English Reader-2

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 1

2 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 3

4 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

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

New Nepal 2

ENGLISH
READER

Editor

Hriseekesh Upadhyaya

Authors

Hari Adhikari (Ph.D.) Ramesh Dhakal

Anamnagar, Kathmandu, Nepal
Tel. 01-4313205

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 5

New Nepal 2

ENGLISH
READER

Published by:

ATHARAI PUBLICATION (P) LTD.
Anamnagar, Kathmandu, Nepal.
Tel. 01-4313205
website: www.atharaipublication.com.np

Editor

Hriseekesh Upadhyaya

Authors

Hari Adhikari
Ramesh Dhakal

Editorial Support

Hem Raj Kafle
Sedunath Dhakal

Edition

First : 2078

Copyright

Publisher

Layout

Atharai Desktop Group

Printed in Nepal

6 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Introduction

The New Nepal English Reader, based on newly developed integrated curriculum,
is designed to help school children develop fundamental language skills—listening,
speaking, reading and writing. As language instructors, we are more interested in
developing students’ competence in core areas of language learning rather than
forcing students to memorize information.

While designing this book, we were mindful of the importance of teaching accepted
language structures without being rigid; we entrusted instructors to adapt the content
of the Reader to their specific physical and cultural contexts so that students could
also bring their own knowledge of the local context and culture into play.

We envision that we measure our success of language teaching in terms of a child's
ability to use the language structures that we teach in classroom in varied contexts
and situations. Whether the students have acquired specific information about a story
or a poem is less important; instead, our focus should be directed towards developing
children's skills at applying concepts, ideas, structures, and forms of language flexibly
to meet their own communicative needs. To that end, we have purposefully given
language instructors maximum flexibility in using the Reader in a real classroom
situation.

Now, after more than a decade's successful adoption of the Reader as one of the widely
used textbooks in schools across the nation, we have every reason to believe that
the purpose of the Reader—to make language-teaching creative and interesting—
has, to a large extent, been materialized. The enduring love shown by students and
teachers towards this series for all these years is a testimony to the Reader's success
in imparting quality language learning and teaching experience. We are thankful to
all the students and teachers who believed in what we, then, thought to be a new and
creative approach to teaching and learning English.

Organization of the Reader

A number of studies in language teaching conducted over the last several decades have
shown that language teaching should not necessarily be confined to teaching grammar
and language structures. As researches point out, effective language teaching takes
place when we consider language learning as a part of the knowledge acquisition
process. Keeping this in mind, we judiciously selected the content that would best
serve the purpose of imparting learners both conceptual and cultural knowledge.

As language instructors, our experience tells us that the content that is not linked

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 7

with language structures in a given lesson often becomes less effective. So, the
Reader takes up the task of providing stimulating reading content while using it
as an illustration of how a particular language structure has been used in a given
situation. Therefore, while the carefully selected content (reading materials) in the
Reader provides children knowledge of literature, society, and culture, the language
activities that follow the reading demonstrate how such structures are used in
the given social and cultural situation. The Reader uses an innovative approach
to teaching English by integrating the reading materials with language structures
intended for the students to internalize. While students’ accumulation of information
from the reading materials might be less important from the perspective of language
learning, the contexts provided by the texts are meant to guide what skills we teach
and how we envision our students using them to meet their own communicative
needs.

Each lesson in the Reader has seven sub-sections—warming up, reading, pracrising
grammar, listening and speaking, learning english sounds, writing and reflecting.
These components together focus on four aspects of language teaching—listening,
speaking, reading and writing. Moreover, the content is organized, following the
integrated language teaching method. As a result, each subsequent lesson reinforces
and builds upon the language skills students have already learned in previous
lessons. The content map included in each Reader gives an idea of what concepts
are covered in the entire book and how they are integrated with one another. The
content outline also allows teachers to intervene and be creative in their teaching.
Once a teacher has a fair idea of what language items and skills are included in a
given lesson, he or she may decide to use any additional or supplementary material
to achieve the goal of teaching specific language skills being dealt with in that lesson.
In fact, we encourage teachers to develop and use their own materials which can be
more relevant and stimulating in the specific classroom context.

As always, we welcome suggestions, questions and queries from teachers, students,
and guardians. The sub-section called ‘‘Reflecting’’ section provides students an
opportunity to relate the knowldge learned in the lesson to their own lives. This
important activity, missing in most books available in the market, in fact, helps teachers
to evaluate the effectiveness of their own teaching by looking at the performances
of the students. Each chapter heading developed in this edition themetically binds
togerther all the information, activities, and reading materials presented within the
chapter to make it a complete whole.

Finally, we also extend our sincere gratitude to Atharai Publication for its untiring
effort to make New Nepal English Reader an indispensible source of English
instruction in Nepal.

Authors

8 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

/p/ pen /æ/ cat
/b/ bat /ɑː/ father
/t/ tea /e/ ten
/d/ dog /ɜː/ bird
/k/ cat /ə/ about
/g/ get /ɪ/ sit
/s/ see /iː/ see
/ʃ/ shoe /i/ many
/tʃ/ chain /ɒ/ got
/ʒ/ vision /ɔː/ saw
/m/ man /ʌ/ cup
/n/ net /ʊ/ put
/ŋ/ king /uː/ too
/f/ fall /u/ actual
/v/ van /aɪ/ my
/h/ hen /aʊ/ now
/l/ let /eɪ/ say
/r/ red /əʊ/ go
/j/ yes /ɔɪ/ boy
/θ/ thin /eə/ hair
/ð/ this /ʊə/ pure
/z/ zoo /ɪə/ near
/w/ wet

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Content

Me and My Family

1. Grandmother............................................................... 12
2. Family Relations......................................................... 29

My Daily Life

3. Value of Time.............................................................. 44
4. My Daily Routine....................................................... 56

Our School

5. Going to School........................................................... 70
6. Respecting Others...................................................... 80

Our Environment

7. Who is Powerful.......................................................... 93
8. Weather........................................................................ 105

My Belongings

9. My Things................................................................... 116

Our Culture

10. Marriage...................................................................... 129

Communication, Technology and Market

11. Television..................................................................... 144

Fruits and Vegetables

12. Eat Fruits and Vegetables Be Healthy...................... 157

Hobbies and Interests

13. My Hobbies ................................................................ 172

Birds and Animals

14. Let's Learn About Animals....................................... 187

10 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Me and My Family

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1 Grandmother

1 Warming up

A. New words
a. Read and enjoy.

Grandma's House

We are walking, walking, walking,
And we're talking, talking, talking,
In the rain, rain, rain,
On the way to Grandma's house.
Thunder's crashing, crashing, crashing,
We go splashing, splashing, splashing,
In the rain, rain, rain,
On the way to Grandma's house.

12 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Now we're dripping, dripping, dripping,
And we're tripping, tripping, tripping,
In the rain, rain, rain,
On the way to Grandma's house.

And now looky, looky, looky,
At the cookie, cookie cookie,
On the table, table, table,
Here at Grandma's house.

Now it's yummy, yummy, yummy,
In my tummy, tummy, tummy,
And it's warm, warm, warm,
Here at Grandma's house.

b. Read the following pair of words.
walking - talking
crashing - splashing
dripping - tripping
looky - cookie
Now, write similar pairs for the following words.
a. rain - ........................................
b. warm - ........................................
c. table - ........................................

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 13

c. Read and learn the parts of a house.

Attic

Windows

Bedroom Bathroom
Living room Dining room

Basement
Kitchen

d. Write the names of the following parts of a house.

14 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 15

2 Reading

My Grandmother's House

My grandmother lives in a little white house in Pokhara. All our
family events take place there. My grandmother likes guests. A
stranger feels like a family member in her house. She says, "You
should always treat other in a good way. And, they will treat you
well."

My grandmother’s house is usually quiet. It smells just like her
cooking. I can have a great meal there. I feel happy and sleep
well at her house.

16 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

My grandmother’s house has the best view in the backyard. You
can see other houses and all types of trees. You can get fresh air
outside on the balcony. We can listen to the blow of the wind and
chirping of the birds.

My grandmother is the kindest woman in the world. I don’t get
any problem there because she is very loving. My parents always
complain that she spoils me and lets me get away with anything
I do.

Everyone should have a person like my grandmother. I love her
house so much because I grew up there. Every time, I think about
that little white house. My grandmother’s house means a lot to
me.

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A Playing with words

A. Learn the meanings of the following words.

Words Meanings

stranger • a person you do not know

view • scene

backyard • a place in the back of a house

balcony • aplaceforstandingoutsideanupperwindow

chirping • making short, sharp sound by birds

spoil • make you bad in your habits

grow up • start to become older

Now, use the following words in your own sentences.

a. stranger : ……………………………………………

b. view : ……………………………………………

c. balcony : ……………………………………………

d. backyard : ……………………………………………

e. chirping : ……………………………………………

f. spoil : ……………………………………………

g. grow up : ……………………………………………

18 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

B. Read and learn.
Read the following sentences from the text.

It smells like her cooking.

I feel happy.

Now, complete the following sentences choosing the correct
word from the box.

feels smells looks tastes sounds

a. What are you cooking? It ………..like meat.

b. Do not scold her. She ……….sad.

c. Mr. John does not speak like us. He ………like an American.

d. She is not a teacher. She ………… like a doctor.

e. Is it juice? It ………….like water.

B Working with the text

A. Read the following sentences from the text. Put a tick (√)

in the right box. True False

a. Grandmother likes guests.

b. Her house is noisy.

c. Fresh air comes in the balcony.

d. The grandmother is a kind woman.

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B. Answer the following questions.
a. Where does the grandmother live?
…………………………………………………………
b. What can you see in the backyard of the grandmother's
house?
…………………………………………………………
c. Why does the speaker not get any problem at her
grandmother's house?
…………………………………………………………
d. Where did the speaker grow up?
…………………………………………………………
e. What do the speaker's parents always complain?
…………………………………………………………

C. Think and answer.

a. Doesthespeakerlikehergrandmother'shouse?Howdo
you know?
…………………………………………………………
b. How should we treat other people? Why?
…………………………………………………………
c. Do you have a grandmother? How is she?
…………………………………………………………

20 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

3 Practising grammar look/seem

A. Read and learn. Well, she looks happy.
She seems fit and
How does your healthy.
grandmother look?

We use "look" and "seem" to describe how people or things
appear to us.

B. Look at the examples below and write a sentence for each
situation. Use the verb "look" or "seem".

Robin looks pale. Seema is singing.
Robin seems tired. Seema looks happy.

a. Shyam is driving a new car. (rich)
........................................................................................................
b. He said “hello” to me. (nice)
........................................................................................................
c. The dog is wagging its tail. (friendly)
........................................................................................................
d. The room is covered with dust. (dirty)
........................................................................................................
e. He ordered five samosas. (hungry)
........................................................................................................

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f. The house is about to fall down. (old)
........................................................................................................
g. I couldn’t catch you. (fast)
You .................................................................................................

4 Listening and speaking

A. Read and match.

Good morning!

Good evening!

Good afternoon!

22 New Nepal English Reader-2 Good bye!

Hello!
Good night!

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Match the following questions with answers.
Questions Answers

a. How are you? • I’ m from Germany

b. What’s your name? • I’m ten years old.

c. How old are you? • I’m fine, thanks.

d. Where are you from? • My name is Helen.

B. Practise the conversation below.
Jack : Hello! Ben.
Ben : Hi, Jack! How are

you?
Jack : I'm fine, thank you.

Let me introduce you
to a friend. This is
Tom.
Tom : Good afternoon! I'm
pleased to meet you.
Ben : Nice to meet you, too. What do you do, Tom?
Tom : I'm a student. What about you?
Ben : I'm a lawyer.
Tom : Nice to know about you. Well I have to go to classes.
Bye-bye.
Ben : See you soon.

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C. Complete the conversation below.

1. Hello! 2. Hi!
How are you?

3. 4. My name is Charlie.
And you? ?

5. I'm 9 years old. 6.

7. Nice to meet you. 8. Nice to meet you.
Charlie! Linda!

Now, practise the conversation in pairs.

24 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

D. Listen to the audio or your teacher and complete the
sentences below.
A : Hi! My name is Akash. ………………………?
B : I'm Nikita.
A : Are you a new student?
B : Yes, I am. I'm from Bara. And ……………….?
A : I'm from Dang.
B : Nice to meet you.
A : …………………………….., too.

5 Learning English sounds

Listen and practise: Vowel /æ/
cat / tack back / cab bad / dab tap / mat

Repeat the sentences after your teacher.
► A cat saw the tack.
► It sat on the mat.
► A rat ran over the mat.
► The cat tried to catch the rat.

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6 Writing

Complete the table below.

Family Name Age What he or What you do
Member ……….. she does. with him or
her.
Father
………….. ……….. ………..

Now, write a paragraph about your family.

…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………

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7 Reflecting

Paste the photos of your family that were taken in different
occasions and make a photo collage here.

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Listening script

A : Hi! My name is Akash. What's your name?
B : I'm Nikita.
A : Are you a new student?
B : Yes, I am. I'm from Bara. And where are you from?
A : I'm from Dang.
B : Nice to meet you.
A : Nice to meet you, too.

28 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

2 Family Relations

1 Warming up

A. New words
a. Read.

This is my grandfather. Meet my grandmother.
His name is Harka. He is My grandmother's name
seventy years old. is Tulasi. She is sixty-five
years old.

Hi friends! This is my Hi friends! This is my
father. His name is Gaurav. mother. Her name is Gauri.
He is forty years old. She is thirty eight.

How old are your family members? Tell your friends.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 29

B. Study the family tree below.

Krishna Radha
Dipak

Laxman Mary Aakash Asmita John Juni

Pradip Hema Gopal Gaurav Ganesh Shristy

Look at the family tree above. Complete the exercise using the
words in the boxes.

brother-in-law son son-in-law brother aunt

grandmother sister nephew uncle sister-in-law

grandfather granddaughter niece cousin grandson

daughter-in-law mother husband father wife

Krishna is Radha's ...................................... Pradip is Krishna and Radha's ..................
Asmita is Aakash's ...................................... Ganesh is Hema's ......................................
John is Krishna and Radha's ..................... Dipak is Juni's ............................................
Dipak is Marry's ......................................... Radha is Pradip's ......................................
Laxman is Aakash ...................................... Krishna is Hema's ......................................
Juni is Radha and Krishna's ......................... Gaurav is Laxman's ..................................

30 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

2 Reading

The Wooden Bowl

An old man went to live with his son, daughter-in-law, and four-
year-old grandson. The old man was weak. His hands did not
work well. The family ate together at the table. The old man's
shaky hands and failing sight made eating difficult. Peas rolled
off his spoon onto the floor. When he held the glass, milk spilled
on the tablecloth.

The son and daughter-in-law became angry with the mess. “We
must do something about father,” said the son. “I’ve had enough
of his spilled milk, noisy eating, and food on the floor.” So the
husband and wife set a small table in the corner. There, the old

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 31

man ate alone. Since the old man had broken a dish or two, his
food was served in a wooden bowl. He sometimes had a tear in
his eyes as he sat alone. The son scolded him when he dropped
a fork or food.

The four-year-old watched it all in silence.

One evening before supper, the father saw his son playing with
small pieces of wood on the floor. He asked the child sweetly,
“What are you making?” Just as sweetly, the boy answered, “Oh,
I am making a little bowl for you and Mama to eat your food in
when I grow up.” The four-year-old smiled and went back to
work.

32 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

The boy's father and mother could not say anything. Tears started
to flow down their cheeks. They learnt a great message from their
son. They knew what they should do.

That evening, the son took the old man’s hand and gently led
him back to the family table. After that day, he ate every meal
with the family.

A Playing with words

A. Learn the meanings of the following words.
Words Meanings

rolled off fell down

spilled flowed over the edge

tablecloth a covering over a dining table

serve to give

scolded spoke angrily

gently in a kind way

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 33

B. Fill in the blank spaces with the correct words from the box.
spill tablecloth rolled off gently serve scold

a. The ball …………………the table and fell down on the floor.
b. Don't pour too much water into the glass. It will ..…..over.
c. Dinner is ready. Put the ……………….over the table.
d. The waiters …………….food in restaurants.
e. It is not his mistake. Do not …………….him.
f. She put the baby …………….on the bed.

C. Find the things we use in the kitchen and write them.

F W S P A T U L A X O X 1. …...........………….

T M P E E L E R D B P K 2. …...........………….

WTA B L E C LOTHE

D I W B L L S V B B P T 3. …...........………….

L M E J G Z X X WW Z L

P T O N G S L Q O L T E 4. …...........………….

Z F O R K V Q F I G D P 5. …...........………….

6. ..................................... 7. ..................................... 8. ...................................

34 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

B Working with the text

A. Put the following sentences in the correct order. Write
numbers in the boxes.
a. The old man dropped food.

b. The old man ate alone.

c. The old man ate in a wooden bowl.

d. The little boy also made a wooden bowl for his father and mother.

b. Answer the following questions.

a. Why did the old man spill milk on the tablecloth?
……………………………………………………....………….
b. Where was the old man's table set?
……………………………………………………....………….
c. When did the couple scold the old man?
……………………………………………………....………….
d. What was the little boy making?
……………………………………………………....………….
e. Who took the old man back to the family table?
……………………………………………………....………….

C. Think and answer
a. Why did the family eat together again?
……………………………………………………....………….
……………………………………………………....………….

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b. Do you have grandparents? How do you treat them?
……………………………………………………....………….
……………………………………………………....………….

3 Practising grammar is/am/are

A. Read the following sentences.
The sun is just rising.
The birds are singing.
Ann is riding a bicycle.
And I am reading a story.

I am reading.
He/She /It is thinking.
We/You/They are laughing.

“Is” “am” and “are” are called “be” verbs. We use “be”
verb with “-ing action word” to talk about current
activities. We use “am” with “I”, “is” with he/ she/ it,
and “are” with we/ you/ they. However, if the subject is
a noun, we use “is” with a singular noun and “are” with
a plural noun.

36 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

Fill in the blanks with 'am' or 'is'
a. Reeta .................. combing her hair.

b. I .................. drinking milk.

c. Nabin .................. riding a horse.

d. The boy .................. batting.

e. The woman .................. making bread.

B. Rearrange the following sets of words to form meaningful
sentences. Start the sentences with a capital letter and put a
full stop (.) or a question mark (?) at the end.

a. looking/ for/ glasses/ my/I /am

..................................................................................................

b. are/ you/ reading/what

..................................................................................................

c. Karan/ is/ why/ crying

..................................................................................................

d. are/ leaving/ When/ you

..................................................................................................

e. Why/ everyone/ laughing /is

..................................................................................................

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C. Use a or an in the boxes. ox girl
story book fat boy parrot
umbrella doll orange
expensive present

Note to the teacher: Please remind the students that we use an
before the words beginning with the vowel sounds.

4 Listening and speaking

A. Read the conversation. Oh! I'm eight years
old. And you?
How old are you,
Tom?

I'm seven.

B. Tell the age of the people in the picture and complete the
conversation.

Sponge Bob Abdul Sila
and Patrick
Age: 11 Age: 6
Age: 10
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38 New Nepal English Reader-2

Manish Min Micky Mouse
Age: 15
Age: 7 Age: 9

A : How old is ......................................... ?
B : She ...........................six years old?
A : How old .........................Bob and Patrick?
B : They are ............................years old.
A : How old ............................Manish?
B : He is ................................years old.
A : How old is ...............................................?
B : She ........................fifteen .............................old.
A : How old ..........................Min?
B : ........................is.......................years ....................... .
A : How old ..................................you?
B : I ......................................................................... .

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C. Now, talk to your friend in the same way. One will ask for
the age and the other will answer.
D. Listen to the audio and match the followings.

Name Age

Riya forty years

Abdul eight years

Mrs. Tamang seven years

5 Learning English sounds

Listen and practise: Vowel /e/

pen / ten sent / tent bend / lend men / den

Repeat the sentences after your teacher. Please note the /e/
sound in the colored words.

Could you lend me your pen?

They saw a lion in the den over the bend.

We will carry the tent that my father has sent.

6 Writing

My Best Friend

Juny is my best friend. She is eight
years old. She has black eyes. She
has long hair. She lives in Bharatpur
with her parents.

40 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

My best friend loves to eat Momos. She likes watching cartoons
and playing with her friends. We play together after school.
Juny has a dog. Its name is Jojo.
She is a good girl. I love her very much.
Now, write a paragraph about your best friend in the same way.
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………

7 Reflecting

Have you ever had any interesting moment with your parents
or grandparents? If you have any, share it with your friends.
Paste the photo of the moment if you have.

Paste the photo here.

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Listening script (Lesson -2)

Riya and Abdul are good friends. They are in grade two. Riya
is eight years old and Abdul is seven. Mrs. Tamang is their
English teacher. She is forty years old.

42 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

My Daily Life

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3 Value of Time

1 Warming up

A. New words

How many time-words can you find in this puzzle? Words go

in only three directions .

V XMD I G I T A L K ALARM
V J Q I F E SWXHA DIGITAL
K AUHN L E I Z A L MINUTE
WN A X T U T N A L A TIME
WA R B I L T DD F R ANALOG
ML T J M I J E R TM HALF
VOE C EHCH I ME QUARTER
QG RNH T F HOU R WATCH
CHIME HOUR
SET
WIND

Write down the words you found, in the boxes below.

Across Down Diagonal

44 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

B. Match the activities with the pictures.
Dry my hair.
Comb my hair.

Go to the bathroom.
Take a shower.
Eat lunch.
Study.
Take a bath.
Go to bed.
Brush my teeth.
Get up.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 45

2 Reading

Here is a Clock

[This lesson introduces children to commonly used time expressions in
English. Having a real model in class to teach measurement and time
units could be an ideal pre-reading activity.]

On the face of a clock there are numbers and two hands – a little
hand and a big hand.
As time goes by, the hands of the clock move from number to number.

The little hand is the hour hand.
The big hand is the minute hand.
On this clock the little hand is pointing to 3.
The big hand is pointing to 12.
It's exactly three o'clock.

When the little hand points to 4 and the big hand
points to 12, it's exactly four o'clock.

When the little hand points to 5 and the big hand
points to 12, it's exactly five o'clock.

When the little hand points to 6 and the big
hand points to 12, it’s exactly six o’clock.

Reading Time What is the time?
What time is it? The time is ten o'clock.
It is ten o'clock.

46 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

It is one o'clock. It is quarter to two.

It is five minutes past It is quarter past
one. one.

It is ten minutes It is half past one.
past one.
It is twenty-five
It is two o’clock. minutes to two.

o'clock

quarter quarter

half

Teacher : We say “What's the time?” or,

“What time is it?”

Student : And the answer is.”It is one
o'clock.” or “The time is one
o'clock”.

Teacher : We say “five minutes past one”
or “five past one”. “Ten minutes to two” or “ten to two”.

Student : And we say “A quarter to two” or “Quarter to two”.

Teacher : But we don't say “A half past one”. We say “Half past
one”.

Student : Yes sir. And isn’t it the time to go home?
Teacher : You are right. Have a good day.
Student : You, too.

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 47

A Playing with words

a. Can you tell the time?

It’s time to get up. It’s time to have breakfast.
It’s six o’clock. It’s .................................. .

It’s time to get ready for school. It’s time to reach school.
It’s .................................. . It’s .................................. .

It’s time to study. It’s time to go home.
It’s .................................. . It’s .................................. .

It’s time for supper. It’s time to go to bed.
It’s .................................. . It’s .................................. .

48 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur

b. Puzzles on days and months.

S A N
M
T FA
M
W day J
T
O

F S
D
S

J
M

B Working with the text

Answer the following questions.
a. The long hand points to 3.
The short hand points between 1 and 2.
What time is it?
..........................................................................
b. The long hand points to 6.
The short hand points between 2 and 3.
What time is it?
..........................................................................

Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-2 49

c. The long hand points to 2.
The short hand points between 1 and 2.
What time is it?
.............................................................................

d. Both the long and short hands point to 12.
What time is it?
.............................................................................

e. What time do you get up?
...............................................................................

3 Practising grammar was/were +v-ing

A. Read the following.

At present In the past

I am writing a letter I was reading a story yesterday

now. morning.

Rohan is cycling. He was playing tennis an hour ago.

We are staying in We were staying in Pokhara last

Kathmandu. year.

Ann is talking to her She was watching television when
friend on the phone. the phone rang.

Now, make as many sentences as you can.

I was playing.
He/ She/ It were cooking.
cycling
We/You/They

50 New Nepal English Reader-2 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur