encourage the learners to visualise the images in their minds. They can imagine the pictures while reading
the poem. Does the picture look familiar? Does it remind them of something or someone?
,, Any words or phrases that are difficult to comprehend can be dealt with the explanation or with the help
of a dictionary.
,, Lastly, draw the learner’s attention towards the underlying theme of the poem. Does the poem convey any
particular message or does the theme relate to the interest or the experiences in the life of the learners
in any way?
Understanding the Text
Ask the learners to scan the text for specific information to complete lines from the poem and write true or false.
Reference to the context and Wh questions can be dealt with a good in-depth reading for detailed information
and think and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by asking the learners to think of as many professions as they can. Elicit answers and make a list on
the blackboard.
For example: teacher, pilot, doctor, plumber, carpenter
Discuss with them about special skills and qualifications required in different professions. Learners may be
shown a presentation related to the same for deeper in-sights.
,, Ask learners to read out the following sentences aloud and identify the correct sentences.
For example: Their house is very big.
There car is brand new.
Their is a kitten on the window sill.
13
English Elicit answers from learners and explain why sentences 2 and 3 are incorrect. Explain the correct usage
of both words that sound the same but have different meanings and spellings. Encourage the learners to
think of such words and write them on the blackboard.
For example: it’s/its
Here, its as a possessive pronoun and it’s is used as a contractions, which means it is or it has.
Learning the Language
Begin by asking the learners to read the following sentences aloud.
For example: The circus is coming! What fun!
Please close the door.
It’s about to rain.
How was your exam?
Ask the learners to focus on the sentences and identify which one of them
,, gives a fact or an opinion
,, asks a question
,, shows joy, surprise or grief
,, commands, requests, wish, warning or suggestion
Elicit answers and write the four different types of sentences on the blackboard:
declarative, interrogative, exclamatory and imperative.
Now, ask the learners to give examples of different types of sentences. Elicit responses from them and record
the same on the blackboard.
Writing
Ask learners to write a paragraph on someone of somebody they admire the most, using the given clues. They
should be encouraged to be as imaginative as possible.
Extension______________________________________________
Activities
,, Ask the learners to think of what they want to become when they grow up. Encourage them to write a
poem of about four to six lines on what profession might be fun to take-up when they grow up. Encourage
them to use descriptive words to help the listeners visualise the profession being described by them. Make
them share their poems in the class.
Suggested Reading
,, The learners can be asked to bring stories and poems related to various kinds of professions in class. They
can also be asked to find folklore and traditional stories related to the central idea of the poem.
,, They could be shown a movie, song, and video-clippings on YouTube, on various professions.
Extension
,, Ask the learners to circle all the common nouns in the poem.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the poem
,, understand the importance of different professions
,, respect all professions
,, understand other’s roles and duties
,, understand professions and fill in the blanks
14
,, use correctly—spelt words to fill in the blanks English
,, understand and use different types of sentences
,, write a paragraph using the given clues
,, make an attractive collage on professions
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. on the run
2. in case of rain or heat.
3. the luggage weighed a ton.
4. Calling out, ‘Hot pies! Hot pies to sell!’
5. the walking hurt my feet.
B. 1. false 2. true 3. false 4. true 5. true
C. 1. A porter’s life is very busy and he is always on the run. He has to carry heavy luggage.
2. The pieman’s health may stop him from delivering pies.
3. The postman can protect himself from sun and rain by using a parasol.
4. Too much walking may hurt his feet and stop him from doing his duty.
5. The two adjectives that have been used to describe the uniform of the postman are nice and neat.
D. 1. a. A postman is being discussed in the above lines.
b. He needs a parasol to protect himself from heat and rain.
c. Too much walking under difficult weather conditions may stop me from becoming a postman.
2. a. A pieman is the speaker in these lines.
b. He is talking about the pies he has made. He is telling that he wouldn’t be a pieman if he was not
well or healthy.
c. The lovely smell of the big, rich plum pies makes the Pieman sell them.
E. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1. an architect 2. farmer 3. actors 4. carpenter 5. astronomer
3. it’s
B. 1. they’re 2. you 6. its
4. their 5. Your
Learning the Language
A. 1. Q 2. E 3. S
6. Q
4. C 5. E
B. 1. I am going to Goa tomorrow.
2. Do you wish to come with me?
3. The weather there is amazing!
15
English 4. I want to go to the beach immediately.
5. Will I be able to swim on the beach?
6. Of course, it’ll be exciting!
7. Can we eat some sea food as well?
8. You may, but I am a vegetarian.
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Activity
A. Children’s own creativity and imagination.
16
English
2 Samira’s Awful Lunch
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Learning to be appreciative and thankful
,, Understanding the importance of nutritious meal
,, Appreciating food preferences and requirements
,, Identifying correctly-spelt words
,, Writing antonyms of given words
,, Understanding subject and predicate
,, Differentiating between phrases and sentences
,, Identifying interrogative and exclamatory sentences from the text
,, Learning to write descriptive sentences using clues
Teaching Notes __________________________________________
About the Author
Bharati Jagannathan is a History teacher at Miranda House, Delhi University. She has written many stories for
children like Samira’s Awful Lunch, Samira Goes Shopping and The Timid Train.
Summary
The story Samira’s Awful Lunch is about a girl, Samira who is very fussy about the food her mother gives her in
her tiffin. She doesn’t like the lunch her mother packs for her every day, in her tiffin. Some of her animal friends
offer her their own lunch. The lunch offered to her by ants, butterfly, crow, sparrow and cow is inedible for her.
Her experience with animal food makes her appreciative of her own healthy, nutritious food, in her tiffin. She
runs back to her classroom, opens her lunch box and quickly eats off her lunch, which she now thinks, is very
nice. The story conveys a message that at times seeing what others have makes us appreciative of our own
things. This story rests on the fact that gratitude is an essential aspect of life.
Additional Information
Eating fresh vegetables and fruits is one of the simplest choices you can make to improve your overall health.
A vegetable and fruit rich diet can protect us from diseases and help slow down our aging process. They also
give our skin a youthful glow.
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A recent study found that people who consume seven or more portions of vegetables and fruits a day have a
42% lower risk of getting any ailments as, compared to those who eat less than one portion.
English Teaching Strategies ______________________________________
Getting Started
,, Begin by initiating a discussion on the topic Food Opinions by asking learners if they ever:
a. fuss around food being cooked at home.
b. refused to eat a meal or a dish if it is not to their liking.
c. get food from outside if they dislike the food being cooked at home.
d. fussed around anything in general.
,, Elicit responses from them and explain the importance of gratitude for all that we have in our lives. Emphasise
that we don’t always get what we want but there are people who are not as privileged like us. Hence, it is
important to value all that we have and be grateful. Nothing should be taken for granted.
,, Have each learner write a short note on what he or she is grateful for. Make them carry it back home for
their parents to read.
,, Ask them to predict what they are about to read, by writing the title of the story on the blackboard. Ask
learners to focus on the illustrations, to make predictions. Encourage them to come up with as many
answers as possible.
Reading Strategy: In-depth Reading
,, Ask two learners to read the beginning paragraph and the concluding paragraph thoroughly, to understand
the intention and conclusion of the writer. Now, select a few learners randomly and have them go back
to the beginning and read out a paragraph each. Encourage all the learners to mark out the key words
and phrases, the central idea and important facts. Initiate a relevant discussion in class pertaining to the
moral or central idea of the story. Elicit answers from learners about what they have learnt from the story.
Understanding the Text
,, Ask the learners to scan the text for specific information to find antonyms from the story. Reference to the
context and Wh questions can be dealt with a good in-depth reading for detailed information and think
and answer can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by writing a few sentences on the blackboard, with a word or two misspelt in some sentences. Ask
the learners to read them carefully and find the misspelt words, if any. Elicit answers from them and correct
the misspelt words or invite a few learners to the blackboard and ask them to make the relevant changes.
For example: I recieved the letter yesterday.
His buisness is not doing too well.
I am committed to my work.
,, Begin by giving examples of opposites from the surroundings or day to day life. Ask the learners to underline
a few words from the story and have them write the antonyms of the same. Elicit answers and make a list
of the words and antonyms in two different columns on the blackboard.
For example: Column A Column B
closed
opened carelessly
disagreed
carefully
agreed
18
Learning the Language
,, Ask the learners to read out the following subject-predicate song aloud, to revise the concept. English
A subject, a predicate-
These are quite important!
Combine the two, and you will see
That you have formed a sentence.
The subject, the subject
Is a noun or pronoun.
Who or what it usually tells,
And that is how you’ll find it.
The predicate, the predicate
It tells about the subject,
What it is or what it does,
A verb and all its helpers.
The subject, the predicate
Together form a sentence.
Write them both then punctuate
VOILA! You have a sentence.
Now, write a few sentences on the board and ask them to identify the subject and predicate in each sentence.
For example: Toby and his friends ran outside to play cricket.
While we were at the movies, my friends and I were eating popcorn.
,, Begin by writing a few phrases and complete sentences on the blackboard.
For example: phrases
a cute baby was walking terribly lengthy slowly but steadily
For example: sentences
1. She recovered from the illness slowly but steadily.
2. Myra is a cute baby.
3. She was walking when she met with an accident.
4. The English test was terribly lengthy.
Ask the learner to first read the phrases out aloud. Ask them if these phrases convey a complete thought.
Elicit answers and explain that phrases do not convey a complete thought. Hence, a phrase cannot stand
on its own. It can only be used as a part of a sentence. Phrases lack subject, verb or both hence, cannot
form a predicate.
Next, have them read out the sentences and explain that these sentences convey a complete thought or
an idea. Elicit answers on why these sentences convey a complete thought or an idea and are meaningful
and complete.
Writing
Ask learners to write ten sentences on camel, also known as the ship of the desert. They should be encouraged
to be as imaginative as possible. A few leaners may be asked to read out their paragraphs in class.
19
English Extension______________________________________________
Activities
,, Ask the learners to create a Gratitude Corner in the classroom. They may cut out pictures of things they are
grateful for and create a collage or make an attractive display board, to convey the message and decorate
the Gratitude Corner in the classroom.
Suggested Reading
,, The learners can be asked to bring stories, poems and riddles related to food and gratitude to the class.
They can also be asked to find folklore and traditional stories related to the central idea of the story.
They may be allowed to narrate and speak about their personal experiences too.
Extension
,, Ask the learners to read the story and underline all the interrogative sentences in blue and circle all the
exclamatory sentences in red.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
,, learn to be appreciative, grateful and thankful.
,, understand the importance of a nutritious meal.
,, appreciate food preferences.
,, identify correctly-spelt words.
,, write antonyms of given words.
,, understand subject and predicate.
,, differentiate between phrases and sentences.
,, write a descriptive paragraph using clues.
,, be grateful and thankful to a friend, in times of need.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. wing of a cockroach 2. nectar
3. half eaten mouse 4. crunchy grains of barley and soft juicy worms
5. grass and hibiscus bush
B. 1. shutting 2. delicious 3. sour 4. soft 5. quickly
C. 1. Samira made a face on opening her tiffin box as her Amma had given her parathas and brinjal curry,
which she disliked.
2. She said noodles looked like worms and upma looked like wet sand.
3. No, she did not want to eat the idlis. She wanted to toss and play with them.
4. She told the sparrows that she would rather eat the noodles, than eat the worms as suggested by it.
5. She quickly ate up her lunch on getting back to the class as by then she had realised the importance
of good and healthy food that was being given to her by her mother, in the lunch box.
20
D. 1. a. Samira is the speaker here. English
b. She is speaking to her Amma.
c. She thought that idlis tasted like mud as she was not fond of them.
2. a. Crow is a speaker in the above lines.
b. It dropped the half-eaten mouse for Samira to eat, since she said she did not want to eat the
parantha and brinjal curry her mother had given to her in the lunch box.
c. She screamed that it was a terrible thing and ran away to stand near the wall on seeing the half-
eaten mouse.
3. a. The cow eating her cud near the school gate is the speaker of these lines.
b. Samira was not eating her lunch like the other children.
c. She disliked eating parathas, vegetables, especially brinjals that her mother had kept in the tiffin.
D. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1. receive 2. business 3. leisure 4. occasionally
5. guard 6. discipline 7. disappoint 8. restaurant
B. Mani and Rashi were sisters. They were very kind (cruel/unkind) and pretty (ugly). Their parents were honest
(dishonest) and hard-working (lazy) people. The girls followed the footsteps of their parents. Their mother
worked in a close-by school while their father travelled a very long (short) distance to his office. Both the
girls would keep themselves busy (idle), in school and at home. In school, they would help their teachers
in their free time. On getting back home, they would help their mother in the kitchen. They were perfect
(imperfect) role-models for their friends, who admired (detested/hated) them.
Learning the Language
A. 1. d 2. f 3. a 4. S
4. b 5. c 6. e 8. S
B. 1. P 2. S 3. P
5. S 6. P 7. P
Writing
A. Answers may vary. Accept all logical answers. Encourage learners to come up with their own answers.
21
English
3 Puppies for Sale
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Learning to be humble and valuing others
,, Being sensitive and tolerant towards the shortcomings of others
,, Empathising with others
,, Understanding and using suffixes
,, Making smaller words from the large ones
,, Using the dictionary to find meanings
,, Understanding and using collective nouns
,, Learning to read and describing a picture, using adjectives
Teaching Notes __________________________________________
Summary
The story ‘Puppies for Sale’ is about a young boy who wants to own a puppy. So he goes at a farmer’s place.
However, he does not have enough money to buy one. The farmer shows him all the puppies on sale and says
he need not pay anything at all. The little boy chooses a handicapped puppy over all the others. On being told
that the puppy is not worth the money since he will be unable to run and play with him due to his disability,
the young boy reveals his own steel brace running down towards both sides of his leg, to the farmer. He assures
the farmer that he will be fine with that particular puppy since he needs someone like himself, to look after the
puppy. The farmer gets a surprise and also learns a lesson from the young boy. This is a heart-warming story
that conveys a strong message that every one is made differently and each one is special. Being different from
outside does not make us any different from inside. Hence, we should not judge someone too quickly, for each
life is valuable, in a special way.
Additional Information
Puppies are born blind, deaf and toothless. They develop a sense of smell after three weeks and spend 90% time
in sleeping and 10% in eating, in the first week or two. A lot of growth happens during these first few weeks.
By the age of one, a puppy is considered as an adult. This is the physical equivalent of being fifteen years old,
in human years.
22
Teaching Strategies_______________________________________ English
Getting Started
Begin by initiating a discussion in class about having pets at home. Ask learners the following questions and
elicit responses.
,, Do you want to keep a pet at home?
,, How will you select a pet for yourself?
,, What preparations will you do prior to getting the pet home?
,, What responsibilities will you take upon yourself, to take care of the pet?
Ask learners to draw a picture of their dream pet in their art file and give a suitable name to the imaginary pet.
Next, ask them to predict what they are about to read, by writing the title of the story on the blackboard. Ask
learners to focus on the illustrations, to make predictions. Encourage them to come up with as many answers
as possible.
Reading Strategy: Direct Read and Think
,, Direct: Direct the learners to think prior to reading the story by scanning the title, illustrations, chapter
headings and any other related material. Ask open-ended questions to direct the learners to make predictions
about the text.
,, Reading: Ask the students to read up to the first pre-selected stopping point of the story. Ask the learners
specific questions related to the section of the story read by them. This process should continue until
learners have read the entire story.
,, Thinking: At the end of each section, ask the learners to revisit the text and think about the predictions
made by them earlier. They may be given a chance to modify their predictions. Ask them to explain why
they wish to make changes to their thinking and predictions.
Understanding the Text
,, Ask the learners to scan the text for specific information to complete the sentences and find synonyms
from the story. Reference to the context and Wh questions can be dealt with a good in-depth reading for
detailed information and think and answer can make the learners interpret the concepts and underlying
themes in the text.
Playing with Words
,, Ask the learners to read the words aloud.
For example: comfort care wood help milk
Explain the concept of a root word and suffixes to the learners. Explain that they are a set of letters that
are placed at the end of a word to make a new word but with a changed meaning. Now ask the learners
to focus on the above words and add the following suffixes to them, to make new words. Have them read
the new words aloud and discuss their meanings.
suffixes: -est -able -ful -en -er -y
new words: shortest comfortable careful wooden helper milk
,, Begin by asking the learners to read this word aloud
For example: DELIGHTED
Ask the learners to make small words from the given word.
Elicit responses from the learners and record them on the blackboard.
,, Ask the learners to read aloud a few sentences aloud from the text:
For example: smaller words: lie, dig, lid, lit, tide, heel, glee, hide, elite, lithe, ledge, delight, lighted
,, Begin by writing a few words on the blackboard. Encourage them to use them to make appropriate
sentences. Elicit answers and record them on the blackboard. If they are unable to use the words to make
23
appropriate sentences, encourage them to look up the dictionary for its meanings and help them make
meaningful sentences.
English For example: amazement: the astonishment you feel when something totally unexpected happens
Suman stared at my collection of books in amazement.
Learning the Language
,, Introduce the topic of collective nouns by writing a few of them on the blackboard. Ask the learners to
read them aloud.
For example: choir, crowd, troupe, gang, band
,, Explain that collective nouns refer to nouns that describe a group of people, animal or things. Ask the
learners to brainstorm and give as many examples of collective nouns as they can. Record their responses
on the blackboard. Thereafter, have them take turns to construct sentences using the given collective nouns.
For example: The band of musicians performed well, at the concert.
It was difficult to control the crowd of spectators at the stadium.
The choir of singers sang melodiously.
Writing
,, Ask learners to look at the picture carefully, identify the place and write six lines on it. They should be
encouraged to use as many adjectives as possible and be imaginative. A few leaners may be asked to read
out their paragraphs in class.
Extension______________________________________________
Activities
,, Ask learners to complete this survey chart in class by inviting all pet owners to make an entry. The non-pet
owners may also be asked to imagine their dream pet and make an entry.
Type of pet Name of pet Added Information Special Apparels/
Accessories owned
Once the survey is over they may be asked to summarise their findings verbally, during a class discussion.
Suggested Reading
,, The learners can be asked to bring stories, poems and riddles related to puppies, pets to the class. They
can also be asked to find folklore and traditional stories related to the central idea of the story.
,, Learners may be asked to find out any funny stories about pets. They may have their own tales to tell about
having pets. Encourage them to narrate these tales.
,, They may also have real-life experiences related to the moral of the story. Encourage them to narrate these
experiences in class.
Extension
,, Ask the learners to read the story once again and circle all the articles. They may circle the indefinite ones
in green and the definite ones in red.
Learning Outcomes_______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
24
,, learn to be humble and value others. English
,, become sensitive and tolerant towards the shortcomings of others.
,, empathise with others.
,, understand and use suffixes.
,, make smaller words from the large ones.
,, use the dictionary to find meanings.
,, understand and use collective nouns.
,, read and describe a picture, using adjectives.
,, understand, love and value others.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. to buy one of the puppies.
2. a good deal of money.
3. danced with delight.
4. be able to run and play like the other dogs.
5. will need someone like the little boy to take of him.
B. 1. tug 2. hobbling 3. delight 4. awkward
C. 1. The farmer needed to sell some of his puppies.
2. There were four puppies in all.
3. A little boy came by and wanted to buy one of the puppies.
4. He was willing to pay thirty-nine rupees.
5. He wanted that particular puppy as the little puppy had a physical disability like him and was limping.
He wanted that puppy so that he could take care of him.
D. 1. a. The farmer said this to the little boy.
b. He in the above lines is the farmer’s little puppy.
c. He was not in a position to run and play as he had a physical disability and was limping. He was
not like the other dogs.
d. He was preferred over the other dogs by the buyer as like the buyer, the little dog too had a physical
disability. The little boy thought that they will be able to understand each other better, also he will
be able to take good care of the little dog and will understand him well.
2. a. The little boy was in a yard, where a farmer had put a board saying puppies for sale.
b. The little boy wanted to buy a pup from the farmer. So when the farmer called puppies out, they
made their way to the fence.
c. The boy noticed that one of the pups was different from the other pups.
3. a. The little boy is the speaker here.
b. He is talking to the farmer.
c. He said because he himself had problem with his leg. He could understand the plight of the little pup.
E. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
25
Playing with Words
English A. 1. coldest 2. wooden 3. portable 4. fallen
7. traveler 8. wonderful
5. eatable/eaten 6. creamy
3. cap, pit 4. sat, tile
B. 1. lend, end 2. our, urn 5. hour, glass
3. apologise
C. 1. selfish 2. miserly 6. stare
4. performs 5. moan
Learning the Language
A. 1. litter 2. packs 3. flight 4. class
4. band 5. orchard 6. collection 8. troupe
B. 1. string 2. bale 3. caravan
5. murder 6. clutch 7. stack
Writing
A. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
26
English
4 How the Little Kite Learned to Fly
Learning Objectives _______________________________________
,, Understanding the thoughts and feelings expressed in the poem
,, Appreciating the central theme of the poem
,, Developing a positive attitude to face challenges in life
,, Not giving up on hope
,, Problem solving
,, Differentiating between words that sound similar
,, Learning to make comparisons between things of different kinds
,, Learning to make compound words
,, Understanding nouns—countable and uncountable
,, Learning to write descriptive sentences
Teaching Notes __________________________________________
About the Author
Katharine Pyle (1863-1938) was an American artist, poet and children’s author. She achieved recognition as an
author through her short stories, poems and plays for children. She also compiled and retold several volumes of
fairy tales and myths. Her works include The Christmas Angel, Tales of Wonder and Magic and many more.
Summary
The poem expresses the fearful nature of a little kite that wishes to fly high in the sky but is afraid to take risks
and lacks confidence. But on receiving words of motivation and encouragement from the big kite, it gathers
confidence and courage. It learns to fly slowly but steadily and soon begins to fly high in the sky. It feels happy
and proud of its achievement.
The poem conveys the message that to be successful in life one must work hard and be courageous. One must
face challenges in life by being brave and determined. Success comes to those who help themselves. Hence,
face all challenges with confidence.
Additional Information
Kites originated in China. Earlier they were made of silk and bamboo. They were used to measure distance, test
wind and for military operations. According to the Guinness Book of World Records, the highest altitude a kite
27
English has ever reached is 14,509 feet above its take off point. Kites fly best when the wind is at 5-25 miles per hour.
Uttarayan or the Festival of Kites is predominantly a Hindu festival celebrated on 14th January. The International
Kite Flying Festival is celebrated annually in Gujarat on this day.
Teaching Strategies ______________________________________
Getting Started
,, Begin the discussion by asking learners:
1. Do they feel scared to try out new things?
2. Who encourages and motivates them?
3. Do they like kites?
Ask them to make a list of all the new things they have tried to do even though they have been fearful
about it initially. Encourage them to speak about it in class.
,, Ask them to predict what they are about to read, by writing the title of the story on the blackboard. Ask
learners to focus on the illustrations, to make predictions. Encourage them to come up with as many
answers as possible.
Reading Strategy: Read Aloud
,, Divide the class into groups of four and ask them to read the poem aloud. They may be asked to pay
attention to the rhyming words in each stanza. Encourage them to read with rhythm and expression.
,, Encourage the learners to visualise the images in their minds. They can imagine the pictures while reading
the poem. Does the picture look familiar? Does it remind them of something?
,, Any words or phrases that are difficult to comprehend can be dealt with the explanation or with the help
of a dictionary.
,, Lastly, draw the learner’s attention towards the underlying theme of the poem. Does the poem convey any
particular message or does the theme relate with your interest or the experiences in your life in any way?
Understanding the Text
,, Ask the learners to scan the text for specific information to write true or false and identify the rhyming
words. Reference to the context and Wh questions can be dealt with a good in-depth reading for detailed
information and think and answer can make the learners interpret the concepts and underlying themes
in the text.
Playing with Words
,, Write a few pair of words on the board and have the learners read them aloud.
For example: horse—hoarse blew—blue ring—wring
,, Ask the learner to focus on these words and give the difference between the words in each pair. Also ask
them if they sound the same to them.
,, Explain that each pair of words have the same sound but have different meanings and spellings. These are
called homophones.
,, Ask the learners to work in small groups and brainstorm as many homophones as they can. Have each
group share the homophones and their meanings with the other groups.
,, Ask learners to read out the following sentences aloud.
1. as sweet as a pie
2. as fit as a fiddle
,, Explain the concept of similes that compare different things and usually use the words ‘like’ or ‘as’.
,, Encourage them to brainstorm as many similes as they can. Elicit responses and record them on the board
and have them discuss their meanings in class.
,, Ask learners to read out the following words aloud.
For example: ladybug honeybee butterfly rainbow toothbrush
28
Ask them what they notice about these words. Explain that they all have two set of words that are put English
together to make these words. Such words are called Compound words.
Ask them to think of as many compound words as they can. Elicit responses and make a list on the board.
Encourage them to look around in the classroom and come up with more such words.
Learning the Language
,, Begin by asking the learners to read the following nouns aloud.
For example: water chair milk pen cream ball chocolate
Ask the learners to focus on the words and identify the difference between the nouns.
Elicit answers and make a table with two columns on the board: countable and uncountable. Explain that
some nouns can be counted and are singular or plural in nature. These are called countable nouns while
some nouns cannot be counted and are only singular in nature.
Next, have learners brainstorm and give examples of both countable and uncountable nouns. Elicit responses
from them and record the same on the board, in the appropriate columns.
Writing
,, Ask learners to write a few sentences on any event/situation when they were pleasantly surprised, using
the given clues. They should be encouraged to be as imaginative as possible.
Extension______________________________________________
Activities
,, Show and tell: Ask learners to talk about one thing or a person that helps them when they are fearful or
scared. Ask them to talk about that particular thing in class. Ask them to tell how it helps them to get
beyond their fear.
Suggested Reading
,, The learners can be asked to bring stories and poems about kites or related to the central idea of the poem
in class. They can also be asked to find folklore and traditional stories related to the central idea of the poem.
Extension
,, Ask the learners to circle all the words in the poem that express emotions, both positive and negative.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, understand the thoughts and feelings expressed in the poem.
,, appreciate the central theme of the poem.
,, develop a positive attitude to face challenges in life.
,, hold on to hope in adverse situations.
,, solve problems.
,, differentiate between words that sound similar.
,, make comparisons between things of different kinds.
,, identify and understand compound words.
,, understand nouns—countable and uncountable.
,, write descriptive sentences.
,, make a colourful kite.
29
ANSWERS
English COURSEBOOK
Understanding the Text
A. 1. false 2. true 3. true 4. false 5. true
B. 1. said/head
2. sight/flight 3. pride/side 4. ground/round 5. air/there
C. 1. The little kite was afraid of flying high up in the sky.
2. The big kite was encouraging the little kite to fly high.
3. The warning the little kite received was it will never learn to fly high if the little kite did not try.
4. The sight of the big kite flying away in the high tranquil skies, made it tremble.
5. From the sky, the big kite saw the small kite rise steadily in the sky.
D. 1. a. The little kite was thrilled with pride because it was flying high and side by side with the big kite.
b. The big kite helped it to fly high. The little kite was scared to fly high, the big kite told the small
kite if it does not try, it will never learn to fly high. Saying this the big kite flew away. On seeing
the big kite fly high, the little kite decided to try as well.
c. The little kite learnt from the big kite that it is important to be brave and try out new things, without
being scared.
2. a. The little kite is talking about flying high in the sky.
b. The ‘others’ are the fellow kites flying high in the sky.
c. The little kite is talking to the big kite in these lines.
E. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1. hear 2. weather 3. bored 4. maid 5. great 6. peace
B. 1. mule 2. bat 3. lightning 4. rock 5. desert 6. peacock
C. 1. sun + flower = sunflower 2. ham + burger = hamburger 3. story + book = storybook
4. basket + ball = basketball 5. black + board = blackboard 6. honey + bee= honeybee
Learning the Language
A. Countable Uncountable Countable Uncountable
clock salt
pencil tea pillow gold
paper honey
spoon petrol
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Activity
A. Children’s own creativity and imagination.
30
Activities for Listening and Speaking 1
Listening English
A. 1. false 2. true 3. true
6. true
4. false 5. false
3. parrot
B. Follow the instructions. 7. fox
C. 1. camel 2. lion 4. duck
5. zebra 6. elephant 8. horse
Unit Test 1
A. 1. b. clean 2. c. tame 3. a. useless 4. b. happy 5. c. brave
4. c. wheel 5. b. mark
B. 1. d. market 2. e. ground 3. a. fall
3. cards—deck
C. 1. Three children went running to the library.
2. Nightingales sing melodiously.
3. The creaky door finally stopped creaking.
4. The plane flew over the Atlantic Ocean.
5. Everybody is going to the carnival.
D. 1. lions—pride 2. bees—hive/swarm
4. stairs—flight 5. keys—bunch
E. Answers may vary. Accept all logical responses.
31
English
5 Owls in the Family
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Learning to be helpful
,, Learning about owls and bird family
,, Appreciating bond with grandparents
,, Choosing the correct spellings
,, Learning to use capital letters in sentences
,, Understanding and using idioms
,, Understanding possessive nouns
,, Learning to write a story using the given clues
Teaching Notes __________________________________________
About the Author
Ruskin Bond is an Indian author of British descent. He is a nature-lover and writes about nature and life in
the mountains, drawing largely from his own childhood experiences. His most popular books include The Blue
Umbrella, The Room on the Roof and A Flight of Pigeons.
Summary
The story makes an amusing and cheery read and revolves around a boy who lives with his grandparents. Both
he and his grandfather are animal lovers. They boy and his grandfather loves animals and bring home everything
from a monkey to snakes and crows, much to his grandmother’s dismay. The boy and his grandfather are seen
tending to a pair of baby spotted owlets who have made the boy’s residence as their own home. They take care
of the owlets and after ten days take them into the garden and release them, only to find them back in their
veranda the next morning. The mother owl too wants the boy and his grandfather to keep an eye on her babies.
So, the owlets become regular members of their household. Soon, the boy’s grandmother too begins to like the
owlets and is smitten by them, so much so that she begins to feed them spaghetti frequently. It is a beautiful
story about animal lovers that conveys a strong message that human beings can understand and help animals
and also understand their behaviour and communicate with them in a special way.
Additional Information
There are about 200 types of owls that live on the Earth. They cannot move their eyes hence they turn their
heads to see. They can turn their heads almost completely around. They have powerful talons (claws) that help
them to catch their prey. A group of owls is called a parliament.
32
Technical Strategies_______________________________________
Getting Started English
,, Begin by initiating a discussion showing the learners the video clippings or pictures on some animals and
birds, their habitat and food. Give an insight to the learners about how human beings can understand
animals and their behaviour. Ask them if they ever had an opportunity to be with any particular bird.
Encourage them to speak about their experiences.
,, They may be briefly told about the story of Mowgli, emphasising on how the animals in the jungle help
to raise and send the man-cub back to the village.
,, Next, ask them to predict what they are about to read, by writing the title of the story on the blackboard.
Ask learners to focus on the illustrations, to make predictions. Encourage them to come up with as many
answers as possible.
Reading Strategy: Shared Reading with concept check questions
,, Introduce the story by discussing the title, illustrations and vocabulary. Read the story aloud to the learners
using appropriate inflection and tone. The story may be read in two sections, pausing and asking a few open-
ended questions and asking the learners to make predictions. After reading the story, ask brief questions to
determine the comprehension level of the learners. Conclude the reading by reserving time for responses
and discussions. Engage the learners in a discussion by asking questions about the story and relating it to
similar real-life experiences of the learners. Give an opportunity to the learners by asking them to re-tell
the story in their own words, for a better understanding.
Understanding the Text
,, Ask the learners to scan the text for specific information to fill in the blanks. Reference to the context and
Wh questions can be dealt with a good in-depth reading for detailed information and think and answer
can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Ask the learners to read the words aloud and identify the word that is wrongly spelt in each pair.
For example: across—acros definitely—definately activities—activites
,, Encourage them to use a dictionary to find the correct spelling and meaning of each word.
,, Have them brainstorm a few words they often spell wrongly. Make a list of these words on the board and
have them find the correct spellings of these words.
,, Begin by asking the learners to read the following sentences aloud and identify the errors.
For example: she belongs to a wealthy family.
the london bridge, on river thames, is an iconic bridge.
her mother is arriving from mumbai in a little while.
,, Have them focus on the above sentences and explain the use of capital letters. Invite learners to rewrite
the sentences using capital letters, on the blackboard.
,, Begin by writing the following sentences on the board. Ask students to discuss with their partners what
they think these sentences mean.
For example: It’s raining cats and dogs.
I could eat a horse.
My brother tied the knot last month.
The teacher keeps an eye on us in the examination hall.
,, Elicit their responses and record them on the board. If they are unable give the correct meanings of these
idioms, use them in different situations and explain the meanings.
,, Explain the use of idioms in English language and ask them to brainstorm a few idioms and use them
appropriately in sentences, to bring out their meanings.
33
Learning the Language
,, Begin by asking the learners to read out the following sentences
English For example: Anita’s report card was wonderful.
The babies’ nursery had five beds.
The children’s play area looks beautiful.
,, Ask them to focus on the apostrophe (’) and explain that possessive nouns show ownership. They tell us
who or what has something. Have them focus on each sentence individually and explain that possessive
nouns can be singular and possessive and that most singular possessives are made by adding an apostrophe
followed by ‘s’ while plural ones are made by adding an apostrophe after the ‘s’. Discuss some exceptions
too, like children’s, women’s, men’s etc.
,, Ask the learners to brainstorm and give as many examples of possessive nouns as they can. Record their
responses on the board.
For example: lady’s hand bag, Charlie’s bike, men’s salon, Ms Brooks’ villa
,, Thereafter, have them take turns to construct sentences using them.
For example: The lady’s handbag fell off the bus.
Ms Brooks’ villa looks huge from outside.
Writing
,, Ask learners to write a short story in their own words by expanding the guidelines provided. They should
be encouraged to be as imaginative as possible and give a suitable title to their story. A few leaners may
be asked to read out their stories in class.
Extension______________________________________________
Activities
,, An anagram is a word that is formed by changing the order of the letters of another word.
For example: SNOW – OWNS
,, Use the given words from the story to make anagrams.
For example: RAW SPOT NEST BIG PETS NAP
Learning Outcomes_______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story
,, learn to be helpful
,, learn about owls and bird family
,, appreciate bond with grandparents
,, choose the correct spellings
,, use capital letters in sentences
,, understand and use idioms
,, understand and use possessive nouns
,, write a story using the given clues
,, acquire life-skill of helpfulness
34
ANSWERS
COURSEBOOK English
Understanding the Text
A. 1. meat 2. night bird 3. soft 4. spaghetti 5. catching beetles
B. 1. They lived in Dehradun.
2. They found a little spotted owlet in the veranda near the steps of their house.
3. The mother of the owlets left behind a mouse for her children, the two owlets. She probably thought
they were not being fed properly.
4. The owlets were taken to the garden after ten days to be released.
5. The narrator and his grandfather left the owlets on the mango tree in the garden.
C. 1. a. The grandfather is talking about the mother of the two owlets.
b. ‘They’ in the above lines are the two owlets.
c. Grandfather says that because the mother of the owlets leaves them at his place once again, after
they had been earlier released by him and the narrator.
2. a. The narrator is the ‘I’ in these lines.
b. The two owlets are the young birds.
c. The mother of the two owlets gave them a heavy blow on the back of his head.
3. a. The two owlets are ‘they’ in these lines.
b. They dozed because they were nocturnal birds, hence slept during the day.
c. Their nightly occupation was to catch beetles.
D. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1. vacuum 2. castle 3. immediate 4. mingle 5. yacht
5. a
B. 1. The Queen lives in London.
2. I enjoy reading the Roald Dahl books.
3. I am born in September while you are December born.
4. The Sharma family is travelling to Canada tomorrow.
5. The Statue of Liberty is in New York.
C. 1. c 2. d 3. e 4. f 6. b
Learning the Language
A. 1. boy’s car 2. singer’s voice 3. ladies’ bags
4. women’s room 5. butterflies’ wings 6. Michael’s cycle
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
35
English
6 One Less than a Hundred
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Understanding the central idea of the story
,, Understanding the importance of honesty
,, Understanding the importance of resisting temptation
,, Acquiring the skill to defend oneself during tough times
,, Learning to be honest and straightforward
,, Solving crosswords for meanings
,, Learning to make meaningful sentences
,, Understanding and using phrasal verbs
,, Understanding pronouns
,, Learning to write a thank-you note
Teaching Notes __________________________________________
Summary
The story One less Than A Hundred is an amusing yet a thought-provoking one. It is about an honest man named
Nasreddin Hodja who prays to God every day for a hundred gold coins. While asking for the same, he tells God
that he wants exactly a hundred gold coins and even one less than a hundred will not be enough hence he
will not accept it. One day Nasreddin’s neighbour, Nazim who is a rich merchant, tries to put his honesty to test
by throwing a bag full of ninety-nine coins in his courtyard. Nasreddin counts the coins and keeps them. When
Nazim claims the bag of coins as his, Nasreddin refuses to return it to him so the merchant threatens to take
him to the court. But before going to the court, Nasreddin tricks him into borrowing his clothes and his donkey.
In the court he tricks the judge into believing him; hence the judgement goes against the merchant, who is
pushed out of the court by the guards. But Nasreddin being honest, on getting back home, returns the bag full
of coins to the merchant, warning him not to ever tempt an honest man to break his promise.
Additional Information
Nasreddin Hodja is a symbol of Turkish humour through his legendary wit. Through his witty humour, wise jokes
and short anecdotes, he makes us laugh and teaches us valuable lessons of being less judgemental and more
thoughtful. His anecdotes and stories have travelled over land and sea, making their way into the hearts and
minds of various cultural backgrounds.
36
Teaching Strategies ______________________________________
Getting Started English
,, Begin by asking the learners to share any situation in which they were dishonest. Ask them to introspect
and discuss the situation in small groups:
For example: Why did it happen?
How did you justify it?
How did you feel about it at that time?
Did it affect any relationships?
Did it cause any problems for you?
How do you feel about it now and what lesson did you learn from the incident?
,, Ask a few learners to volunteer and share their experiences in the class.
,, Next, ask them to predict the central idea of the story. Ask learners to focus on the illustrations and the
title, to make predictions. Encourage them to come up with as many answers as possible.
Reading Strategy: Independent Reading and Analysing
,, Begin by letting the learners read individually. Lead the learners into deep reading by asking relevant
questions and concept check questions related to the story, to elicit responses.
For example: This is the story of an honest man. Name the man.
Go through the text and find the name of the rich merchant.
,, Once they have read the story, encourage the learners to analyse the story and allow them to present their
ideas and thoughts in the class.
For example: Why did Nasreddin accept the bag that had one less than a hundred coins?
Why did the rich merchant take Nasreddin to the court?
Why do you think the judge believed Nasreddin and not the merchant?
Understanding the Text
,, Ask the learners to scan the text for specific information to choose the correct answers and sequence
sentences in the correct order. Reference to the context and Wh questions can be dealt with a good in-
depth reading for detailed information and think and answer can make the learners interpret the concepts
and underlying themes in the text.
Playing with Words
,, Ask the learners to write appropriate words for the following clues:
1. provide amusement for
2. allow to have
3. an ability acquired by training
4. men/women who man an airplane
,, Ask the learners to solve the above clues and write the word in the box given below. They may use the
dictionary for the same.
e __ t __ r __ a __ n
g __ __ n __
s __ __ l __
c __ __ w
37
English Ask the learners to use the above words in sentences of their own. Elicit responses and write them on
the board.
,, Begin by explaining the concept of phrasal verbs. Explain that these are verbs that are followed by a
preposition or an adverb. Tell them the importance of using phrasal verbs in English language. Explain to
the learners that phrasal verbs make the language sound natural and fluent.
Write the following words on the board:
For example: take, get, make, put, bring, turn, be, carry
Divide the learners into four groups and have each group take two verbs from the list to discuss and
brainstorm. The learners can come up with as many phrasal verbs using each of the three verbs. They
should be encouraged to write a few sentences for each of them.
Elicit their responses and record them on the board. Next, give a few spoken examples of phrasal verbs so
that they understand the concept from the context of your examples.
For example: I woke up early this morning to put together this vocabulary exercise, before getting to school.
I reached the bus stop on time and got into the school bus at 8:00 a.m. I got off the bus at
8:15 a.m. and quickly set up the classroom, before the bell could go off.
Learning the Language
,, Begin by asking the learners to read the following sentences
For example: Mary is an excellent teacher. Mary uses a computer to teach. The computer is expensive. Peter
and Philip are students. Peter and Philip enjoy Mary’s class.
,, Ask the learners to focus on the above sentences and explain why they don’t sound right. Explain the
importance of pronouns, as a word that takes the place of a noun. Next, ask them which words can be used
by them, to replace the nouns. Make a list of the words on the board and ask a few students to rewrite
the sentences on the board, using appropriate pronouns.
For example: Mary is an excellent teacher. She uses a computer to teach. It is expensive. Peter and Philip
are students. They enjoy her class.
,, Ask the learners to say which description sounds better. Then, they can be told that the words ‘she’, ‘it’,
‘they’ and ‘her’ are pronouns and that they are used to replace nouns in successive instances after they
have been mentioned once already.
Writing
,, Ask learners to write a thank-you note to convey thanks to their best friend, for giving them timely help,
advice. They should be encouraged to be as imaginative as possible. A few learners may be asked to read
out their thank-you notes in class.
Extension______________________________________________
Activities
,, Engage in the learners in a role-play by enacting either this story or any other, related to the theme of the
central idea of this story. They may be encouraged to create their own dialogues and make small groups
and practice their script thoroughly, before presenting it in class in the form of play.
Suggested Reading
,, You may ask the learners to look for:
mocomi.com/fun/stories/mullah-nasruddin/
,, The learners can be asked to bring stories and poems related to the central idea of the story to the class.
They can also be asked to find folklore and traditional stories related to the same.
,, They may also have real-life experiences related to the moral of the story. Encourage them to narrate these
experiences in class.
,, Learners may also be asked to find any other story of Nasreddin Hodja and his wittiness.
38
Extension English
,, Ask the learners to circle any five adjectives and mention the nouns they describe, in the story.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story.
,, understand the central idea of the story.
,, understanding the importance of being honest.
,, acquire the skill to defend oneself in tough times.
,, understand the importance of honesty.
,, solve crosswords for meanings.
,, make meaningful sentences.
,, understand and use phrasal verbs.
,, understand pronouns.
,, learn to write a thank-you note.
,, acquire life-skill of honesty.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. a hundred coins 2. neighbour 3. ninety-nine coins
4. accepted 5. judge
B. 1. The Hodja asked God for a hundred gold coins.
2. Nizam threw the bag of ninety-nine gold coins in the courtyard, to tempt the Hodja.
3. The rich merchant gave the Hodja, a fur coat and silken dress.
4. The Hodja and Nizam both went to the court.
5. The judge dismissed the case.
6. The Hodja taught a lesson to the merchant.
C. 1. The Hodja wanted a bag full of hundred gold coins from God, on the condition that it should be exact
hundred, not even one less than hundred, only then will he accept it.
2. The rich merchant, Nazim decided to test him. He dropped a bag of ninety-nine gold coins in the
courtyard, the next time the Hodja asked God for hundred gold coins. He waited to see if the Hodja
accepts it.
3. The Hodja counted the bag, found ninety-nine coins in it and told God he will keep the bag for now
and he can be given the last coin the next day.
4. The rich merchant gave Hodja a bag full of ninety nine gold coins, a sturdy donkey, a silken dress and
a fur coat, before they left for the court.
5. The judge believed Hodja because he spoke in a convincing manner.
6. The rich merchant learnt never to tempt an honest man to break his word.
D. 1. a. Nizam, the rich merchant threw the bag into the courtyard.
b. He wanted to test the honesty and integrity of the Hodja.
c. He was surprised because the bag had ninety-nine gold coins.
39
English 2. a. The judge said this to Nazim, the rich merchant.
b. ‘You’ is the merchant, Nazim.
c. The decision taken by the judge was that the merchant should be taken away from the court for
lying and falsely accusing Hodja.
3. a. He is speaking to the Nizam, the rich merchant.
b. He is asking Nizam to never test the honesty and integrity of an honest person.
c. He is not unkindly while speaking because he was a good man. He did not want to harm the rich
merchant, but wanted him to teach a lesson in honesty.
E. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1T
2A R 3R
L
4D 5S H A L L O W
EE GU
6D R O W S Y I T
TI CI
RN
7E X H A U 8S T E D
T
U
9F R O S T 10Y
DA
YW
N
B. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
C. 1. looked for 2. give in 3. point out
4. set up, on time 5. put away 6. cut off
Learning the Language
A. 1. he 2. they 3. we
4. she 5. I 6. you
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
40
English
7 Trees
Learning Objectives _______________________________________
,, Understanding the thoughts and feelings expressed in the poem
,, Appreciating the central theme of the poem
,, Understanding the importance of trees on planet Earth
,, Appreciating environment and nature around us
,, Appreciating the mundane and finding joy in it
,, Identifying correct meaning of words
,, Understanding and using prefixes
,, Understanding and using adjectives
,, Learning to write a humorous poem using rhyming words
Teaching Notes __________________________________________
About the Author
Harry Behn (1898-1973) also known as Giles Behn was an American screenwriter, painter and children’s author.
He lived in Greenwich, Connecticut. Some of his writings include Siesta, The Little Hill, and The Painted cave.
Summary
The poem Trees bring about an awareness of the importance of trees. The poet conveys through his poem, that
trees are the kindest things in this world because they are harmless and gentle. They are caring and helpful.
The poet speaks about their kindness towards human beings, animals and birds. The first two stanzas create an
image of a peaceful and harmonious world with trees at the centre, providing many things but demanding very
little or nothing from people around. The poet talks about the loftiness of the trees. The trees are the first ones
to catch the morning beams of the sun as it rises over the horizon. After the day’s work when people are tired,
these trees sing a soft lullaby like an old, loving grandmother. The lullaby is perhaps, the rustling of leaves in a
gentle breeze. The poet’s belief that the trees are the kindest things is reinforced through the various images
used in the poem.
Additional Information
Trees have been living on Earth for over 380 million years and individual trees can live for a thousand of years. They
can also grow to incredible heights. Currently, the tallest known tree in the world is the coast redwood ‘Hyperion’
which measures in at 379 ft. Trees are incredibly important, both to the environment and to human culture.
41
Teaching Strategies ______________________________________
English Getting Started
,, Begin the discussion by asking learners to brainstorm about:
1. Why trees are our friends?
2. How do they help us?
,, Ask them to make a list of useful products derived from trees. The learners may be asked to collect and
carry a product obtained from trees, to the class and speak for a minute on it.
,, Show a set of pictures of different trees (trees with different coloured leaves, flowers, and pictures of trees
from around the world) to set the mood of the listeners.
,, Ask them to predict what they are about to read, by writing the title of the story on the blackboard. Ask
learners to focus on the illustrations as well, to make predictions. Encourage them to come up with as
many answers as possible.
Reading Strategy: Choral Reading
,, Divide the class into groups of four and ask them to read the poem aloud. They may be asked to pay attention
to the rhyming words in each stanza. Encourage them to read with rhythm and appropriate expression.
Understanding the Text
,, Ask the learners to scan the text for specific information to write true or false and identify the rhyming
words and pick out lines from the poem that praise trees. Reference to the context and Wh questions can
be dealt with a good in-depth reading for detailed information and think and answer can make the learners
interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by asking learners to give words in three categories:
KNOW IT SORT OF KNOW IT DON’T KNOW AT ALL
,, Elicit responses from learners and record the words on the blackboard, under these categories.
,, Next, ask them to take a guess at the meanings of the words, from each category. Give them the correct
meaning of the words they guessed incorrectly.
,, Ask the learners to read these words aloud:
For example: connect kind known belief
,, Explain the concept of a root word to the learners and explain the concept of prefixes, which are a set of
letters that are placed at the beginning of a word to make a new word, with a changed meaning. Now
ask the learners to focus on the above words and add the following prefixes to them, to make new words.
Have them read the new words aloud and discuss their meanings.
Prefixes: dis- un-
New words: disconnect unkind unknown disbelief
Learning the Language
,, Begin by writing a few nouns and adjectives on the blackboard.
For example: Nouns: boy, ladder, book, girl, apple, orange, television, Taj Mahal, Qutub Minar
Adjectives: large, red, skinny, tasty, juicy, thick, fat, tall, magnificent, ancient
Explain to the learners that an adjective is a describing word. It describes a person, place, animal, thing or
idea. The most common are those of colour, size, shape and taste.
Next, ask them to focus on the above list of words and make meaningful sentences using the nouns
and adjectives.
Elicit answers and record them on the board. Underline the adjective/adjectives in each sentence, as you
go along.
For example: The skinny girl is eating a red, juicy and tasty apple.
42
Writing English
,, Ask learners to write a humorous poem by using the given rhyming words. They should be encouraged to
be as imaginative, creative as possible.
Extension______________________________________________
Activities
,, Show and tell: Ask learners to write an Acrostic poem on trees. You may give an example of the same.
T —
R —
E —
E —
S —
Suggested Reading
,, The learners can be asked to bring stories, poems, riddles about trees or related to the central idea of the
poem in class. They can also be asked to find folklore and traditional stories related to the central idea of
the poem.
,, They may be shown a movie/video clipping to give a deeper insight to the poem.
You may ask the learners to visit:
www.mentalfless.com/articles/50274/16-amazing-stories-about-trees
http://www.poets/org/poetsorg/text/poems-about-trees
Extension
,, Ask the learners to circle the ‘ea’ words and underline the ‘ee’ words in the poem.
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, understand the thoughts and feelings expressed in the poem.
,, appreciate the central theme of the poem.
,, understand the importance of trees on planet earth.
,, appreciate environment and nature around us.
,, appreciate the mundane and find joy in it.
,, identify correct meaning of words.
,, understand and use prefixes.
,, understand and use adjectives.
,, write a humorous poem using rhyming words.
,, make a colourful bird or an animal using leaves.
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. False 2. False 3. True 4. True 5. False
B. 1. Trees are the kindest things I know,
They do no harm, they simply grow
43
English C. 1. know—grow; cows—bows; light—night; sky—lullaby
D. 1. Trees show kindness to animals and birds by providing shelter and spreading their boughs.
2. Trees provide us with many beneficial things. They give us fruits and wood to make our houses.
3. Trees greet the beams of the morning sun. When the sun rises in the morning, the rays of the sun fall
on the trees first.
4. The trees sing a lullaby when the moon comes out in the night.
5. The hum of the trees is compared to a lullaby as their gentle movements, due to light breeze, is like a
lullaby and can make babies sleep.
E. 1. a. Trees are the kindest, as they help animals, birds, man and the environment. They are selfless. They
do not bring any harm to anyone but continue to grow and help.
b. They show their kindness by providing food, shelter to everyone and taking care of the environment.
c. No, they should not be cut. We get oxygen, clean air, food and shelter, shade and cool environment
from them. If they are destroyed, we will not get any of these, the environment will get affected too.
2. a. ‘They’ here means trees.
b. They sing a soft lullaby and make children sleep.
c. Answers may vary. Accept all logical answers.
F. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
Playing with Words
A. 1. a. neat and clean 2. b. to be able to buy something
3. c. dislike 4. a. accurate
5. a. raise 6. c. empty
B. 1. unfinished 2. distrust 3. unpack 4. disorder
7. discharge 8. uncover
5. unwell 6. disbelief
Learning the Language
A. 1. loud 2. fresh, bright, colourful 3. little
4. purple, beautiful 5. entertaining, talented 6. scary
B. Answers will vary according to their personal choice of adjectives. Encourage learners to come up with their
own answers.
Writing
A. Answers may vary. Accept all logical responses. Encourage learners to come up with their own answers.
44
English
8 Chipko Movement
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Understanding the central idea of the story
,, Learning to protect the environment
,, Standing up for a cause
,, Rearranging letters to make words
,, Identifying the odd words
,, Understanding the three degrees of comparison
,, Learning to write a letter
Teaching Notes __________________________________________
Summary
The story is based on the importance of trees and forests. It is about how the Chipko Movement originated. It
all began when a king ordered his soldiers to get wood from the forest. In that small village the residents were
nature and animal lovers. Each person in the village planted trees and took great care of it. The king wanted to
build a palace for himself and his family hence one day ordered his soldiers to bring wood from the forest. A
brave woman, Amrita Bishnoi, in the village refused to let this happen and stood in front of the tree and hugged
it with both hands, when the soldiers arrived to cut trees. The soldiers did not relent in their mission to cut trees.
Soon, she died. Many more people got involved in the struggle and died for the love of trees. This gave rise to
the Chipko Movement. When the king became aware of the struggle of people, he felt sorry and promised to
compensate in gold coins. But the people refused the gold coins and instead asked him to ban the cutting of
trees and hunting of animals. The king granted their wish and the villagers were never troubled again.
Additional Information
More than 800,000 volunteers from Uttar Pradesh turned out on 11th July 2016 to plant different species of
trees, along roads, railways and on public land in the city of Kannauj, 250 kms southwest of the state capital,
Lucknow. 50 million tree saplings were distributed for planting, to help India increase its forest cover and to
break the Guinness World record for the number of trees planted in 24 hours, which was set by Pakistan in 2013.
45
Teaching Strategies ______________________________________
English Getting Started
,, Begin by discussing why trees and forests are very important to humans and for wildlife. List the things
we get from forests. Encourage the learners to share their ideas too. Tell them about the ill effects of
deforestation and the importance of forest conservation.
,, Ask a few learners to volunteer and share their knowledge about World Environment Day.
,, Next, ask them to predict the central idea of the story, Ask learners to focus on the illustrations and the
title, to make predictions. Encourage them to come up with as many answers as possible.
Reading Strategy: In-depth Reading
,, Ask two learners to read the beginning paragraph and the concluding paragraph thoroughly, to understand
the intention and conclusion of the writer. Next, select a few learners randomly and have them go back to
the beginning and read out a paragraph each. Encourage all the learners to mark out the key words and
phrases, the central idea and important facts.
Understanding the Text
,, Ask the learners to scan the text for specific information to write true or false. Reference to the context and
Wh questions can be dealt with a good in-depth reading for detailed information and think and answer
can make the learners interpret the concepts and underlying themes in the text.
Playing with Words
,, Begin by writing some jumbled words on the board along with their meanings. Ask the learners to unscramble
the jumbled letters to form meaningful words. Elicit answers and record them on the board.
For example: regw……to get bigger ..........................................
ewf……. not many ..........................................
,, Ask the learners to read the following words aloud.
For example: teacher doctor plumber supermarket carpenter nurse
,, Ask them to pick out the odd one from the above set of words. Encourage them to explain that the word
‘supermarket’ is the odd one out because all the other words are professions.
Learning the Language
,, Begin by asking the learners to read the following sentences.
Her room is clean.
My room is cleaner than hers.
His room is the cleanest.
Explain that clean is an adjective in the positive form, cleaner is an adjective in the comparative form while
cleanest is the adjective in the superlative form. When comparison is made between two persons, places
or things we use he comparative form but when comparison is between three or more persons, places and
things we use the superlative degree of adjective.
Explain the rules that most adjectives follow, while making comparatives. Also give examples of some
comparatives that don’t follow a set of rules and are called irregular adjectives.
For example: good better best; bad, worse, worst
Write a few words on the board and ask learners to give it positive, comparative or/and superlative forms.
Elicit answers and complete the table.
Positive Comparative Superlative
1. sharp .................................................... ....................................................
2. .................................................... more intelligent ....................................................
3. .................................................... .................................................... least
4. lazy .................................................... ....................................................
46
Writing English
,, Ask learners to write a letter to their grandparents, describing the sports day celebration in their school.
They should be encouraged to be as imaginative as possible A few learners may be asked to read out their
letters in class.
Extension______________________________________________
Activities
,, Ask the students to make a collage related to forests and forest products and write an effective slogan
related to forest conservation.
Suggested Reading
,, The learners can be asked to bring stories/poems/riddles related to the central idea of the story to the class.
They can also be asked to find folklore and traditional stories related to the same.
,, Learners may also be shown a theme-related power-point presentation in class, for a better understanding
of the central idea of the story.
Extension
,, Ask the learners to find antonyms of the following words from the story: large, sadly, hate, few, useful, rejected
Learning Outcomes _______________________________________
By the end of the lesson, the learner is able to:
,, comprehend and appreciate the story
,, understand the central idea of the story
,, learn to protect the environment
,, rearrange letters to make words
,, identify the odd words
,, understand the three degrees of comparison
,, learn to write a letter
,, acquire life skill of taking up responsibilities
ANSWERS
COURSEBOOK
Understanding the Text
A. 1. true 2. false 3. false
4. true 5. false 6. False
Correct sentences:
2. One of the best things about the Chipko Movement was the way it involved women.
3. This village was under a king’s rule who wanted to build a palace for himself and his family.
5. Amrita Bishnoi was not the only one in the village to sacrifice her life, to protect the trees. Many other
men and women of the village sacrificed their lives.
6. The villagers did not accept the king’s offer of gold coins.
47
English B. 1. The word ‘Chipko’ means to embrace. The supporters of the Chipko Movement were known for prevention
of cutting trees. They hugged trees to prevent them from being cut down.
2. It as first started in the Chamoli district of Uttarakhand and the best thing about it was the way it
involved women.
3. The king commanded his soldiers to fetch wood from the forests as he wanted to build a palace for
himself and his family.
4. The soldiers reached this village where the residents were tree and animal lovers, while following the
command of the king. The place was special as it was full of trees.
5. Amrita Bishnoi stopped the soldiers from cutting the trees. She died protecting the trees. The soldiers
did not listen to her and destroyed the trees. She died within a short time.
C. Answer these questions with reference to the context.
1. a. Amrita Bishnoi said this to the soldiers who had come to cut the trees.
b. She said this because she had planted the tree which the soldiers were about to cut.
c. No, they did not listen to her and chopped off the tree.
2. a. ‘Her’ in these lines is Amrita Bishnoi. The woman who started ‘Chipko Movement.’
b. No, she did not listen to the soldiers.
c. The king wanted to build a palace for himself and his family so he ordered the soldiers to bring
wood from the forest.
3. a. The villagers said the above lines to the king.
b. They were upset about the fact that the king’s soldiers were cutting down the trees in the village.
Many men and women had died protecting their trees.
c. They had been offered gold coins by the king, in the beginning.
d. They did not accept the offer as they wanted the king to give them a promise of banning the
cutting of trees and killing of animals.
D. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
Playing with Words
A. 1. protect 2. embrace 3. sacrifice 4. incredible 5. exclaim
4. power 5. furious 6. prompt
B. 1. excited 2. meet with 3. humourous
Learning the Language
A. 1. prettier 2. smart 3. most interesting
4. shorter 5. nice 6. bigger
B. 1. better 2. worst 3. best
4. least 5. elder 6. good
Writing
A. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
48
Activities for Listening and Speaking 2
Listening English
A. 1. beach-side 2. tourists 3. walking, exploring 4. mobiles
5. sand, water 6. walking
7. snowman 8. clean, crisp
B. 1. The travellers were on a dusty road, in peak summer heat.
2. They were very tired because it was very hot. They could not find any transport or tree on the road.
3. They took shelter under a huge tree, with big trees and branches.
4. After a while they said to each other, ‘It is useless, it has no fruits.’
5. The tree was angry at them as they were being ungrateful and thankless.
6. They realised their mistake after the tree got angry and shouted at them. They apologised to the tree
for their mistake.
C. Answers may vary. Accept all logical answers.
Model Test Paper 1
A. 1. occasion 2. guard 3. enormous 4. deceive 5. sincerely
B. 1. bee 2. cucumber 3. owl 4. fox 5. beetroot
C. 1. d. to spend time together
2. e. think about something that happened in the past
3. b. have a friendly relationship
4. a. find information
5. c. start a journey
D. 1. the girl’s pen 2. the pet’s food 3. the children’s bags
4. the bats’ wings 5. the teacher’s home
E. 1. them 2. I 3. They 4. we 5. them
F. 1. bigger 2. best 3. young 4. larger 5. most confident
G. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
H. Answers may vary. Accept all logical responses. Encourage the learners to come up with their own answers.
49
English
9 How Do We Weigh Appukuttan?
Learning Objectives _______________________________________
,, Comprehending and appreciating the story
,, Understanding the central idea of the story
,, Learning to think out-of-the-box
,, Problem solving
,, Looking at problems from a scientific perspective
,, Problems involving a community
,, Communities coming together in solidarity for a cause
,, Replacing the ‘said’ words
,, Using correct punctuation marks
,, Understanding and using articles
,, Learning to write instructions
Teaching Notes __________________________________________
About the Author
Indu Harikumar is known for writing and illustrating children’s books. Apart from enjoying the world of stories
and pictures, she takes great pleasure in discovering new cultures and people. She feels that this gives her the
ability to think of new stories and of different ways to convey them. She is known for her books like How Do We
Weigh Appukuttan and illustrations for The Palanquin Bearers. Her uniqueness lies in her attempt to write books
using different mediums like cloth, matchboxes, cigarette cases and seedpods, among others. She has also won
the Katha Chitrakala Award, an award that recognises outstanding illustrations of books meant for children.
Summary
The story is based on the importance of thinking smartly and intelligently. It inspires and motivates us into thinking
out-of-the-box, like the little girl Meenu. Once, the prince of a kingdom had a unique question. The youngest
prince of the kingdom was feeding breakfast to Appukuttan, a royal elephant of the kingdom, when a question
began to bother him. He wanted to know how much did Appukuttan weigh. The question soon became a royal
worry, and the entire kingdom got busy trying to find an answer to this question. All attempts were futile until
Meenu, gave her suggestion to the king. The king was very impressed with her reasoning skills. Meenu’s orders
were followed by the king’s men who put Appukuttan on a boat in the river and allowed the boat to sink, till
a point it stopped sinking. Meenu made a mark at that point and had the king’s men load the boat with bricks
this time. When the boat sank and reached the same point as the first time, they stopped loading it further
50
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