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Essential

English Reader

Anirudra ThapaRamesh Lamsal

A Teacher’s Source BookBooks 1 to 5

2 EER Teacher's Resource Book

Over the decades, language teaching, specially teaching English as a foreign language to non-native speakers, has undergone a paradigm shift. The purpose of teaching English in schools is no longer limited to “language acquisition,” that is, imparting in learners language skills essential for daily communicative tasks; rather, it also entails gaining access to the repository of knowledge, culture, and civic life. Towards this end of materializing the dual purpose of teaching English—linguistic competency and cultural literacy—we have taken special care in designing Essential English Reader that embraces the holistic approach to teaching language and literature. The series not only allows teachers and learners to acquire language skills—reading, writing, speaking, and listening—but also presents an array of rich literary content which is more contemporary, exciting, and stimulating.

This Teacher’s Source Book has specially been prepared to facilitate creative and fruitful teaching and learning. We hope that this Source Book will become a valuable part of teaching experience. In this first volume, we have covered each and every unit and lesson included in the Reader (Grade 1-5). The book has been organized in major four sections. The first section provides general guidelines for teaching English; the second section offers strategies of teaching literature in a language classroom, followed by suggested strategies for teaching Essential English in the third section. The fourth section provides keys to exercises as ready references for teachers. Teachers will have to use the keys judiciously, allowing students adequate time to work out the exercises on their own with minimal intervention.

We advise instructors to avoid the tendency of dictating answers too promptly without allowing students to take up the challenge on their own. Learners need extended practice to develop competency in using appropriate vocabulary, language structure, and to internalize grammar rules. Therefore, we believe that keys to exercises should be the last resort and should be used sparingly.

The Source Book reflects the suggestions, concerns, and comments we have received from teachers across the country during numerous interactions we have had with language instructors over the years. We would also like to express our deep appreciation for the comments and suggestions provided by English teachers, who kindly went through the manuscript of Essential English Reader before the final publication of the series. Green Books deserves commendation for publishing and bringing out both the Reader and this Source Book in their present form.

April 2018

Kathmandu

Foreword

3EER Teacher's Resource Book

1. Teaching Language

1.1 The Process of Teaching LanguageIn language teaching, we often go through a fundamental process of presentation, practice, and evaluation. Our success of teaching will mostly depend on how effectively each step in the process has been facilitated and how each step is connected with another. This section provides a brief overview of the teaching process.

1.2 The presentationPresentation in a language class simply refers to the task of introducing a new text, a new word, new language structure or even telling learners how to perform a task. It ranges from controlled modeling of a target item to explanations, instructions, and discussion of a new language item. For an effective presentation, according to Penny Ur, four things have to occur—

• Attention: learners are attentive, alert, and aware that something is coming that they need to take in.

• Perception: learners can clearly see and hear the target material; it means making sure that the material is visible and/or audible through repetition and eliciting responses.

• Understanding: learners understand the meaning of the material being introduced and its connection with other things they already know; teachers need to illustrate or make links with the previously learnt material.

• Short-termmemory: learners need to take the material into short-term memory to remember it until they have an opportunity to further work to consolidate learning. (Ur, 2009)

How to give effective presentation? • Planandprepareforeverypresentation. Think for a while about the words you

will use, the illustrations you will provide, and so on; also think of writing them out. What we think to be clear and self-explanatory may not be clear to the learners.

• Makesurethatyouhavetheclass’sfullattention. Students get vital information mostly during the presentation before their attention is directed to group or peer work.

• Present the information more than once. A repetition, rephrasing, or paraphrasing can help them better understand what they are supposed to do and learn.


• Bebrief as learners, including ourselves, have only limited attention span. You want to make your presentation as brief and clear as you can.

• Illustratewithexamples. When concepts or rules are made real through an example, it not only helps the learners understand the concept but also to learn the way the concept or the rule works in a given situation.

• Get feedback. When you have finished explaining, you want to check with the class that they have understood. It is not enough just to ask “Do you understand?” Learners often say “Yes.” It is better to ask them to do something that will show their understanding.

1.3 PracticePractice is a repetitive activity. Its objective is to consolidate learning and to improve performance. As teachers of language, we want to give students adequate opportunities to practice the material they are exposed to. Practice is usually carried out through exercises or activities, which are related to some aspects of language or skills. While exercises tend to be more controlled, activities allow learners greater flexibility, and they are considered to be learner-centered. According to Ur, the following are the characteristics of an effective practice:

• Validity, that is, the activity should activate learners in the skills that the practice purports. For example, if the practice is aimed at helping students speak, learners should speak more than listening to the teacher.

• Volume, that is, the more the learners engage with language during the practice, the more practice they will get. Time during which learners are not engaged or stay doing nothing is in fact the time wasted.

• Success-oriented, that is, learners learn by doing things right. Continued inaccurate or unacceptable performance results in mistakes and discouragement. It is therefore necessary to design and administer activities in which learners are most likely to succeed.

• Variety, that is, a good practice activity provides opportunities for useful practice to all or most. Asking everyone to do the same task may not often work in a situation where learners’ level of language competency is varied. The practice activity ideally has to provide something doable and challenging to everyone.

• Teacher’s assistance is indispensable for an effective practice session. Just setting students to a task and sitting back while the learners struggle hardly helps them learn.

• Interest, that is, if there is little or no challenge and the practice requires students to repetitively do the same task, the learners lose attention and motivation. Interest comes not from the challenge of getting the right answer but from the newness of activity or the topic.


1.4 TestingWhile the purpose of practice is learning, the main purpose of testing is to find out how well the learner knows or can do something. The following are some of the reasons for testing:

• To learn where the learners are at the moment

• To give students information about what they know

• To make students aware of what they need to learn

• To motivate students to learn or review materials

• To get students make an effort to learn

• To provide students with a sense of achievement

• To give clear indication that the class has reached to a stage of learning such as the end of a unit

Test materials can be developed with a variety of questions, tasks, and activities. Questions/answers, true/false, multiple choice, gap-filling, matching, dictation, closing (asking to supply the omitted words), transformation, rewriting, and even translation can be used. The key to a successful administration of a test depends on how well the tasks match the intended assessment of a skill or skills.


2. Teaching Literature

2.1 Why teach literature? Literary texts offer authentic reading materials and give students an exposure to the most stimulating and creative use of language. Using literature in a language classroom also serves the dual purpose of language learning and gaining knowledge about society, culture, civic life and so on. According to Joanne Collie and Stephen Slater (1997), there are at least four fundamental reasons focussing literature in a language class:

• Valuable authentic material: Literature offers an extremely varied body of written material, which provides students with insights into fundamental and enduring human issues.

• Culturalenrichment: Through a literary text, the reader can discover thoughts, world views, feelings, and a feel for the codes and preoccupations that shape a society. Moreover, literature allows students to be creative, flexible, tolerant, sympathetic, and imaginative.

• Personal involvement: Literature fosters personal engagement and allows students to learn how language as a system operates within a broad socio-cultural context. Engaging imaginatively with literature also enables students to go beyond the mechanical aspects of language into the realm of meaningful human experience.

• Linguistic enrichment: Reading literary texts exposes students to diverse functions of language structures. Moreover, by providing the context of language use, literary texts help students transform what they learn into more active form of knowledge. Besides, students gain familiarity with many forms of written language helping them enrich their own writing.

2.2 How to teach literature effectively? Reading along with the students, summarizing the text, summarizing the plot, identifying themes and drawing the moral have all been variously used while teaching literature in school classroom. While many of us feel comfortable with such time-tested techniques, they hardly engage students and mostly the delivery flows from the teacher to students. Instead, teachers will have to maintain students’ interest and engagement to achieve the goal of teaching literature. We may consider using a range of student-centered activities in class by—

• Supplementing the printed page of a text with photographs, audio/visual clips, newspaper clips, and pictures that are relevant to the theme.


• Asking students to work in pairs or groups so that learners develop confidence, share ideas, and take up the challenge of dealing with difficult text collectively.

• Allowing students to bring their own personal experience that are comparable or contrastive to the situation presented in the text.

• Helping students explore their own responses in the target language; in the case where students are yet to develop confidence or competency to speak in English, they should be encouraged to respond through other forms such as acting, sketching, and drawing a picture.

• Integrating language and literature through communicative and other activities to help students improve their language skills.

2.3 Some practical fun activitiesTo achieve the goal of teaching literature for both linguistic enrichment and cultural literacy, teachers may consider some of the following activities in class:

• Usingthetitleandcoverdesign:Beginning with a brief discussion of the cover, illustration and title sets the scene for the presentation and kindles curiosity among students. Asking simple questions such as “What the title/picture might mean?” or “Can you guess what happens in the story?” can ease learners into the text.

• Getting in themood: This activity is called “guided fantasy”, in which the teacher helps students imaginatively partake in the story. For example, the teacher first sets the scene and asks students to draw a picture of it. Then, the teacher invites students to “inhabit” in the scene in their mind. The activity can be extended by asking them to talk about their feelings, experience and things they can do, etc.

• Visualprompts: Photos, magazine pictures, paintings, illustrations can be very useful in eliciting the response from learners to the main theme or idea of the text.

• Keywords/sentences: Literary pieces often use a pattern of words and sentences; the teacher can put students in groups and ask them to make a list of words or sentences and then have a discussion on how they are used in the text.

• Questionnaire: Teachers can prepare a brief questionnaire to find out the feeling, attitude, and views of the learners on the issue the text is raising. For example, while teaching a story that has “environment” as the theme, students can be given a set of questions to find out what they think of the issue or what suggestions they have to offer.

• Listening-in:While teaching a poem or a story, teachers can check if there is audio of the text available in the net. Then, such audio/visual material can be played in class while the entire class listens to it.


• Creatingasketchoftheauthororbio-hunting: Students can be put into small groups and tasked to draw a picture of the author or prepare a bio-note on the author. Even displaying a photograph of the famous author they are reading helps to motivate them.

• Sentencewhispers: This one is a very effective reading game ideal for lower classes. The teacher selects a paragraph or as many sentences as you have in the front row. Then, he or she gives a sentence to each student in the front row. Each student has to whisper the sentence back to the person sitting next and the game continues until the students sitting in the last row reproduce the paragraph.

• Ordering:The teacher randomly distributes sentences of a paragraph to a group of students and then students put the sentences together in order to derive the paragraph or the story.

• Choosetheprediction:Having read the first section of a story, the teacher offers several possibilities of continuing the story. Students discuss the possibilities and make the best prediction and then read the story to find out if they are right.

• Whathappensnext? This activity can take the form of role play. After students discuss possible continuation of a story, they act out or write out their own continuation ideas.

• Missingcharacter: Students can pretend that one of the characters of the story is missing and then write a “missing person” notice describing the character. This can be used during the writing session. The teacher can help by bringing newspaper clips of “missing person” notice to help students model their own writing.


3. Teaching Essential English Reader

3.1 How the Reader is organized? Each book of the series is comprised of units; each unit focuses on a specific theme or contrastive idea. In principle, each unit functions like a module that can be taken as an independent section. These units or modules present interesting and stimulating contemporary writings grouped under age-specific themes, ranging from “Play and Joy” to “Science and Environment.” As such teachers may approach the Reader horizontally, that is, teaching one section within the unit at a time. For instance, the class can spend an entire week or so just reading three texts included in the unit and then take up “grammar section” next week. This approach allows students to concentrate on one target item for a longer stretch of time. Alternatively, the Reader can be approached vertically, that is, taking one lesson at a time and going from “Pre-teaching (Lead-in)”to “Writing” progressively one by one. The added benefit of approaching horizontally is that teachers can organize activities for an entire week or focus more on specific task, item, and theme. For example, students can work for several weeks on “Home and School” theme, reading, comparing and contrasting multiple viewpoints, contexts, and ideas.

Content: Essential English Reader introduces very young learners of English language to a variety of language structures through meticulously selected reading materials that resonate with the typical experiences young children undergo while growing up. Making connection between students’ reading experience and their real life situations has been the principal rationale behind the selection of reading materials. Therefore, each lesson allows teachers to introduce relevant language skills creatively and contextually. Each text deals with age-specific themes such as home and school, growing up, adolescence, science and technology, wit and humour, thus allowing learners to make connection between what they know and value with what they read. We have made a conscious effort to exclude texts that have been repetitively taught for decades as they no longer excite the learners of today’s digital age.

LanguageSkills: Language-related exercises in the Reader significantly draw upon the text included in a given lesson as they focus on the dominant grammar items used in the text itself. The language sections that follow the reading—“Vocabulary,” “Comprehension,” “Critical thinking,”“Grammar,” “Listening,” and “ Writing”—walk students through a series of integrated reading, writing and grammar exercises that are built upon the vocabulary and structures that the students have already come across while reading the text. While teaching language skills covered in the Reader, it is crucial that teachers emphasize the function and usage of each grammar item rather than having students memorize the definition of grammar items.


CommunicativeSkills: In each lesson, by means of structured models of conversation and listening exercises, students practice using the grammar items and vocabulary learned in the lesson. It is important that we frequently use the text as an example to show how certain grammar items are used in a communicative context.

Writing: One of the highlights of the Reader is its emphasis on writing as a process than a product. Therefore, variety of prompts given for the writing tasks aim to guide students through the process of thinking, generating ideas, and writing. Many writing assignments require pre-writing activities such as generating ideas through eliciting, brainstorming, and questioning. In order to achieve the goal, teachers should walk students through the process of writing—pre-writing, drafting, revising and provide timely feedback.

3.2 Teaching StrategiesEach teacher has his or her unique teaching style; the best teaching strategy is to be flexible and adaptive to the specific teaching environment—class size, learners’ competency, and physical infrastructure. We encourage teachers to improvise teaching materials to fit into the unique context in which they teach English. Nevertheless, teachers can consider some of the following teaching strategies.

Lead-in (pre-reading activities)“Pre-reading activities” that begin each lesson are meant to “lead” the learners into the lesson and prepare them to undertake the task of reading and practice a range of language skills. They also make connection between the learners’ pre-knowledge and the new knowledge the lesson imparts. Activities abound in variety, ranging from previewing the theme, vocabulary, language structure, and the cultural context. Depending on the specific context one teaches in, these activities can be modified, redesigned, or even replaced. For this, we anticipate teachers to review the entire unit in advance and use activities, either included in the Reader or of their own design, to engage students in the lesson and language practice sessions. Teachers may begin a new lesson with activities such as--

• Asking students to talk about their experiences (doesn’t have to be in English) related to the lesson

• Asking students to draw or sketch places, make a list of historical places, famous personalities, books they have read, movies they have watched (depending on what kind of story, poem, or a prose piece they are going to read)

• Assigning students mini-projects such as making a family tree, pasting pictures on a display board, presenting information on the blackboard, and/or engaging them in role plays

Whatever activities we want them to do before reading a specific lesson, the key is to get them talk and make them curious for the forthcoming lesson and language exercises. This allows students to be pro-active and participatory, the essential prerequisites for productive language teaching.


Vocabulary:Learning new words, especially learning to use them in the context, is an integral part of effective language acquisition. Reading largely facilitates students with the acquisition of new vocabulary or the usage of words they already know. However, active learning of words and their usage is more important than memorizing a list of words and their meanings out of context. The Reader provides a glossary of difficult words, presented in a variety of ways—definitions, picture recognition, alternative choices, functional explanations, word-web, word groups, and collocation. Experts view that memorizing definitions of words is the least effective technique of vocabulary acquisition, although it has been used widely. The Reader, hence, emphasizes the importance of active acquisition of vocabulary. While teaching each lesson, it is advisable to make a list of target WORDS (not the all-inclusive list of words used in the lesson) and show the children contextual use of each word. For active learning, teachers can design a variety of activities that allow students to share words they already know, instead of asking them to memorize words indiscriminately. Besides pre-designed activities in the Reader, teachers may use some of the following activities:

• Organizing “Meaning Finding Groups,” in which a group of students are assigned a few words and asked to find their meanings and share their findings with the class

• Vocabulary Mini Bins: Having divided the class in small groups, teachers may ask students to keep a “vocabulary bin” each; each group of students collects words and their meanings over time, and after some days, they exchange the bin with another group

• “Acting Out the Word” game can be useful while teaching action words in lower grades; teachers may give a couple of words to a small group of students and ask them to “act out” the words so that the entire class understands or guesses the meaning of the word

• “List of difficult words” prepared by students themselves helps them focus on learning new words

• “Words of the Day” method can be handy in motivating students to learn new words; for this, teachers may select two to four new words for each day and devote some time explaining, discussing, and using those words in the class.

Depending on the specific classroom situation, teachers may adapt a couple of do-able but interesting activities that make learning new words an enriching experience.

Reading: The Reader abounds in interesting and thought-provoking texts that can be used to achieve the dual objective of imparting students with “cultural literacy” and familiarizing them with important language skills. As most of the language-related exercises are based on dominant grammar items used in the texts themselves, teachers may use readings as examples of communicative contexts for teaching grammar items.


Reading is a recursive process in which one has to go back and forth to make sense of the text. For this, teachers may use a variety of activities such as finding a word or expression, underlining a part of a sentence, counting words in a sentence or listing expressions/information so that students actively read the text. If children read with an objective in mind, they tend to work and learn quickly. It is not that important for students to know the meaning of each and every expression. We should rather focus on letting students make out the meaning intuitively and contextually.

ListeningandSpeaking:Young children learn to listen and speak mostly by imitating someone speaking. Besides using the recorded materials in class, teachers should lead the speaking and listening sessions and ask students to imitate the pronunciation of letters, sounds, words, and sentences. Teaching pronunciation using International Phonetic Alphabet hardly helps as pronunciation also includes rhythm, intonation, pitch level, etc. Teachers might consider some of the following activities to enhance children’s ability to listen and speak:

• pronunciation drills (gradually moving from letters, sounds, words, to sentences)

• student-teacher role plays to help students learn greeting, introducing, and naming

• pair work groups to help students recognize objects/things and describe them

• frequent use of audio-visual aid such as educational videos, children’s movies

• dictation of letters, words, sounds, and sentences

• flashcard displays

The idea is to frequently expose students to speaking and reading while encouraging them to imitate and practise what they have listened to.

Writing: The writing exercises in the Reader are designed in an integrated way. As students progress through the course, they perform a variety of writing tasks gradually moving from controlled drills to guided writing to free writing. In lower classes, the guided writing exercises in each lesson, therefore, require children to supply a single word, arrange words in a sentence, recognize coloured words, and complete sentences with one or more than one word. In higher classes, students engage in writing tasks that require them to generate ideas, draft composition, revise the draft and even to conduct mini-research. Effective writing instruction requires that we avoid criticizing students’ writings and grammar errors. While teaching writing, teachers should consider highlighting positive aspects of student writings and be suggestive than prescriptive when it comes to pointing out errors.

UnitReview: Each unit in the Reader concludes with “Unit Review,” which can be used for reinforcement, assessment, testing, and remedial exercises.


3.3 Weighting and EvaluationEach book in the Series, including the Workbook, requires 100 to 150 hours of teaching; for lower grades (first, second, and third), continuous evaluation of each child’s progress is recommended. Ideally, each teaching session should incorporate informal “evaluation” scheme of a sort such as quick questions, mini-quizzes, reading aloud, or writing words and sentences.

Sources Used:

John Collie and Stephen Slater, Literature in Language Classroom (Cambridge UP, 1999)

Penny Ur, Teaching English: Theory and Practice (Cambridge UP, 2003)

Andrew Goodwin and Jane Branson, Teaching English: A Handbook for Primary and Secondary School Teachers, (Routledge, 2005)

Content

Book One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Book Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Book Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Book Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

Book Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142


Essential English Reader

Book One

Book One of the Series consists of four units: Play and Joy, Animals and Fairies, Home and School, Self and Identity. Each unit has three reading texts that are related with the unit theme. The teacher need not necessarily be confined to the suggested theme; since the themes identified in the book encompass a range of issues and concerns the students of this age usually have, it would be better if the class makes a connection between the ideas they learn in the class with what they feel, experience and think in the outer world.

Content Preview Unit1:PlayandJoy

With three readings—“Play”, “Rainy Day Surprise”, and “Musical Picnic”—this unit focuses on the idea of play and having fun. The lessons are playful, funny, and they introduce young learners with words and expressions that relate to typical fun activities and games that the children of this age engage with.

Unit2:AnimalsandFairies

The lessons “How They Grow”, Kitty Wants a Box”, and “The Three Billy Goats Gruff”, included in this unit, lead children to the magical world of facts and imagination. The first lesson resonates with children’s sense of curiosity while the second one plays with the idea of fitting into and getting comfortable. The final one teaches how smartness and wisdom triumph over hardship and danger.

Unit3:HomeandSchool

Since home and school are the main locations that children of this age experience, this unit builds upon children’s daily preoccupation and imagination. The first lesson “Two Little Birds” allows children to understand that birds, animals, and plants too have homes with a little twist at the end. “My Family” connects with the idea of home as a family and bond of love. The final lesson focuses on the positive feeling of going to school and presents school life as fun, thus lessening the fear of going to school.

Unit4:SelfandIdentity

The big words in title are just words. In fact, the lessons included in this unit very sensitively build upon children’s developing sense of self-worth. All the lessons celebrate the idea of self-confidence, daring, and individuality children innately possess.


Suggested Answer Keys to Exercises

Unit One Play and Joy

Lesson 1 Play

PairworkStudent A: What is the monkey doing?

Student B: It is eating a banana.

Student A: What is the boy doing?

Student B: He is reading a book.

Student A: What is the girl doing?

Student B: She is dancing.

Vocabulary

Pickthewordsfromthebox.Writebelowtherightpicture.

leap bounce trip

slide walk spin

swing dance sing

Comprehension

a. Lookatthepicture.Ticktherightword.

run slide bounce

stand outside paint

b. Fillinthemissingletters.

i. scoot ii. hop iii. stand iv. stop v. skate

c. Circlewhatthespeakerdoesnotdo.

i. pump ii. sleep iii. eat iv. flap


Listening

b. Listentoeachwork.Writethemissingletters.

skip know

skate slow

ski snow

c. Listentothesongagain.Fillinthegapsasyoulisten.

Skip high, skip low.

Skip any way you know.

Skate fast, skate slow.

Skate any way you know.

Ski on water or snow

Ski any way you know.

Skip, skate, ski –

Ready, set, go!

Grammar

a. Rewritethefollowingdoingwords.Add‘s’or‘es’attheend.

runs reads

plays passes

rolls misses

b. Fillinthegaps.Selecttherightword.

i. eat ii. misses iii. play

iv. wakes v. rains vi. Like

WritingAnswers vary.


Lesson 2 RainyDaySurprise

Lead-inI see the sofa. I see a table. I see fruits on the table. I see the TV set. I see a painting/picture on the wall. I see a hanging light. I see two balls.

b. Lookatthepicture.Namethreethingsyousee.blackboard teacher students

c. Closeyoureyes.Listen.Whatdoyouhear?Answers vary.

Vocabulary

a. Use‘wet’and‘pretty’todescribeatleastthreethings.i. a wet floor ii. a wet towel iii. wet grassi. a pretty girl ii. a pretty child iii. a pretty face

b. Lookatthepictures.Describethemselectingthecorrectword.a pretty girl a wet jacket green grassheavy rain a broken window a beautiful rainbow

Comprehension

a. Completethesentenceswiththecorrectword.i. window ii. raining iii. I See iv. wet v. rainbow

b. Answerthefollowingquestions.i. James wanted to play.ii. Becaue it was raining.iii. Bella and James played the I See game.iv. grass windows trees carsv. They saw the colourful rainbow. They saw the sun. They saw the clear sky.

Listeningwatch web whale wheel well wolf


Grammar

a. Lookatthewordjumblebelow.Circlewordsthatcandescribesomething.big purple red loud dry fast old silly yummy grumpyhairy cold little sad sharpcrunchy mean sticky stinky roughhot tired slimy quiet

b. Lookatthepicturesandfillintheblanks.Usecorrectdescribingwords.i. tall ii. hot iii. small iv. wide v. longvi. round vii. fat viii. open ix. Huge

Writing Answers vary.

Lesson 3 The Musical Picnic

Vocabulary

b. Fillinthemissingletters.TWEET RUSTLE LAUGH SWISH LEAVES CRUNCH

Comprehension

a. Write‘True’or‘False’.i. False ii. True iii. False iv. Truev. False vi. True vii. True viii. False

b. Answerthequestions.i. Lily and Mom went to picnic.ii. Lily ate an apple and Mom ate a carrot.iii. Lily and Mom heard the music of birds.iv. Who made the following sounds?Tweet , tweet Birds Swish, swish WindRustle, rustle Tree leaves Munch, munch MomCrunch, crunch Lily


Listening

Writethewordbesidethepicture.(Bug on) rug (Bug on) mug (Bug on) tub

Circlethewordthatisodd.bun rag dog cat

Grammar

a. Circlethedoingwordinthefollowingsets.i. fly ii. jump iii. listen iv. bounce v. kill

b. Circletheverbs.walk say eat fly stop writes sang stood

c. Completethesentencesusingtheverbsgivenabove.i. eat ii. stop iii. stood iv. sang v. writes vi. Walk

WritingWho is he/she?He/She is my friend.Who is your friend with?My friend is with his/her parents.What is your friend doing?My friend is eating an apple.Where does your friend live?My friend lives close by our house.Why do you like him/her?Because he/she is helpful.

Unit Review

Completethephraseswitharightdescribingword.a red flower a beautiful scene a tall building a big school a scary troll tasty food


Unit Two Animals and Fairies

Lesson 1 How They Grow

Vocabulary

b. Completethewords.Copyeachworkthreetimes.

i. Frog ii. Flower iii. Tadpole iv. Grow v. Rain

Comprehension

a. CircletheWRONGanswer.

i. flower ii. seed iii. water iv. butterfly

b. Answerthefollowing.

i. A caterpillar eats a lot of leaves.

ii. A tadpole eats tiny plants.

iii. A seed needs sun and rain to grow.

iv. The roots grow into the ground.

v. A frog hops out of a pond.

Listening

b. Completethepoembelow.

I am with my grandpa

at the grocery store.

Grabbing everything on his list

brown gravy and

Whole grain bread.

Grapes and peppers

Green and red.


Lesson 2 Kitty Wants a Box

Vocabulary

a. Matchtheopposites.

big-small wide-narrow tall-short up-down inside-outside

b. Rearrangetheletters.Then,writethewordtwotimes.

i. wide ii. down iii. short iv. Kitty v. narrow

Listening

a. Listentotherecordtwice.Choosethecorrectanswers.

i. rabbit ii. white iii. tail iv. mother v. pink vi. Shorty

Grammar

Fillintheblankwithanoppositeofthecolouredword.

a. end b. cold c. open d. stop e. bad

f. hard g. full h. Smile i. down j. early

Lesson 3 The Three Billy Goats Gruff

Comprehension

a. Write‘True’or‘False’.

i. False ii. True iii. False iv. False v. True

b. Answerthequestions.

i. The three billy goats wanted to cross the bridge.

ii. They wanted to cross the bridge to eat the green grass on the other side of the stream.

iii. The troll wanted to eat up the goats.

iv. The first goat asked the troll to leave him and eat his bigger brother that would come soon. The second goat asked him to leave him and eat another billy goat that was still bigger. But the biggest goat rammed the troll with his horns and pushed him off the bridge.


Listening Listentothefirstpartoftherecordtwice,Completethesentencesbelow.

i. green hill ii. cross iii. eat up

b. Listentothesecondpartoftherecord.Completethesentencesbelow.i. hooves ii. tripping …bridge iii. off…bridge

Grammara. Useam,isoraretocompleteeachsentence.

i. am ii. is iii. are iv. is v. are vi. are

b. Tickthecorrectoptions.i. is ii. are iii. are iv. are

Unit ReviewA. Recallwhatyouhavelearned.

1. The Billy Goats Gruff are going to cross the bridge to go to the other side of the stream.

2. Write ‘True’ or ‘False’ against the following statements.i. False ii. False iii. True iv. False v. True

3. The boxes are: too narrow too small too big

B. First,matchthewordswiththeiropposites.Thenusetheoppositewordstofillintheblanks.Day-Night Sad-Happy Short-TallClean-Dirty Close-Open Up-downThe river is dirty.Roots grow down.I am happy today.It is a silent night.She is tall.Open the window.

C. Howmanydoyousee?Whataretheydoing?I see one elephant. It is drinking water.I see two goats. They are eating grass.I see one bird. It is singing.


Unit Three Home and School

Lesson 1 Two Little Birds

Lead-in

Canyouputtheanimalsandbirdsintheirrighthomes?

bird: nest dog: kennel bees: hive tiger: den

cow: shed rabbit: burrow hen: coop

Comprehension

a. Fillinthegaps.

i. nest ii. strings and things iii. trees

iv. buzzed v. raze

b. State‘True’or‘False’.

i. True ii. False iii. True iv. False v. True

c. Circletherightanswer.

i. birds and bees ii. strings iii. cut trees iv. don’t know

d. Thinkandanswer.

i. We can’t say for sure. Maybe they will find some other place to live.

ii. No. It is not good do cut down trees that give shelter to birds and bees.

Grammar

Writethenounsbelowintothecorrectcolumn.

person place thing

teacher school pencil

doctor library eraser

girl park desk

barber house table


Circlethecorrectarticlethatgoesbeforeeachword.

an apple the cheese a flower

the candles a stamp an owl

a mask an umbrella the crabs

an elephant a bird an equal sign

My Family

Vocabulary

a. Completethewords.Writethenamesofyourownrelationsnexttotheword.

Mother Father Sister

Aunt Uncle Cousin

Comprehension

a. Completethesentencesbelow.

i. camera ii. washing iii. newspaper

iv. the bubbles v. chasing

b. Answerthequestions.

i. Deepak has got a camera.

ii. He is washing the bike.

iii. The dog is chasing a cat.

iv. There are five members in Deepak’s family.

v. Deepak’s grandfather is watching TV.

Grammar

b. Changethenounintopossessive.Writethenameintheblank.

i. uncle’s ii. Neela’s iii. dog’s

iv. Subin’s v. Dad’s vi. teacher’s


Lesson 3 I Like to Go to School

Vocabulary

Lookatthepictures.Completethewordcards.

Pencil Eraser Crayons

Scissors Paper Bottle

Write four things Deepa has.

Deepa has a pencil. She has an umbrella.

She has a bag. She has a book.

Comprehension

a. Thesingerlikestosingnewsongs,learneverydayandplaywithfriends.

b. Answersvary.

Listening

b. Nowwriteincompletesentences.

ii. I like banana. Or, I like to eat banana.

iii. I like pineapple. Or, I like to eat pineapple.

iv. I don’t like pear. Or, I don’t like to eat pear.

v. I like grapes. Or, I like to eat grapes.

Unit Review

A. Recallwhatyouhavelearned.

1. Which activities does the speaker in “I Like to Go to School” like to do? Tick them.

b and e

3. In the poem “Two Little Birds,” the birds built a nest. What did the others do?

The axemen razed (cut down) the trees.

The bees buzzed around their hive.


Tickthecorrectstatements.

1. I like going to school.

2. My best friend’s name is Geeta.

3. My sister likes to dance.

4. Today is Ram’s birthday.

5. She likes her mother’s saree.

Nowcopythecolourednounsandwriteiftheyareperson,place,orthing.

1. school-place 2. Geeta-person 3. sister-person

4. Ram-person 5. Saree-thing

C. Writetwosentencesforeachquestion.

Whose pen is this?

This is the girl’s pencil. It is her pencil.

What does Sita like? What does she not like? (Answers vary)

Sita likes orange. She does not like banana.

Describe your house.

My house is small. It is pink in colour.


Unit Four Self and Identity

Lesson 1 All by Myself

Vocabulary

Matchtheopposites.

clean-dirty zip up-zip down tie-untie

Forward-backward button-unbutton neat-messy

Comprehension

a. Circlewhattheboycandobyhimself.

comb hair wash hands put on socks

b. Writewhatyoucanorcan’tdobyyourself.

Answer vary.

Grammar

a. Circlethepronounthatbestcompletesthesentence.

i. He ii. They iii. She iv. I v. us

b. Rewritesentencesusingapronouninplaceofthecolourednoun.

i. She dances on stage.

ii. Mother gave a pen to her. Mother gave her a pen.

iii. My aunt is coming to visit us.

iv. The dog barked at him.

v. I waved him from the window.

vi. He and I are going fishing.


What I Want to Be

Lead-in

Write the missing letters.

cook/nurse/farmer/driver/scientist

Vocabulary

Matchthejobswiththeirdescriptionsbelow.

pilot/doctor/artist/musician/teacher/dentist/police officer/vet

Circlethecorrectone.Then,writethewordinthespacenexttothesentence.

i. doctor ii. cook iii. police officer iv. teacher v. farmer

Listening

a. Listentothestoryagain.Choosethecorrectanswer.

1. scorpion 2. a lizard 3. scarecrow 4. Yes 5. No

Grammar

1. Writethecorrect‘tobe’verb.Changetoshortform.

a. I am I’m b. You are You’re

c. We are We’re d. They are They’re

e. He is He’s f. She is She’s

g. It is It’s

2. Lookatthepicturesandanswerthequestions.

2. Yes, it is. 3. No, it is not. 4. Yes, they are.

5. Yes, he is. 6. No, he is not. 7. No, I am not.

3. Rearrangethewordstomakesentences.

a. I am not a teacher. b. She is my mother.

c. The boys are playful. d. The girl is in the room.

e. We are not at home. f. My dad is smart.

g. The teacher is angry.


Writing

Lookatthepicturesofwhatyoucanbe.Then,writewhatyoucando.Usethecueword.

I want to be nurse. So, I can take care of sick people.

I want to be a baker. So I can bake bread.

I want to be a singer. So, I can sing songs.

I want to be a dancer. So, I can dance.

I want to be a writer. So, I can write stories.

Lesson 3 I Look in the Mirror

Lead-in

2. Lookatthepicture.Writewhatyousee.

I can see a car pass by.

I can see a dog. I can see a boy chasing the dog.

I can see a tree. I can see a bird flying. It is about to sit on the tree.

I can see a small house and a big building.

Listening

2. Completethewords.

spill/skate/steps

small/swan/stain

snail/slug/slide


Book Two

Like in Book One, Book Two consists of four units: Self and Identity, Home, School, Wit and Humour. Each unit has three reading texts that somehow relate with the unit theme and activities related to it.

Content Preview

Unit1:SelfandIdentity

This unit as a whole builds upon the theme introduced in Book One. The first lesson “All By Myself” resonates with children’s sense of accomplishment and self-worth. The second lesson “Little Milly-Molly” furthers the idea of choice and likes/dislikes while the third lesson “Who Am I,” through riddles, shows the importance of recognizing who is who, an important idea of self and identity.

Unit2:Home

All three lessons included in this unit expand the notion of “home.” The first explores family relations and love; the second “My Home” presents home as a “space” of happiness and joy. In the third lesson “Run Home, Run Home Butterfly,” children can see home as a place of solace and security. As we teach, we also need to compare and contrast the ideas expounded in each lesson and help students see their relationship.

Unit3:School

This unit continues exploring the theme of going to and being “at home” in school. The first lesson carries on the idea of school as full of activities—learning and playing. The second lesson “My First Day at School” addresses the typical excitement and anxiety most children experience on their first day at school. The third lesson “Library,” introduces the related concept of “visiting library” and familiarizes students with key terms and activities associated with library. While teaching these lessons, teachers may help students actually experience some of the activities featured in the readings.

Unit4:WitandHumour

Children enjoy wit and humour; especially “trickster” characters; in such stories appeal to children’s psychology. The first lesson in this unit “The Goats” carries the theme of “outwitting” through humility and avoiding arrogance. The second lesson “Another View” uses “child play” of seeing things in a different light. The lesson helps students think creatively and see the other side of the reality. The final story brings two beloved characters—Frog and Toad—and, through a humorous situation, explores the theme of hard work and the virtue of avoiding jealousy.


Suggested Answer Keys to Exercises

Unit One Self and Identity

Lesson 1 All By Myself

Vocabulary

Matchthewordswiththeirmeanings.

neat: clean

napkin: a piece of paper/cloth to wipe your hands and mouth

snack: food you eat between meals

alike: similar

all by myself: on my own

Comprehension1. Fillintheblankswiththecorrectwordsfromthepoem.

a. brush b. put c. get

d. clean…ride e. kick…match f. read…sing

2. Answerthefollowingquestions.

a. Make a list of things the speaker can do by himself.

i. brush his teeth and hair

ii. put his socks and shoes on his feet

iii. get his napkin and snack to eat

iv. clean up his toys

v. ride his bike

vi. kick a ball

Grammar

1. Whichofthesewordsarereflexivepronouns?Circlethem.

myself himself themselves herself

ourselves itself yourselves


2. Findandcirclethereflexivepronouns.

a. myself b. ourselves c. yourself

d. themselves e. yourself f. myself

3. Readeachsentence.Choosethecorrectoptioninthebrackettocompletethesentence.

a. himself b. ourselves c. themselves d. himself

e. yourself f. herself g. itself.

4. Writeasentencewitheachreflexivepronoungivenbelow.

b. You should change yourself.

c. I cleaned the room myself.

d. She washed the dresses herself.

e. The dog hurt itself.

f. You must solve the problem yourselves.

g. We read the story ourselves.

h. They enjoyed themselves.

5. Arrangethewordsinproperordertomakemeaningfulsentences.

a. Mukul lives by himself.

b. You shouldn’t go there by yourself.

c. We will build the house by ourselves.

d. The dog came home by itself.

e. I don’t like eating by myself.

f. She cooked the dinner herself.

g. I went to the supermarket by myself.


Lesson 2 Little Milly-Molly

Vocabulary

Matchthefollowingwordswiththeircorrectmeanings.

candy: chocolate

ham: meat from the thigh of a hog/pig

toast: slice of bread made brown by heating

soccer: football

Comprehension

1. WriteTrueorFalse.

a. True b. True c. False d. True e. False

2. Fillintheblankswiththecorrectwords:

a. likes…likes b. doesn’t like c. like…like

d. doesn’t like…doesn’t like e. likes…likes f. doesn’t like

g. likes…likes h. doesn’t like…doesn’t like


a. List five things Milly-Molly likes.

i. candy ii. ham iii. bananas iv. toast v. sunshine

b. List five things she doesn’t like.

i. bedtime ii. snakes iii. ghosts iv. fish v. soccer

Listening

Listentotherecordcarefullyandwritethewordsthatrhymewith:

ham: Sam toast: ghost

mom: Tom toys: boys


Grammar

1. Chooseandorbuttocompletethesentences.

a. but b. but c. and d. but

e. but f. but g. but h. but

2. Jointhesepairofsentencesbyusing‘but’.

a. They are very rich, but they aren’t happy.

b. He isn’t very clever, but he is a good student.

c. It’s tasty, but I cannot eat anymore.

d. He is a good boy, but nobody likes him.

e. I studied hard, but I failed the exams.

f. They work in a factory, but they don’t live there.

g. I like big shops, but she likes small ones.

h. She eats meat, but she doesn’t eat fish.

3. Completethesentenceswithyourownideas.

a. The boy has a toy car and a bicycle.

b. I saw the moon, but I didn’t see the stars.

c. His room is clean, but his dresses are dirty.

d. He went to the beach and sat in the sun.

e. Wake up and get ready to go to school.

f. Ritesh jumped up, but he couldn’t touch the ceiling.

Lesson 3 Who Am I?

Vocabulary

2. Matchthewordswiththeirmeanings.

wing: body part to fly

soar: fly upward as a bird

suck: pull/draw in liquid with lips/mouth

tiny: very small

flight: flying


3. Work in groups. Discuss the meaning of these words and use them insentencesofyourown.

Birds fly with their wings.

A sparrow is a tiny bird.

Some birds soar high in the sky.

A bee sucks juice from flowers.

Have you ever seen a group of birds in flight?

Comprehension

1. WriteTrueofFalse.

a. False b. False c. False d. False e. True

f. True g. True h. False i. True j. False

2. Fillintheblankswiththecorrectwordsfromthepoem:

a. wings b. soar c. feet d. street e. fly

f. housefly g. suck…tiny h. light i. flight j. garden


a. It has four wings.

b. No, it cannot soar like a bird.

c. It has six feet.

d. No, it does not fix on the street.

e. Yes, it can fly in the air.

f. It sucks honey from flowers/plants.

g. No, it is not a bee.

h. It is very light and bright.

i. No, you cannot catch it in its flight.

j. You can find it in the garden.


Listening

Listentotheriddlesandidentifythecorrectanswer.

1. sun 2. heart 3. apple 4. Ball

Grammar

1. ReadwhatRameshcando.Thenwriteactivitiesinthecorrectboxes.

Things Ramesh can do. Things Ramesh can’t do.

swim play baseball

play football speak German or French

play basketball

speak English

2. Readthesentencesandtickthecorrectone.

a. I can swim. b. Can you swim? c. Yes, I can.

d. No, I can’t. e. We can’t speak Russian.

3. Findtheerror;underlineitandwritethecorrectword.

b. cans can c. to play play

d. not can cannot e. swim they they swim

Unit ReviewRecall what you have read.

1. Whatiscommonaboutthesewords?

They all are food items.


9. Marchthewords/pronounsinColumnAwiththeirself-formsinColumnB.

I myself

We ourselves

You yourself

You all yourselves

He himself

She herself

It itself

They themselves

10. Completeeachofthesentencesbelow.Useyourownideas.

b. He likes milk and yogurt.

c. Mukul has a new car, but he cannot ride it.

d. Mukul has a new car and he loves riding it.

e. I’m tired, but I have work to do.

f. I’m tired and I’m going to bed.

g. We have holiday next week, but I have a project to complete.

h. We have a holiday next week and we are going to Ilam.

i. My cat is friendly, but people don’t like it.

j. My cat is friendly and everybody likes it.

11. Makethesesentencesnegative.

a. I cannot play the guitar.

b. I cannot speak French.

c. I cannot cook dinner.


Unit Two Home

Lesson 1 Grandpa and Me

Matchthewordswiththeirmeanings.

nearby: close

favourite: the one you like the best/most

apartment: a large building with a block of flats

own: to have something

store: a large shop

baseball: a game similar to cricket played in the USA

Comprehension

1. WriteTrueofFalse.

a. False b. True c. False d. True

e. True f. True g. False h. True

2. Fillintheblankswiththecorrectwords.

a. little sister b. nearby c. past

d. city e. apartment building f. clothing store

g. scientist h. computer


a. The narrator is a small boy.

b. He lives with his parents and his little sister.

c. Grandpa lives nearby.

d. Grandpa likes to talk about his past.

e. Grandpa grew up in a city.

f. He lived in an apartment building as a boy.

g. Grandpa’s dad owned a clothing store.

h. Grandpa never played with computers because nobody had a computer at home then.

i. The narrator lives in a house in a small town. He takes the bus to and from school. His dad is already home when he gets there after school.


Listening

Listentotherecordagainandfillinthegapswithwordsyouhavewrittenabove.

a. beach b. bikes c. rides d. fast

e. slow…practice f. two g. relax h. hug

Grammar

1. Whereisthecat?Writethecorrectprepositionineachbox.

in in front of next to behind

on under between

on under

in front of

in

between behind

next to


2. Readthesentence.Circlethecorrectprepositionofplace.

a. in b. on c. in front of d. behind

e. between f. under g. next to

Writing

Lookatthepicture.Completethesentences.

a. The blue ball in the box.

b. There are flowers behind the TV.

c. There is a picture on the wall.

d. There are fruits (not flowers) on the table.

e. The sofa next to/beside the wall.

f. The table is in front of the TV.

g. The TV is next to the lamp.

Lesson 2 My Home

Leadin

palace

caravan

cottage

stilt house

bungalow

igloo

hut

apartment


Vocabulary

Matchthefollowingwordswiththeircorrectmeanings:

secure: free from danger

comfort: state of ease

admire: praise

reflection: image

delighted: happy

Comprehension

1. Fillintheblankswiththecorrectwordsfromthetext.

a. our b. secure c. comfort d. natural e. pleasure


a. He feels safe and secure at home.

b. The speaker says that the front look of his house is the most familiar sight in his eye.

c. The speaker’s home is situated in Pokhara.

d. The location of his home is good because all types of shops and market are located nearby.

e. Pokhara is famous for its natural beauty.

f. The speaker gets full enjoyment in the garden of his house.

Listening

Choosethecorrectanswer.

a. False b. False c. True d. False

Fillinthegapswiththecorrectwords.

a. heart b. family c. relaxed d. home


Grammar

1. Choosethecorrectformoftheverbtobe–am/is/are.

a. is b. is c. am d. are

e. is f. is g. am h. are

i. are j. is k. is

2. Completethefollowingsentencesusingam,isorare.

a. is b. am c. is d. are e. is

f. are g. is h. is i. are j. Are

3. Drawlinesandmatchthefollowing.

I am

We/You/ You all/ They are

He/She/It is

4. Putthewordsinordertomakemeaningfulsentences.

a. I am seven years old.

b. We are from Brazil.

c. My name is Anjan.

d. This is my book.

e. It’s a nice day today.

f. Her brother’s name is Pratik.

g. Janak is an engineer.

h. My father’s name is Deepak.

i. There are thirty students in my class.

j. My new address is at the top of the letter.


Lesson 3 Run Home, Run Home Butterfly

Vocabulary


hail: ball or piece of ice falling from the sky

blow: to produce an air current

flitting: moving, flying

idly: lazily, slowly

duck: to lower the head or body

tiny: very small

fragile: weak

Comprehension


a. False b. True c. True

d. False e. False f. True


a. hail b. blows c. flitting d. blown

e. sense f. duck g. hail stone


a. The speaker asks the butterfly to run and fly to be safe from rain and wind.

b. No, the butterfly is not worried about the bad weather.

c. The speaker suggests the butterfly to duck for cover, hide under a tree or sleep under the leaves.

d. He does not want to see a hail stone land on the gentle head of the butterfly.

e. He uses the words ‘silly’ and ‘playful’ to describe the butterfly.

f. No, I don’t agree that the butterfly is silly. I agree that it is playful, but butterflies are playful by nature.


Listening Listentothesongcarefullyandwritethewordsthatrhymewith:

smell: unwell air: everywhere

sound: ground breeze: ease

drink: sink heat: feet

Fillinthegapsasyoulistentothesong.

fl is for flowers, with their lovely smell

fl is for the flu, it makes you feel unwell

fl is for fly, like a bird through the air

fl is for flood, when there is water everywhere.

Grammar

2. Putthewordsinthecorrectorder.a. Pass me the salt please.b. Answer the door please.c. Don’t forget your lunch.d. Speak in English please.e. Wait for me please.

f. Play with your sister nicely.

3. Readthefollowingandtickthecorrectones.

a. Listen to your teacher.

b. Don’t run in the corridors.

c. Help your parents at home.

d. Don’t worry if you make a mistake!

4. Findthemistake,underlineitandwritethecorrectsentence.

a. Play to : Play

b. Don’t forgetting : Don’t forget

c. Please you : Please

d. Brushing : Brush

e. Don’t to : Don’t


Unit Review

Recallwhatyouhaveread.

1. Usethefollowingwordsinyourownsentences.

Who is your favourite teacher?

My grandparents own a big house.

Let’s go to the store to buy some chocolates.

We feel secure at home.

A house gives us comfort.

My teacher admires my work.

You can see your reflection in a pool of water.

I am delighted to go out.

We get enjoyment when we play.

Reading stories gives us pleasure.

Wind blows all the time.

Duck to protect your head.


a. Write three things about:

i) Grandpa

Grandpa grew up in a city.

He lived in an apartment building.

He walked to and from school alone.

ii) The narrator

The narrator lives in a house in a small city.

He takes the bus to and from school.

He sometimes plays on computer.

b. I simply love my home.

d. The speaker suggests the butterfly to run and fly home, duck for cover, hide under a tree or sleep under the leaves.

e. He asks the butterfly to run and fly to protect himself form danger.

f. The weather is very bad and the butterfly is in danger.


3. Circletheoddwordineachset.Saywhyitisodd.

fly: All others are related to weather.

danger: All others are verbs.

butterfly: All others are describing words/adjectives.

4. Findthemistake,underlineitandwritethecorrectsentence.

a. Play to : Play

b. Don’t forgetting : Don’t forget

c. Please you : Please

d. Brushing : Brush


Unit Three School

Lesson 1 School

Vocabulary

1. Supplywordsthatrhymewiththewordsgivenbelow:

fun: run math: path school: stool

do: to drink: link grape: escape

3. Matchthefollowingwordswiththeircorrectmeanings:

buddy: partner, friend

rest: remaining, others

munch: chew

punch: juice, drink

Comprehension


a. False b. True c. True d. False

e. True f. True g. False h. False


a. School is fun.

b. The speaker loves doing art.

c. They have homework in Social Studies.

d. PE is the best.

e. They munch and drink grape punch during lunch.

f. They play after lunch.

g. We study and play in school.

Listening

Listentotherecordtwice.StateTrueorFalse.

a. False b. False c. True d. True e. False


Grammar

1. Choosethecorrectformoftheverbinsimplepresenttense.

a. cook b. cook c. cook

d. cook e. cooks f. cooks


a. wash b. wash c. wash

d. wash e. washes f. washes


a. eats b. eat c. studies d. study e. drink

f. likes g. watches h. plays i. take j. rains

4. Putthewordsinthecorrectorder.

b. I watch television.

c. I have lunch.

d. I go to sleep.

e. I play in the garden.

Lesson 2 My First Day at School

Vocabulary


adventures: exciting activities

rushed: hurried

alphabet: set of letters

heartily: nicely

displayed: showed

picked up: took

bade: said

wonderful: nice


Discussthetypeofwordsgivenbelowandputtheminthecorrectcolumn.

Nouns Adjectives Verbs Adverbs

adventures favorite recite heartily

entrance excited wonder

experience wonderful hurried

introduction settled

breakfast exclaimed

alphabet gathered

bade

rushed

chose

displayed

Comprehension


a. True b. False c. True d. False e. False

f. True g. False h. False i. False j. True

2. Fillintheblankswiththecorrectwordsfromthelesson:

a. excited b. waved c. settled d. alphabet e. gathered

f. played g. painted h. displayed i. picked up j. learnt


a. Anita dreamed about the adventures that would take place the next morning.

b. She was excited about the classroom activities.

c. The kids at the bus stop talked about the fun they were going to have at school.

d. Anita’s school was not very far.

e. The classroom was airy and bright.

f. The teacher told the students that they would study every day, they would learn to read and write very soon and she told them a very funny story.

g. They would learn the alphabet first of all.


h. The children went to the canteen for lunch.

i. Anita and her friends played hide and seek.

j. Anita painted a fruit tray.

k. They picked up picture story books.

l. Anita’s first day at school was nice and wonderful.

Listening

WriteTrueorFalse.

a. False b. True c. False d. True e. True

Fillinthegapswiththecorrectwordasyoulistentotherecord.

a. person’s b. useful c. science

d. five e. own

Grammar

1. Findtheverbsinsimplepasttenseandwritethemintheboxes.

went had played didn’t go

saw talked invited didn’t want

2. Matchtheverbsontheleftwiththeirsimplepastform.Somearenegative.

go: went talk: talked

do: did like: liked

give: gave visit: visited

drink: drank walk: walked

3. Writethesimplepastformoftheverbinbracketstocompletethesentences.

b. visited c. wrote d. did not play e. ate…drank

f. did not watch g. gave h. walked…did not go


Lesson 3 Going to the Library

VocabularyMatch the following words with their correct meanings:

librarian: manager of a library

fiction: opposite to fact; imaginary story

adventure: a bold, exciting and risky task

fantasy: created from imagination

locate: find

magazine: a weekly/monthly publication

quiet: free from noise

cozy: warm and comfortable

Comprehension


a. library b. librarian c. librarian d. books

e. fiction f. locate g. quiet


a. A library is a collection of books about every subject.

b. The librarian helps us to find what we want at a library.

c. Libraries have adventures, fantasy books and other types of fictions.

d. The librarian locates the information in magazines and newspaper articles, and on computers.

e. We can sit in the area with cozy chairs to read in a library.

Listening

Choosethecorrectanswer.

a. best b. bookworm c. libraries d. books to Internet


Grammar

1. Fillintheblankswithhaveorhas.

a. have b. has c. have d. have

e. has f. has g, have

2. Fillintheblankswithhaveorhas.

a. have b. has c. has d. have

e. have f. has g. has

Unit Review

Recallwhatyouhaveread.

1. Fillintheblankswiththecorrectwordsfromthebox.

a. buddy b. rest c. munch…punch d. cozy

e. alphabet f. heartily g. displayed h. bade

i. wonderful j. librarian k. Fantasy

6. Givethepastformsofthefollowingverbs.

hurry: hurried excite: excited

rush: rushed talk: talked

stop: stopped wave: waved

move: moved step out: stepped out

say: said settle down: settled down

gather: gathered pick up: picked up

play: played paint: painted

display: displayed try: tried

want: wanted dance: danced


7. Nowdothesameforthefollowing:

go: went wake up: woke up

get ready: got ready eat: ate

give: gave tell: told

choose: chose ring: rang

bid: bade learn: learnt

8. Changethesesentencesintotheirpastform.

a. Anita went to be dreaming about her next day.

b. Anita woke up early.

c. Anita and her parents rushed to the bus stand.

d. The bus stopped at the corner.


Unit Four Wit and Humour

Lesson 1 The Goats

Vocabulary

3. Now,choosethecorrectmeaningforeachphrasalverbinthesentencesbelow.

a. eat less b. lower the volume c. ride slowly d. wears simple clothes

Comprehension

1. Choosethebestphraseandcompletethesentences.

a. Over the river there was a narrow bridge.

b. A goat met another goat.

c. There was no room for two goats to pass.

d. The wise goat lay down on the bridge.

e. If the goats fought, they would fall in the river.

2. Answerthequestions.

a. The goats were trying to cross the bridge.

b. Both the goats couldn’t pass the bridge at once because it was a very narrow bridge.

c. The first goat thinks the second goat should go back.

d. The second goat helps out by lying on the bridge.

e. If the goats fought in the middle of the bridge, they would fall into the river.

f. I like the second goat because he acts wisely.

Grammar

1. WhatwillRohandotomorrow?Fillintheblankswithwillorshall.

a. He will go to school.

b. He will read a story.

c. He will eat eggs and sandwich for lunch.

d. He will play cricket with friends.

e. He will return home by bus.


2. Completethefollowingsentencesusingwillorshall.

a. either could be used b. either could be used

c. either could be used d. either could be used

e. will

Listening

Mark/s/or/z/inthefollowingwords.

Sue zoo buzz bus

zip sip price prize

Writetwowordsthathavesound/s/or/z/.

sip sin sit

buzz quiz zoo

price press race

zip zebra nose

bus base rice

Pronounceeachsetofwordsbelow.Circletheoddwordineachset.

buzz price dash case rice

Grammar

1. Writethecomparativeformsoftheadjectives.

fast: faster heavy: heavier

dangerous: more dangerous large: larger

light: lighter beautiful: more beautiful

good: better bad: worse

weak: weaker tall: taller

short: shorter common: more common

2. Completethesentencesbelow.Addwordsifyouhaveto.

a. I am taller than my sister.

b. I want to have a bigger car.


c. English is easier than Japanese.

d. Our dog is smarter than your cat.

e. You look thinner than last month.

f. Computers are cheaper than mobile phones.

g. This chair is more comfortable than yours.

h. Dipesh is funnier than me.

3. Look at the pictures below and describe them.Use comparative forms ofadjectives.

a. The tree is taller than the grass.

The grass is shorter than the tree.

b. The road is wider than the street.

The street is narrower than the road.

c. The turtle is slower than the crocodile.

The crocodile is faster than the turtle.

d. The elephant is bigger than the horse.

The horse is smaller than the elephant.

Lesson 2 Another View

Vocabulary3. Theword‘grin’nearlymeans‘laugh.’Now,fillinthewordwebbelow.Write

wordsthatnearlymean‘laugh’or‘grin.’

giggle/titter/smile/snicker

Comprehension

1. Completethesentenceswiththecorrectwordorphrasefromthestory.

a. It was misty.

b. Joey and Chloe were playing in the backyard.

c. Joey first saw a mossy green rock.

d. Chloe thought it was a dinner table for snails.

e. Joey second saw a leaf.


f. Chloe thought it was a blanket for beetles.

g. Joey third saw a flower.

h. Chloe thought it was a shower for worms.

i. Finally, Joey saw a stick.

j. Joey said it was a squiggly ladybug ladder.

2. Fillinthetablebelow.Describethethingsfromanotherview.

Things as they are Things seen from another view

a mossy stone a dinner table for snails

a yellow leaf a blanket for beetles

a mushroom an umbrella for spiders

a squiggly stick a squiggly ladybug ladder

Grammar

1. Findtheadjectivesandwritethemintheboxes.

big blue fast new

two small cool red

racing tall

2. Chooseanadjectivetocompleteeachsentence.

a. dirty b. cracked c. little d. large

e. pretty f. bright g. open

3. Readthesentence.Choosethecorrectanswer.

a. blue train b. big lunch c. new game d. big red

e. short, black f. blue eyes g. old movies

4. Writeanadjectivetodescribeeachnoun.

empty cup fat cat

heavy truck big tree

small house round ball

wooden table good teacher

friendly dog strong horse


Lesson 3 Frog and Toad are Friends

Vocabulary

Canyousolvethepuzzle?Youcanfindallthewordsinthelesson.

1 F 2 P3 G R L

A O A

4 F R I G H 5 T E N

D O T

6 S H I N E A

N D

Across

4. to scare somebody

6. to make something bright

Down

1. can live in water and land and has long hind legs

2. putting seeds in the ground

3. where you find flowers and plants

5. can live in water and land and has dry skin


Comprehension

Answerthefollowingquestions.

a. Toad wanted to have garden.

b. Frog has a find garden.

c. They were afraid to grow.

d. Toad thought that the seeds were afraid of the dark.

e. Toad read the story, sang songs and played music to help the seeds grow.

f. No, the seeds were not afraid to grow.

g. We get a lesson that we should learn to be patient.

Listening

Listentotheconversationandcompletethesentences.

a. Anna asked Peter, “What’s the time?”

b. Peter said it was twelve o’clock.

c. Peter gave Anna a ruler.

d. Peter did have a ruler.

e. Probably Emma has got a calculator.

Grammar

1. ReadandcircleTrueorFalse.

a. True b. False c. True d. True e. False

2. Whatdoyouthink?Write‘will’or‘won’t’inthesentencestomakepredictions.

a. won’t b. will c. won’t d. will

e. will f. won’t g. will


Unit Review

Recallwhatyouhavelearned.

Putthewordsinthecorrectcolumn.Nouns Verbs Adjectivesblanket drip narrowdewdrop grin mistymushroom crawl frightenedladder grow mossyground drown squigglymusic shine tiredbridge plant wildbackyard nicebeetle umbrella garden room petal seed shower

ladybug

Answerthesequestions.

a. The second goat lay down on the bridge, and the other goat walked lightly over him.

b. After reading the story about goats, we learn that when we come across problems, we should solve them wisely.

c. The mossy green rock is dinner table for snails.

d. The pretty yellow leaf is blanket for beetles.

e. The flower is a shower for worms.

f. The wild mushroom is umbrella for spiders.

g. The stick is squiggly ladder for ladybug.

h. Seeds need sun and rain to grow.


Correctthesentences.

a. Cats are more popular than snakes as pets.

b. Dolphins are more intelligent than other animals.

c. Turtles are slower than crocodiles.

d. Elephants are heavier than pigs.

e. Bears are rarer than snakes.

Makesentencesinsimplefuturetense.

a. Positive: They will call us.

Negative: They won’t call us.

Question: Will they call us?

b. Positive: She will remember us.

Negative: She won’t remember us.

Question: Will she remember us?

c. Positive: You will be in Australia.

Negative: You won’t be in Australia.

Question: Will you be in Australia?

d. Positive: I will buy bread.

Negative: I won’t buy bread.

Question: Will I buy bread?

e. Positive: You will see the house.

Negative: You won’t see the house.

Question: Will you see the house?


Book Three

As you have already realized all the books included in this series build upon what children have learned in their precious grades. As the series progresses to upper grades, it introduces students with additional thematic ideas that resonate with children’s psycho-social make up. Book Three consists of four units: Animals and Fairies, Home and Belonging, Voices from Childhood, Nature and Science.

Content Preview

Unit1:AnimalsandFairies

All the three texts included in this unit have animals and birds as characters very much in the tradition of folklore. The first story “The Golden Goose,” is a retelling of the classical story that neatly draws the moral—greed leads to misery. The second one “The Cranes and the Fish” introduces the cunning trickster character, Jackal, who outwits the unsuspecting cranes of their prize whereas the final poem, “Magic Horse,” leads children to the world of fantasy and daydreaming. Overall, these texts emphasize the values of honesty, truthfulness, sharing, and respect for others.

Unit2:HomeandBelonging

Extending the theme of home from previous grades, this unit explores the idea of home as “belonging” and source of love. The first poem “I Will Build You a House” beautifully captures the parental love and sentiment with the desire of building a home for the child. The fairy-like quality of the house promised invites children into the world of imagination and fantasy. The second story “The Candy House” imitates the classical tale “Hansel and Gretel” but it has more contemporary feel and a happy ending. The final story “Home Alone” plays with the sense of fear and loneliness that children often feel. Although these texts follow the tradition of fairy tales, they appeal to children’s fantasies, fears, and imagination.

Unit3:VoicesfromChildhood

The lessons grouped in this unit primarily deal with children’s lived experiences, longings, and feelings that they often encounter as they grow up. These lessons make a subtle connection with children’s psycho-social state of mind in the form of memory and desire to belong to the world of gownups. The first lesson “Mandy’s Child is Fair of Face” humorously celebrates the qualities—fairness, loving, goodness—that parents and grownups expect in a child. In this lesson, we can focus on the qualities


listed in the poem and then elicit children’s responses to it. Julius Lester’s story “The Knee-High Man” uses the folkloric style of telling stories with repetitive structures. The story as such plays with the innate desire of children to assimilate with the adult world and longing to grow up and be strong. At the end of the story, the wise character, Mr. Owl, shows how one’s physical make up and strength are not that important to succeed in life. As today’s children develop their consciousness of self-image or body-image quite early on, this story becomes quite interesting for children to understand the importance to accepting and affirming what they have than longing for something they cannot change. The last lesson “Sarah Wants to be a Teacher” nudges children’s desire to become as someone they like. Sarah's imaginative role play and daydreaming not only represents the typical state of mind of children of this age, it also allows children to understand the role of a teacher.

Unit4:NatureandScience

This unit introduces children to some of nature’s mysteries such as volcano and human body. The first lesson provides facts about human body and anatomy, whereas the final lesson “Nature’s Fireworks” gives information about volcanic eruption and nature’s wildness and unpredictability. The purpose is to make children aware of nature’ significant phenomena and help them appreciate the positive and negative aspects of nature. The second lesson “A Robot Dog” leads children to the world of fantasy and science fiction. The transformation of a dog into a robot introduces the idea of fantasy and role play. Since it happens with the help of a tree it also lets children know that trees and plants are sentient beings, thus helping them understand the importance of nature preservation.


SuggestedAnswerKeystoExercises

Unit One Animals and Fairies

Lesson 1 The Golden Goose

Lead-in

TheDomesticGoose

Vocabulary

1. Matchthewordsontheleftwiththecorrectmeaningontheright.

feather: one of the many soft light parts covering a bird’s body

comfort: the state of having a pleasant life

trust: the belief that somebody/something is good, sincere, honest, etc. and will not harm or trick you

hurt: to make somebody unhappy or upset

greedy: wanting more money, power, food, etc. than one really needs

value: how much something is worth in money or other goods

2. Findonewordforeachthatnearlymeansthesame.

feathers: wings comfort: luxury

trust: belief hurt: harm

greedy: miser value: cost

bill/beak

neck

feathers

feet


3. Matchthefollowingwordswiththeiropposites.

beautiful: ugly

poor: rich

comfort: difficulty

sell: buy

greedy: generous

plain: colourful

4. Studythemeaningofthesephrasesinthestoryandusetheminyourownsentences.

a. I get along very well with all my friends.

b. He took hold of my bag.

c. The goose pulled out its feathers one by one.

d. Birds sometimes pluck out their own feathers.

Comprehension

1. WriteTorFagainstthefollowingstatements.

a. T b. T c. F d. T

e. F f. T g. F h. T

2. Whosaidthefollowingtowhom?

a. The mother said this to the goose.

b. The goose said this to the mother.

c. The mother said this to her daughters.

d. The daughters said this to their mother.


a. The poor woman lived with her two daughters.

b. The goose flew to the woman’s house to help her by giving its feathers.

c. The woman told the goose that she did not have anything to give her.

d. The goose said that she had something to give her.

e. The woman sold the feathers to get the money.

f. The mother decided to get all her feathers the very next time she came.


g. The daughters said that would hurt the goose.

h. No, the woman did not listen to the daughters.

i. The goose had new feathers once again.

j. The new feathers were plain white.

4. Discussthesequestionsandanswer.

a. The goose decided to give her feathers to the woman because it knew that she had a hard time to live.

b. The woman was greedy and wanted to have all the bird’s feathers.

c. No, they were not greedy. They disagreed with their mother’s idea to pluck out all the feathers.

d. No, it is not to be greedy. Greed always makes unhappy.

Listening

ListentotherecordandmarkthesentencesTrueorFalse.

a. False b. True c. True d. False

Listentotherecordagainandfillintheblankswiththecorrectwords.

Once upon a time there was a Goose who had beautiful golden feathers. Not far away from this goose lived a poor, a very poor woman, who had two daughters. The Goose saw that they had a hard time to get along and said she to herself: “If I give them one after another of my golden feathers, the mother can sell them, and with the money they bring she and her daughters can live in comfort.”

So away the Goose flew to the poor woman’s house.

Grammar

1. Choose the correct plural noun for each sentence. Write it on the spaceprovided.

a. men b. geese c. teeth d. feet

e. women f. mice g. feet

2. Circletheirregularpluralnounineachsentencebelow.

a. women b. men c. mice d. geese

e. oxen f. teeth g. feet


3. Readeachsentence.Figureoutthepluralformofthenouninthebracketsandwriteitontheline.

a. geese b. lice c. deer

d. sheep e. men f. teeth

Lesson 2 The Cranes and the Fish

Vocabulary

1. Listedbelowarethemeaningsofkeywordsfromthelesson.Findthecorrectwordsforthem.

time for producing of young animals: breeding season

a person who decides things correctly: judge

an angry argument: quarrel

behave in a way to make others believe: pretend

something that it not true: false

2. Matchthefollowingphrasesastheyappearinthestory.

for a long time caught it by its head caught hold of the fish

get hold of pulled it out thinking of a plan

deep in thought

3. ‘Soon,bothof themstartedquarreling.’Whatotherwords canyouput inplaceofquarrelingthatgiveasimilarmeaning.

arguing disputing debating fighting

4. The jackal ‘pretended’ tobedeep in thought. Itmeans the jackalwasnotactuallythinkingbuttriedtoshowhewas.Discussamongyourfriendsandfindacoupleofwordsthataresimilarinmeaningtopretend.

act bluff pose

5. Usethefollowingwordsandphrasesinsentencesofyourown.

Rabbits breed quickly.

I want to be a judge in the future.


We should not quarrel with our friends.

He pretends to be a wise kid.

Get hold of your bag and get lost.

Will you pick up that piece of paper?

He ran away from school.

Comprehension


a. The cranes were standing by the lake to catch fish.

b. Yes, they caught a fish.

c. They started quarreling over who should get a larger part of the fish they had caught.

d. The jackal had come to the lakeside to catch a fish.

e. He offered to help the cranes by acting as their judge.

f. He pretended to be deep in thought.

g. No, he did not.

h. At last he picked up the fish and ran away.

2. Matchthegivenpartsofsentencescorrectly.

One day, two cranes stood by a lake.

The lake was full of big fish.

They decided to divide the fish between them.

A jackal had been watching all this.

His wife had expressed a desire to eat fish.

Please help us decide who should get the larger share.

The jackal pretended to be deep in thought.

He reached home and gave the fish to his wife.

3. Discussthesequestionsandanswer.

a. The cranes were deceived because they quarreled between themselves.

b. We learn that we should behave wisely. We should not quarrel over small issues.

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