IGNITE
Unlocking Language Skills
English Teacher Manual
Ignite
English Teacher Manual
Acknowledgements
Academic Authors: Anuj Gupta, Melanie Grobler
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh, Tauheed Danish, Amisha Gupta
Project Lead: Chandani Goyal
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First impression 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Ignite English Teacher Manual 3
ISBN: 978-81-983195-3-1
Published by Uolo EdTech Private Limited
Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Foreword
Teaching English to young learners is both a privilege and a responsibility as it lays the foundation for literacy, critical thinking, and confidence in young learners. The Ignite Teacher Manual has been developed to support educators in delivering effective and meaningful English lessons for Grades 1 to 5. This manual provides lesson plans that are accurately designed to align with the learning objectives of the English coursebooks. These plans are designed to provide invaluable help to educators to encourage active participation from learners and promotes scaffolded learning to help learners gradually build their LSRW skills.
The lesson plans have also been structured in such a way that it allows the teacher to align their pedagogy to the principles of the National Education Policy (NEP) 2020 and the latest National Curriculum Framework (NCF), ensuring that English language instruction is engaging, competencybased, and rooted in real-world application.
The NEP 2020 emphasises multidisciplinary learning, foundational literacy, and interactive pedagogy, all of which are reflected in the lesson plans provided in this manual. Furthermore, the NCF’s focus on joyful learning, conceptual understanding, and skill development is incorporated through carefully structured activities that foster critical thinking, communication, and creativity. By integrating activity-based learning, differentiated instruction and formative assessment strategies, this manual empowers teachers to deliver lessons that cater to diverse learning needs while maintaining academic rigour and linguistic proficiency.
Teachers will find useful guidance on classroom activities, discussion prompts, and strategies to foster engagement. The plans are flexible, allowing teachers to adapt them based on the needs of their learners. In addition, answer keys are provided to support accurate assessment and to ensure that both teachers and learners can measure progress effectively.
We recognise that classrooms are diverse, and no single approach works for every learner. This manual is not just a set of instructions but a resource meant to inspire. Teachers are encouraged to bring their creativity into lessons, modify activities to suit their classroom dynamics, and use the manual as a springboard for fostering a love for the English language.
We hope that the Ignite Teacher Manual serves as a valuable companion in your teaching journey, equipping you with the tools and confidence to make every lesson enriching. Thank you for your dedication to shaping young minds and nurturing a lifelong love for language and learning.
Progress Tracker:
Using the Trackers
CB pages 163–164
• The Progress Tracker is a tool that empowers parents and teachers to track the students’ growth, highlight their skill gaps and support their year-round development.
• Students and parents collaborate to fill in the Progress Tracker at the beginning, middle and end of the year.
• Run through the points on the tracker to ensure that students understand them.
• Set dates at the beginning of each term, in a year, by which students and parents should have completed the tracker.
• Observe students during the first three weeks before completing your part of the Progress Tracker.
Progress Tracker
Student’s Name
Teacher’s Name
Parent’s Name
Criteria:
• Mark Green for Can Do
• Mark Orange for Getting There
• Mark Blue for Needs Help
Date
Learning Outcomes
Listening
Listens to texts with attention to comprehend key details
Understands and follows complex steps and instructions
Focusses on the speaker or activity for 15–20 minutes
Speaking
Describes people, objects, experiences, and emotions in detail
Participates confidently in discussions and conversations
Expresses ideas and thoughts using complete sentences
Uses grade-level vocabulary accurately when speaking
Reading Tracker: CB pages 165–166
• Reading for pleasure is a great way to encourage a love of the language and to extend students’ language abilities.
• Introduce the Reading Tracker and tell students that regular reading and discussion sessions will be held.
• Schedule a date for the first sharing session.
• Show students the Recommended Reading list (CB pages 167–168).
• Start a classroom library based on the interests and reading level of the students. Regularly introduce them to books that they will enjoy.
DateDay
02/09/2024Monday
Name of the Book
1
Being kind and honest is more important than wealth or greed
Charlie and the Chocolate Factory Roald Dahl
to 20 Charlie Bucket
Willy Wonka’s magical chocolate factory
1 The Tiffin Gang
Learning Objectives
Students will be able to:
read and understand a realistic story on the importance of sharing.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise words with ‘ph’, and ‘gh’ to make the /f/ sound.
correctly use synonyms.
identify the subject and the predicate in a sentence.
form questions using wh- words and do.
listen to a text to complete a paragraph.
ask their partner ’s a few questions and then introduce them.
write a short description of a picture.
Period 1: Reading
Get Set
CB page 1
Introduce the theme to the learners and ask them general questions, such as: Do you share your things with your brother or sister at home? Do you share your things with your friends at school? What do you share? How do you feel when you share?
Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks.
Ask the learners to do the Get Set exercise. After that, ask learners to form pairs and let them discuss amongst themselves the question in that section.
Let’s Read
CB pages 1–4
Read the story brief, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read the Did You Know? facts to bolster the learners’ IQ.
Read and Respond
CB page 5
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Do you think it is important to share one’s things with one’s friends? Why or why not?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Let the learners check their own answers.
Then, ask them to attempt Q2 on their own. Read out the correct sequence once the learners finish the exercise. Let the learners check their own answers.
Homework
page 5
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Ask them to attempt Read and Respond Q3 in their notebooks.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? to recap the story.
Let’s Read
CB pages 2–4
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: Why did Meenu not like her tiffin at the beginning of the story? What did Meenu feel about tiffin time at the end of the story? What is the main idea of this story? to gauge the learners’ depth of understanding.
Read and Respond
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 5
CB page 6
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB page 6
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about the importance of sharing. Meenu and Kamlesh enjoy their tiffin more when they share it amongst themselves. Soon, the entire class joins them and tiffin becomes a class party.
Discuss the questions in Think and Answer. Ask a few learners to answer, and then help the learners to frame correct and complete answers for each question.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to answer, and then help the learners to frame correct and complete answers.
Homework
WB pages 1–3
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the story ‘The Tiffin Gang’ about? Who became the gang by the end of the story? to recap the story.
Pronounce Well
Draw the learners’ attention the words. Ask them to notice how ‘ph’ and ‘gh’ both make the /f/ sound. Read each word multiple times. Ask them to repeat after you.
CB page 7
Explain the exercise and them to attempt it. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary: Synonyms
CB pages 7–8
Write the words ‘big’ ‘large’ and ‘huge’ on the board. Draw the learners’ attention to it and say: Look at these words. They almost mean the same thing. Words that have same or similar meanings are called synonyms. Write ‘SYNONYM’ on the board. Then, read the definition and instruct learners to do Q1 and Q2. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.
Homework
WB pages 3–4
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Subject and Predicate
CB pages 8–9
Revise the definition and examples of Subject and Predicate in the coursebook. Write two more sentences on the board and ask the class to guess which part would the subject and the predicate be, respectively.
Then, ask them to attempt Q1 and Q2. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 5
Ask the learners to attempt the exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Questions with Wh- words and Do
CB pages 9–11
Tell the learners: Today we will learn about forming questions. Then, write a question on the board that begins with a Wh- word. For example: What is your name?
Draw the learners’ attention the use of a Wh- words at the beginning and a question mark at the ending. Explain that is the way to write a question sentence.
List the Wh- words on the board and underline ‘wh’: Who, What, Where, When, Why and Which. Ask then learners to note it down. Then, tell them that the word ‘How’ is also grouped as a Wh- word although it does not begin with ‘wh’.
Then, ask them to attempt Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Next, write another question on the board: Do you take the bus to school?
Draw the learners’ attention to the use of ‘Do’ to begin the question. Read the definition and ask them to attempt Q4. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 6
Ask the learners to attempt the exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 11
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to fill in the blanks while listening to the text the second time.
Let them review their own work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Speak Well
Explain the exercise to the learners. Then, read out the example.
Give learners a few minutes to practise. Ask them to refer to the tips.
CB pages 11–12
Encourage them to come to the front and say three to four sentences about their favourite thing in the classroom.
Homework
WB page 7
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience. They need to present their Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
Explain the exercise to the learners. Say: Look at the picture. Say a few lines about it.
CB page 12
Give examples, such as: The flag is red. The children are running in a sack race. Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.
Homework
WB page 8
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 2: Health and Hygiene
2 The Weightlifting Princess
Learning Objectives
Students will be able to:
read and understand a folktale on sportsmanship.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise magic e words.
correctly use word pairs; and change singular words to plural.
practise kinds of nouns; and learn to use articles.
listen to a text and tick the right answers.
talk about a given topic.
write an informal letter
Period 1: Reading
Get Set
CB page 13
Introduce the theme to the learners and ask them general questions, such as: Do you like playing sports? What kind of games do you like to play? Do you think it is important to play outdoors as much as indoors? Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks.
Ask the learners to do the Get Set exercise. Ask a few of them to share their answers with the class.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 13–16
Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read the Did You Know? facts to bolster the learners’ IQ.
Read and Respond
CB page 17
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? What is the story about?
Then, do Read and Respond Q1 in class. Let the learners write the answers in the book.
Homework
CB page 17
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Ask them to attempt Read and Respond Q2 in their notebooks.
Period
2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? Why was Princess Nila worried? What happened at the end of the story? to recap the story.
Let’s Read
CB pages 14–16
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: Do you think it is important to prepare well for anything that we do? Why? to gauge the learners’ depth of understanding.
Read and Respond
CB page 17
Discuss Q2 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB pages 17–18
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions, such as: What is the name of the story and its writer? Who is the main character in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 17–18
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This is an inspiring story of a princess who proves everyone wrong about winning the weightlifting competition. Her passion and her determination makes her win.
Discuss the questions in Think and Answer. Ask a few learners to answer, and then help them to frame correct and complete answers for each question.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to answer, and then help the learners to frame correct and complete answers for each question.
Homework
WB pages 9–11
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: Do you remember the story about Princess Nila—what was it about? Who wrote it? to recap the story.
Pronounce Well
Write on the board ‘mat’. Ask learners to say the word aloud. If they have pronounced it correctly, then write an ‘e’ at the end of the word to make it ‘mate’. Ask the learners to pronounce the new word. Wait for some time and read it aloud for the class. Draw the learners’ attention to the fact that adding the ‘e’ changed the pronunciation of the word. Read its definition on page 19. Read each word multiple times. Ask them to repeat after you. Explain the exercise and ask them to attempt it. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary: Words that Go Together
CB pages 19–20
Tell learners that some words go together. For example, bread and butter, night and day, in and out. Ask them to come up with a few examples.
Ask learners to attempt Q1. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Vocabulary: Singular to Plural
CB page 20
Read the definition and the examples given on page 20. Read out the rule in the Remember! box. Then, ask learners to attempt Q2. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.
Homework
WB pages 11–13
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Kinds of Nouns
Read out the definition for naming words in the Remember! box to recap.
CB pages 21–22
Explain Common and Proper Nouns based on the definition provided in the book. Read out the examples and encourage learners to give their examples on their own as well.
Then, ask: What would be the name for a group of birds? A group of stars, stairs and sheep? Ask a few learners to guess the answer.
Then, explain the definition of collective nouns and go through the examples.
Ask learners to attempt Q1 and Q2. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
You may read out the Did You Know? to bolster the learners’ IQ and to take a short break between the questions.
Homework
WB pages 13–14
Ask the learners to attempt the exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Articles
CB pages 22–23
Tell the learners: Today we will learn about using a, an and the correctly. You may write these articles on the board.
Explain the definition and go through the examples. Then, ask them to attempt Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB pages 14–15
Ask the learners to attempt the exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 23
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to tick the correct answers when listening to the text the second time.
Let them review their own work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Speak Well
CB page 24
Group the learners into pairs and explain the exercise to the learners. Then, read out the examples. Give learners a few minutes to practise. Ask them to use the tips given, when presenting. Then, ask each pair to come to the front and talk about the topic ‘The Importance of Exercising’.
Homework
WB pages 15–16
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
Begin the class by introducing the concept of writing letters, especially to our friends or family.
CB page 25
Ask learners to think and name the person to whom they would like to write a letter. They may name their friend or their family. Then, read out the examples and the model answer to them.
Let them attempt the exercise. Go around the class to check their work and help them write complete sentences.
Homework
WB pages 16–17
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 2: Health and Hygiene
3 The Toothbrush Brigade
Learning Objectives
Students will be able to:
read and appreciate a poem on brushing one’s teeth.
practise their reading and comprehension skills for a poem.
correctly use homophones.
understand the use of titles in poetry
Period 1: Reading
Get Set
CB page 26
Begin the class by asking learners about their morning routine. Let learners get an opportunity to express themselves. Help them answer in complete sentences.
Draw their attention to the title of the poem. Ask and answer: A brigade is a small army unit. What do you think ‘the toothbrush brigade’ can be? Let learners get an opportunity to express themselves. Help them answer in complete sentences.
Ask learners to attempt the Get Set exercise. Help them answer in complete sentences.
Let’s Read
Read the brief of the poem, at the bottom of the page, with proper pauses and expression.
CB pages 26–28
Play the Talking Book or read the poem aloud to the class, twice, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the Think and Tell question and read the Did You Know? text to the learners.
Homework
CB page 29
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB pages 27–28
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand.
You may even ask learners to read a stanza each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: How did you like the poem? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB pages 29–30
Discuss the answers to Read and Respond Q1. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Discuss Q2 of Read and Respond. Help learners to refer to the correct stanza/s in the poem to answer these questions.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework
Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Period 3: Vocabulary
Vocabulary
CB pages 30–31
Tell learners that some words may sound the same but have different meanings. For example, bear can mean both the animal and to carry something.
Read the definition in the Remember! box and the example. Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
CB pages 26, 31
Ask the learners to open page 26 and look at the title. Ask them to guess what the title may mean and what can it tell us about the poem at the beginning.
Then, ask learners to go to page 31 to the Poetry Appreciation section. Explain the exercise and let them attempt it. Instruct the rest of them to mark their own work and write the corrections, if any, in pencil.
Theme 3: Kindness and Humility
4 Doctor, Doctor
Learning Objectives
Students will be able to:
read and understand a story about a man with a magical pot of water.
practise their reading and comprehension skills.
pronounce and practise words with the hard and soft /th/ sound.
correctly use antonyms.
learn how to use the dictionary to search for words.
correctly use adjectives of quantity and comparison.
listen to a text to number pictures in the correct order.
say what is different between two pictures.
write a new ending of a story.
Period 1: Reading
Get Set
You may do the Get Set activity either as a class activity or a paired activity.
CB page 34
As a class activity, ask all learners questions such as: Should we help people who are in need? How can we help a thirsty or hurt animal?
As a paired activity, you may ask each pair to present the discussion as a short skit.
Help learners to speak in complete sentences and appreciate them for their effort.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 34–37
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story.
Then, ask learners to attempt Read and Respond Q1 and Q2.
CB page 38
Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.
Homework
Ask them to attempt Read and Respond Q3.
CB pages 38–39
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? What was the name of the shopkeeper? to recap the story.
Let’s Read
CB pages 35–37
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB pages 38–39
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 39
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 39–40
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate them for their effort.
Homework
WB pages 18–20
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story? What is the story about? to recap the story.
Pronounce Well
With the help of the points given in the book, you may explain the hard and soft ‘th’ sounds.
CB page 40
You may relate these consonant sounds to vernacular consonant letters for comprehension through association.
Read the soft ‘th’ and hard ‘th’ words multiple times. Ask the learners to repeat after you. Ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary: Antonyms
CB page 41
Explain Antonyms to learners. Ask them the antonyms of some common words, such as up—down, tall— short, etc.
Then, ask them to attempt Q1. Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.
Vocabulary: Dictionary Hunt
CB pages 41–42
Explain how learners can use a dictionary. You may explain the concept better if you use a dictionary in the class.
Divide the class into pairs. Have each pair come to your desk and find a word you give them in the dictionary. Then, ask them to attempt Q2. Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 20–21
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Adjectives of Quality & Quantity
Begin the class by revising adjectives.
Then, explain Adjective of Quality to learners. Go through the examples in the book. Then, explain Adjective of Quantity to learners. Go through the examples in the book.
CB page 42
Ask learners to think of the correct adjectives to use for different types of nouns. You may divide the class into groups and do this activity as a pop quiz.
After that, ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB page 22
Ask the learners to attempt the exercises on adjectives given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Adjectives of Comparison
Begin the class by revising adjectives of quality and quantity.
CB page 43
Then, explain the use of Comparative and Superlative Adjectives to learners. Go through the examples in the book.
Again, conduct a pop quiz by dividing the class into teams and asking the correct degree of comparison for various adjectives.
After that, ask them to attempt Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 22–23
Ask the learners to attempt the simple past tense exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 44
Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.
Call out the answers and let learners check their own work in pencil.
Speak Well
Divide the class into pairs and explain the activity to them.
CB pages 44–45
Ask them to prepare the read aloud of the lines as a pair first. Finally, ask them to come to the front and tell the class their version of the story. Appreciate them for effort.
Homework
WB pages 24–25
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
Explain the activity to learners.
Then, divide the class into groups and ask them to attempt the exercise.
Encourage them to read the story thoroughly and refer to the tips given in the book.
Have them submit their notebooks to you for checking.
Homework
CB page 45
WB page 26
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 4: Travel and
5 Sailing Home
Learning Objectives
Students will be able to:
read and understand a realistic fiction.
practise their reading and comprehension skills.
pronounce and practise the short and long sounds of /a/ and /e/.
correctly use words related to travel.
correctly use personal and possessive pronouns.
listen to a text and sequence the parts of a story correctly.
tell their friends about where they had travelled.
write a diary entry.
Period 1: Reading
Get Set
Ask the learners to do the Get Set activity.
Then, tell them the correct path line in the maze.
CB page 46
Hold a short talk on waiting for someone who is travelling to return home. Encourage them to talk about things like missing that person, waiting eagerly, etc.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 46–49
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their general knowledge.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.
CB page 50
Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.
Homework
Ask them to attempt Read and Respond Q3.
CB page 51
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Recap
Ask a few questions, such as: What is the name of the story? Who were Basava and Sundari waiting for? to recap the story.
Let’s Read
CB pages 47–49
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 51
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 39
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 51–52
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate their effort.
Homework
WB pages 27–29
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversations for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story? What is the story about? to recap the story.
Pronounce Well
CB pages 51–52
Take two examples each of words with short and long /a/ sounds. Read these aloud. You may relate these vowel sounds to vernacular letters to aid comprehension through association.
Do the same for the short and long /e/ sounds.
Then, divide the class into pairs and ask each pair to read one set of words aloud and underline the letters correctly.
After this activity, ask them to attempt the fill-in-the-blanks exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB pages 53–54
For Q1, first ask learners to match the words with the correct pictures. Then, they must use those words fill in the blanks.
Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil. Explain Q2 to learners. Let them write the words in the correct order in their notebooks.
Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 29–31
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Personal Pronouns
Revise Personal Pronouns. You may use the definition in the Remember! box.
CB pages 54–55
You may hold a short quiz in class where you ask the learners the correct personal pronouns for various nouns.
After that, ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 31–32
Ask the learners to attempt the exercises on personal pronouns given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Possessive Pronouns
Begin the class by revising personal pronouns.
CB page 55
Then, explain possessive pronouns and its use. You may refer to the definition and the examples given in the book.
Again, conduct a pop quiz to ask learners the correct use of possessive pronouns. Ensure that you explain confusing aspects, such as the difference between its and it’s, and the use of his without any additional s. After that, ask them to attempt Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 32–33
Ask the learners to attempt the simple past tense exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well CB page 56
Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.
Call out the answers and let learners check their own work in pencil.
Speak Well
Divide the class into groups of four and explain the activity to them.
Advise them to select one person in the group who speaks the lines.
Ask them to discuss the lines as a group and then perform as a group.
Appreciate them for effort.
CB pages 56–57
Homework WB page 34
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well CB page 57
Explain the process of diary writing to learners. Walk them through each component of a diary entry. Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.
Homework WB page 35
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
6 Travel for Fun
Learning Objectives
Students will be able to:
read and appreciate a poem on travelling.
practise their reading and comprehension skills.
use the words related to travelling.
understand the mood of a poem.
Period 1: Reading
Get Set
Discuss the topic given in the Get Set exercise with the learners.
CB page 58
Ask them to share where they would go on their magic carpets and why would they go to that place. Help them speak in complete sentences and appreciate their effort.
Let’s Read
Read the brief of the poem, at the bottom of the page, with proper pauses and expression.
CB pages 58–60
Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, read the interesting fact given in Did You Know?
Homework
CB page 61
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB pages 59–60
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB pages 61–62
Discuss the Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Then, discuss Q3 and Q4. Ask learners to write the answers in their notebooks. Help them write in complete sentences, if required.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Vocabulary
CB page 63
Explain Q1 to learners and let them attempt it on their own. Call out the answers and let them mark their own work in pencil.
For Q2, ask learners to use the words from the Hint Box and sort them in the correct category. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
Explain the concept of mood to the learners.
Ask learners to write the correct mood of the poem.
Finally, ask them to write the two lines from the poem to support the mood they chose earlier. Ask a few learners to share their answers. Help them write and speak in complete sentences.
Homework
CB page 64
You may ask learners to write the mood for the poem ‘The Toothbrush Brigade’ and support it with lines from the text. Ask them to share their answers in the next class.
7 The Story of Helen Keller
Learning Objectives
Students will be able to:
read and understand an excerpt from a biography.
practise their reading and comprehension skills.
pronounce and practise the short and long sounds of /i/, /o/ and /u/.
correctly use words that are used for a group.
correctly use prepositions of time, place and movement.
listen to a text and fill in key details.
speak in a group discussion.
write a poster.
Period 1: Reading
Get Set
Discuss the topic given in the Get Set exercise with the learners.
CB page 66
Ask them to share how they would help their friend in any one of the situations from the ones given in the book.
Help them speak in complete sentences and appreciate their effort.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 66–69
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? texts to the learners to bolster their general knowledge.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.
CB page 70
Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.
Homework
Ask them to attempt Read and Respond Q3.
CB page 70
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? What was Helen’s teacher’s name? Name the type of writing that Helen learnt to read. to recap the story.
Let’s Read
CB pages 67–69
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 70
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 71
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced. Ask them to attempt the Think and Answer exercise.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? Who is the story about? to recap the story.
Think and Answer & Big Idea
CB page 71
Discuss the Think and Answer exercise with the class. Ask them to attempt it after that. Once they complete it, instruct them to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate their effort.
Homework
WB pages 36–38
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversations for better learning and more practice.
Period 4: Vocabulary
Pronounce Well
CB pages 51–52
Take two examples each of words with short and long /i/ sounds. Write them on the board and say them aloud. Let learners repeat after you. You may relate these vowel sounds to vernacular letters to aid comprehension through association. Do the same for the short and long /o/ and /u/ sounds.
After this activity, ask them to attempt the two fill-in-the-blanks exercises. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB page 73
Explain the concept of using one word to stand in place for different words that belong to the same type or family.
Then, ask learners to attempt the exercise.
Explain that they must first write the group word name, and then use those words to fill in the blanks. Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 39–40
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Prepositions of Time
Revise Prepositions of Time. You may use the definition in the Remember! box.
Direct the learners’ attention to the table to revise how the prepositions are used.
CB page 74
After that, ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Go Grammar: Prepositions of Place
Explain Prepositions of Place to learners by telling them that these words tell us where an object is.
CB page 75
Direct the learners’ attention to the table to teach how the prepositions are used.
Focus on explaining the difference in usage of at, on and in for both prepositions of time and place to remove confusion.
After that, ask them to attempt Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Go Grammar: Prepositions of Movement CB page 75
Explain Prepositions of Movement to learners by telling them that these words tell us in which direction an object moves.
Direct the learners’ attention to the table to teach how the prepositions are used.
Ensure that learners don’t confuse this preposition type with adverbs.
After that, ask them to attempt Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 41–42
Ask the learners to attempt the exercises on prepositions given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 77
Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.
Call out the answers and let learners check their own work in pencil.
Speak Well
Divide the class into groups of four and explain the activity to them.
Ask them to discuss the topic based on the points and the tips given in the book. Help them use complete sentences and appreciate their effort.
Homework
CB pages 76–77
WB pages 43–44
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
Step by step, explain the important components of a poster.
CB page 78
Tell them that a poster contains the most important message, in short, and it has to capture the attention of people.
Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.
Homework
WB pages 44–45
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 6: Protecting Animals
8 Carpet Sahib
Learning Objectives
Students will be able to:
read and understand a biographical story.
practise their reading and comprehension skills.
pronounce and practise the two sounds of ‘ch’.
correctly use collocations, prefixes and suffixes.
correctly use simple present and present continuous tense.
listen and choose the correct answer.
ask questions to interview a person.
write an invitation.
Period 1: Reading
Get Set
Discuss the topic given in the Get Set exercise with the learners. Ask them to share their views on the safety of wild animals and their habitats. Help them speak in complete sentences and appreciate their effort.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB page 79
CB pages 79–82
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? texts to the learners to bolster their general knowledge.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story.
Then, ask learners to attempt Read and Respond Q1 and Q2.
CB page 83
Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.
Homework
Ask them to attempt Read and Respond Q3.
CB page 83
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Recap
Ask a few questions, such as: What is the name of the story? What did the villagers request Carpet Sahib to do? to recap the story.
Let’s Read
CB pages 80–82
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 83
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 84
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the questions given in Think and Answer
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? Who is the story about? to recap the story.
Think and Answer & Big Idea
CB page 71
Discuss the Think and Answer exercise with the class. Ask them to attempt it after that. Once they complete it, instruct them to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Correct their sentences wherever necessary and appreciate their effort.
Homework
WB pages 46–48
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversations for better learning and more practice.
Period 4: Vocabulary
Pronounce Well
Write on the board: ‘chop’ and ‘school’. Underline the ‘ch’ in both the words.
CB page 85
Read both the words aloud, and draw the learners’ attention to the pronunciation of ‘ch’ in both the words.
Ask them to note that in ‘chop’, it has a softer sound, while in the word ‘school’, it has the /k/ sound. You may relate these consonant sounds to vernacular letters to aid comprehension through association.
Then, ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
Revise collocations and ask learners to attempt Q1.
Then, ask them to write three sentences with any one of the collocation word pairs.
Revise prefix and suffix, as concepts. You may use the definition in the Remember! box.
Ask leaners to attempt Q2 and Q3.
CB pages 86–87
Finally, call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 48–49
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Simple & Continuous Present Tense
Revise the concept of tense first. Then, revise simple present tense.
Direct the learners’ attention to the table to revise how simple present tense is used.
Then, explain the structure and use of the present continuous tense.
Write the formula on the board: subject + is/are/am + verb-ing.
CB pages 87–89
After that, ask them to attempt Q1 and Q2. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
You may ask a few learners to share their answers for Q1B.
Homework
WB pages 49–51
Ask the learners to attempt the exercises on simple present and present continuous tenses given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 77
Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.
Call out the answers and let learners check their own work in pencil.
Speak Well
CB pages 90–91
Divide the class into pairs and explain the activity to them. Say: In this activity, you will take turns to be the interviewer and the community helper. You will prepare your lines and present together.
Ask them to discuss the topic based on the points and the tips given in the book. When they present, help them use complete sentences and appreciate their effort.
Homework WB pages 51–53
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well CB page 91
Step by step, explain the important components of an invitation.
Tell them that an invitation contains a short text to invite people, and the details of the event, its time and location.
Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.
Homework WB page 53
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 6: Protecting Animals
9 The Cow
Learning Objectives
Students will be able to:
read and appreciate a poem on the cow.
practise their reading and comprehension skills.
use the prefixes and suffixes correctly.
create a simple poem on one’s favourite animal.
Period 1: Reading
Get Set
CB page 92
Explain the Get Set activity to learners. Highlight the solved example for their better comprehension. Then, ask learners to attempt the exercise.
Ask them to share what their gratitude is for any one animal. Help them speak in complete sentences and appreciate them for their effort.
Let’s Read
Read the brief of the poem, at the bottom of the page, with proper pauses and expression.
CB pages 92–93
Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions. Also read the interesting fact given in Did You Know?
Homework
CB page 94
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB page 93
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB pages 94–95
Discuss the Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Discuss the questions in Read and Respond Q3. Then, help learners write the answers in their notebooks. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Vocabulary
CB pages 95–96
Do the Q1 in class as a pop quiz first, where you ask the learners to guess the correct prefixes. Then, ask learners to fill in the blanks.
After that, ask learners to attempt Q2. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
CB page 114
Explain the activity to the learners. Say: You will learn how to create a simple poem on a topic. Go through the exercise for their better comprehension. Then, ask them to write a poem based on the guidelines in the book.
Once they complete the exercise, ask them to share their poem, one by one.
Homework
CB page 96
Ask learners to use the words with suffixes in Vocabulary Q2 to make sentences about caring for or protecting animals. They must submit their notebooks to you for checking on the next day.
10 The Magpie’s Nest
Learning Objectives
Students will be able to:
read and understand a fable on the theme Nature
practise their reading and comprehension skills.
pronounce and practise words the silent letters k, b, w, l and t.
correctly use contractions.
correctly use phrasal verbs and verb forms in the simple past tense.
listen to a story and mark true or false according to it.
talk about a picture.
write a story.
Period 1: Reading
Get Set
CB page 98
Begin the class by asking learners to describe birds that they may have seen around the school, on the way or around their home.
Ask: Where do you think birds go when we cut away trees and forests? Listen to their answers and help them speak in complete sentences.
Then, ask them to attempt the Get Set exercise. Call out the answers and let the learners mark their work in pencil.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 98–101
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their general knowledge.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story.
Then, ask learners to attempt Read and Respond Q1 and Q2.
CB page 102
Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.
Homework
Ask them to attempt Read and Respond Q3.
CB page 102
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? What did the birds want to learn? Who was the cleverest bird? to recap the story.
Let’s Read
CB pages 99–101
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 102
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 102
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the questions given in Think and Answer
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? Who is the story about? to recap the story.
Think and Answer
Discuss the Think and Answer question with the class.
Encourage them to express their reasons and help them form complete sentences.
Homework (incl. Big Idea)
CB page 102
CB page 103, WB pages 54–56
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to create the poster in WB Q3 and bring to the class in the following week. Explain the Big Idea exercise to learners and ask them to attempt the exercise at home. Ask them to submit their work in the next class.
Period 4: Vocabulary
Pronounce Well
Tell learners that some words have letters that we do not pronounce. Then, show them the list of words in their books.
CB pages 103–104
Read aloud each word multiple times and ask learners to repeat after you. Then, ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB pages 104–105
Explain contraction to learners. Show them the correct use of apostrophe (‘) when making contractions with a helping verb and ‘not’.
Ask leaners to attempt Q1 and Q2. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 57–58
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Phrasal Verb
First explain phrases to the learners. Then, explain phrasal verbs.
CB page 105
After that, ask them to attempt Q1. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Go Grammar: Verb Forms in the Simple Past
Explain regular and irregular verbs to learners.
Explain the use of -ed when using the past form of regular verbs.
CB pages 106–107
After that, ask them to attempt Q2 and Q3. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 58–60
Ask the learners to attempt the exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 107
Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.
Call out the answers and let learners check their own work in pencil.
Speak Well
CB page 108
Divide the class into groups and explain the activity to them. Say: In this activity, you will describe what you saw in the Bharatpur Bird Sanctuary.
Ask them to refer to the picture given. Tell them they may either nominate one person to speak or take turns to speak when presenting their description.
When they present, help them use complete sentences and appreciate their effort.
Homework
WB pages 60–62
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
Step by step, explain the important components of a story.
CB page 109
Tell them that a story must have a setting, important characters, and a beginning, middle and end that should be interesting for the readers and connected in mood and storyline.
Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking. You may even ask them to submit their stories in the next class.
Homework
WB pages 62–63
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
11 Wind on the Hill
Learning Objectives
Students will be able to:
read and appreciate a poem on nature.
practise their reading and comprehension skills.
identify the correct homophones based on context.
understand and describe the setting of the poem.
Period 1: Reading
Get Set
Ask learners to attempt the exercise. Then, ask learners to share their answers.
Let’s Read
CB page 110
Read the brief of the poem, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book. In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.
Homework
CB page 112
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB page 111
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond
CB page 112
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Then, discuss Q3 of Read and Respond. Help learners to form and write complete sentences. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework (incl. Big Idea)
CB page 113
Explain the Big Idea activity. Then, ask them to attempt it on their own on the following weekend. Ask them to show their completed chart in the first class after the weekend.
Period 3: Vocabulary
Vocabulary
Revise homophones with the learners.
CB pages 113–114
Go through the solved example to make learners understand the exercises very well. Then, let them attempt Q1 and Q2 on their own. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
Explain the importance of settings in a poem.
CB page 114
Then, discuss the first question with the learners. Ask them to describe the setting of the poem ‘Wind on the Hill’.
Then, divide the class into pairs and have them attempt the second question on their own. Once they complete the exercise, ask each pair to share their answers.
Homework
You may ask learners to describe the settings of other poems that they have done so far.
Theme
8: Imagination and Fantasy
12 Alice in Wonderland
Learning Objectives
Students will be able to:
read and understand a graphic excerpt from Alice in Wonderland
practise their reading and comprehension skills.
correctly use similes and homographs.
correctly use punctuation marks and the simple future tense.
listen to a text to fill in key details.
present a short scene as a role-play.
write dialogues.
Period 1: Reading
Get Set
Ask learners to attempt the Get Set exercise.
Ask them to show their drawings with the class once they finish it.
Note: Appreciate every learner’s effort and prevent other learners making fun of drawings that may not be so good.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story.
Then, ask learners to attempt Read and Respond Q1.
Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil. After that, ask learners to attempt Read and Respond Q2. Ask them to share their answers once they complete it.
Homework
Ask them to attempt Read and Respond Q3.
page 121
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Whom did Alice follow into the hole? Who was playing croquet? to recap the story.
Let’s Read
CB pages 118–120
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 121
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 122
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the questions given in Think and Answer
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? Who is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 122–123
Discuss the Think and Answer question with the class. Help them refer to the correct parts in the story to answer the questions. Then, explain the Big Idea exercise to the learners. Ask them to fill in the table and share their answers.
Homework
WB pages 64–66
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 4: Vocabulary
Vocabulary: Similes
Explain similes to learners. Explain the way ‘like’ is used to compare two different things.
CB page 123
Ask leaners to attempt Q1. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Vocabulary: Homographs
CB page 124
Explain homographs to learners. Say: Homographs are words with the same spelling but different meanings. Sometimes, they are pronounced differently as well.
Give them examples, such as ‘rose’, ‘bear’ and ‘present’.
Then, ask leaners to attempt Q2. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 66–67
Ask the learners to attempt the Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Punctuation Marks
Explain the use of the full stop, comma, question mark and exclamation mark.
CB pages 125–126
Highlight the example of each. You may also write sentences with incorrect or incomplete punctuations on the board and ask learners to correct it.
After that, ask them to attempt Q1. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Go Grammar: Simple Future Tense
CB pages 126–127
Explain future tense to learners. Highlight the use of will and the simple present form of the verb when writing sentences in the future tense.
Ask learners to say sentences in simple future tense. For example, you may ask: What will you do at home? And the leaners need to respond in simple future tense, such as: I will eat my lunch.
After that, ask them to attempt Q2 and Q3. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.
Homework
WB pages 68–70
Ask the learners to attempt the exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 127
Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.
Call out the answers and let learners check their own work in pencil.
Speak Well
CB page 128
Divide the class into groups and explain the activity to them. Say: In this activity, you will perform a short scene from any one of the stories given in your book.
Ask them to choose any one of the stories. Tell them the summary of the story/stories if they do not know them.
Give them time to prepare. Then, ask each group to perform and appreciate their performance.
Homework
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well CB page 129
Step by step, explain the salient points for dialogue writing. Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.
Homework WB pages 72–73
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
13 The Pot Face
Learning Objectives
Students will be able to:
read and understand an amusing folktale.
practise their reading and comprehension skills.
practise breaking words into syllables.
correctly use compound words and anagrams.
correctly use adverbs.
listen to a text to fill in the blanks.
debate on a topic.
write a paragraph.
Period 1: Reading
Get Set
Discuss the two questions in the Get Set exercise.
CB page 130
For the first question, ask learners to share how they felt and what they did when they were upset with someone.
For the second question, ask learners to share what they did when they, accidentally, made someone upset. Encourage learners to express themselves and help them speak in complete sentences, if required.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 130–134
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.
CB page 135
Read out the correct sequence once the learners finish the exercise. Let them check their own answers.
Homework
Ask them to attempt Read and Respond Q3.
CB pages 135–136
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who was the man with a pot on his head? to recap the story.
Let’s Read
CB pages 131–134
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, to gauge the learners’ depth of understanding.
Read and Respond
CB pages 135–136
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB pages 136–137
Ask the learners to write one sentence in their notebook for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 136–137
Discuss the Think and Answer questions with the class and help them write in complete sentences. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate them for their effort.
Homework
WB pages 74–76
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story? What is the story about? to recap the story.
Pronounce Well
Write the word ‘happily’ on the board and then write it in this way as well: hap-pi-ly.
CB pages 137–138
Then, explain syllables to learners, drawing their attention to the word on the board and the examples in the book.
Then, ask them to complete the table given on page 138. Once they complete it, call out the answers and have them check their own work, in pencil.
Vocabulary: Compound Words
CB pages 138–139
Explain compound words to learners with the help of the definition and the example given in the book. You may also use examples of other objects such as ‘cupboard’.
Then, ask learners to attempt the exercise. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.
Vocabulary: Anagrams
CB page 139
Explain anagrams to learners with the help of the definition and the example given in the book. You may also use examples of other objects such as ‘gum’ to ‘mug’.
Then, ask learners to attempt the exercise. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.
Homework
WB pages 77–78
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Adverbs
CB pages 140–141
Explain adverbs to learners. Tell them that adverbs are words that describe how something happens or is done.
Explain the use of the suffix -ly and the rule of changing the spelling of words that end with ‘y’.
Then, ask them to attempt Q1 and Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 78–80
Ask the learners to attempt the exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 141
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to fill in the table on the second hearing. Help them write in complete sentences wherever required.
Speak Well
CB pages 141–142
Explain the concept of debate. Then, divide the class into two groups. Give each group some time to prepare their points. Then, ask each to state their point one by one. Remind them that they should effectively support their view and counter the opponent’s view.
Homework
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their opponent, when practising at home. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB. You are also free to choose whether they present their debate as pairs or they debate as the entire class divided into two teams.
Write Well CB page 143
Go through the sample letter to revise the concept with the learners. Draw their attention to the various parts of the format as well as to the language that is used in the letter. Ask them to attempt the exercise. Call out the answers while the learners check their own work. Ask them to mark the corrections, if any, in pencil.
Homework
WB page 82
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
14 I Woke Up This Morning
Learning Objectives
Students will be able to:
read and appreciate a humorous poem.
practise their reading and comprehension skills.
use rhyming words to complete lines in a poem.
understand imagery in poetry.
Period 1: Reading
Get Set
CB page 144
Explain the exercise to learners and ask them to share their experience of the time they were running late. Help them speak in complete sentences and appreciate their effort.
Let’s Read
Read the brief of the poem, at the bottom of the page, with proper pauses and expression.
CB pages 144–145
Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.
Homework
CB page 146
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB page 145
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea CB pages 146–147
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil. Then, discuss Q3 of Read and Respond. Help learners to form and write complete sentences. Explain the Big Idea activity. Then, ask them to share their experience. Help them speak in complete sentences and appreciate their effort.
Homework (incl. Big Idea)
Ask learners to practise reading the poem to improve their reading skills and pronunciation.
Period 3: Vocabulary
Vocabulary
CB pages 147–148
Ask learners to attempt Q1. Call out the answers and let them mark their own work in pencil. Then, ask learners to attempt Q2. Once they complete it, ask them to share their lines in class. Help them speak in complete sentences and appreciate their effort. Then, let them attempt Q3. Once they complete it, call out the answers and let them mark their own work in pencil.
Poetry Appreciation
CB page 148
Explain the concept of imagery as well as their use and importance in poetry. Divide the class into pairs and ask them to attempt the exercise. Once they complete the exercise, ask each pair to share their answers.
Homework
You may ask learners to read the other poems that they have done so far and identify the use of imagery in them, if any.
15 Momotaro, the Peach Boy
Learning Objectives
Students will be able to:
read and understand a Japanese folktale.
practise their reading and comprehension skills.
identify the long /I/ sound with different spellings.
correctly use idioms.
correctly use conjunctions.
listen to riddles and answer them.
tell a story.
write instructions.
Period 1: Reading
Get Set
Ask learners to attempt the Get Set exercise.
Once they complete it, ask them to share their answers.
Help them speak in complete sentences and appreciate their effort.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 150–153
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
Once the reading is complete, ask a few general questions to recap the story.
Then, ask learners to attempt Read and Respond Q1 and Q2.
Read out the answers once the learners finish the exercise. Let them check their own answers.
Homework
Ask them to attempt Read and Respond Q3.
CB page 154
CB page 154
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? What does Momotaro mean? to recap the story.
Let’s Read
CB pages 151–153
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, to gauge the learners’ depth of understanding.
Read and Respond
CB page 154
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 155
Ask the learners to write one sentence in their notebook for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 155–156
Discuss the Think and Answer questions with the class. Call out the answers after the discussion. Explain the Big Idea activity. Then, ask them to attempt it on their own.
Ask them to share their answers and help them speak and write in complete sentences.
Homework
WB pages 83–85
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story? What is the story about? to recap the story.
Pronounce Well
CB pages 156–157
Write the word ‘happy’ on the board and draw the learners’ attention on the long /e/ sound. Then, explain how this sound can be expressed with different spellings, not just with a ‘y’ at the end of the sentence.
Walk them through the table of spelling given in the book and then ask them to attempt the fill in the blanks exercise.
Once they complete it, call out the answers and have them check their own work, in pencil.
Vocabulary: Idioms
CB pages 157–158
Explain the definition and use of idioms to learners with the help of the definition and the examples given in the book.
Then, ask learners to attempt the exercise. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.
Homework
WB pages 85–87
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Conjunctions
CB pages 140–141
Explain conjunctions to learners. Tell them that conjunctions are words that join two words, phrases or sentences.
Explain the use of and, or, but and so to learners. Ask them to the table in the book.
Then, ask them to attempt Q1 and Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 87–89
Ask the learners to attempt the exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 160
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to fill in the blanks on the second hearing. Help them guess the riddles, if required.
Speak Well
CB page 160
Walk the learners through the steps on creating and narrating a story. Ask them to remember the tips when they attempt the exercise.
Then, divide the class into pairs. Give them some time to think of a story. Advise them to keep their story short and to write it in their notebooks.
Then, ask each pair to narrate their story to their partner. They may refer to their notebooks. Help them speak in complete sentences and appreciate their effort.
Homework
WB pages 90–91
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their listener when they practise narrating stories. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised.
Write Well
Explain how instructions are written with the help of the tips given in the book.
CB pages 161–162
Draw their attention to the various parts of the format as well as to the language that is used to write instructions.
Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and then share the set of instructions they wrote.
Homework
WB page 91
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Answer Keys
Coursebook
The Tiffin Gang
Read and Respond
1. a. i. Idli and podi b. ii. Kamlesh c. ii. Exchange their lunches
d. i. Packs a few extra idlis
e. iv. Sachi
2. a. Kamlesh shares her jowar bhakri and bhaji with Meenu. 2
b. Meenu finds idli and podi in her tiffin box.
c. All the children in the classroom enjoy sharing their tiffins.
d. Meenu’s mother packs three extra idlis in a tiffin box.
e. Sachi brings pakhala bhata with potatoes in her tiffin.
3. a. Words like ʻMeenuʼs tummy growls and her mouth watersʼ and ʻMeenuʹs tummy rumblesʼ tell us that Meenu is hungry.
b. Kamlesh is upset and sulks when she opens her tiffin because it has jowar bhakri and bhaji in it again.
c. Meenu and Kamlesh both feel bored and unhappy with the food packed in their tiffins, as it’s the same every day.
d. The class eagerly scrambles to join the tiffin party. They crowd around Kamlesh’s desk to share the food.
e. Meenu loves tiffin time because it turns into a fun party. Everyone shares different foods, making each day a celebration.
Think and Answer
1. Meenu’s mother thinks Meenu likes idlis.
Kamlesh does not like jowar bhakri and bhaji.
Meenu told her mother that Kamlesh liked them.
She thinks sharing food is a good idea.
2. Answers may vary. Suggested answer:
a. Meenu, Kamlesh and Sachi could share their food with the new student. This will make the new student feel welcome.
b. Meenu and Kamlesh might help their friend by taking them to the medical room, just as they helped each other with their food.
Big Idea
Answers may vary. Suggested answer:
From The Tiffin Gang, we learn that sharing, kindness and friendship bring people together. Helping others and including everyone makes any situation more enjoyable. I will apply this by sharing things with others, helping friends and being kind to them.
Pronounce Well
a. i. phone b. ii. elephant c. ii. graph d. i. dolphin e. i. photo
Vocabulary
1. friend loud noisy dislikes hates buddy gobble clever smart eat
2. a. little b. draw c. middle d. strong e. hungry
Go Grammar
1. a. Kamlesh shrugs at her own box.
b. Meenu wolfs down Kamlesh’s jowar bhakri
c. The whole class crowds around Kamlesh’s desk
d. Sachi comes over with her tiffin box.
e. Meenu loves tiffin time now.
2. Amma waft towards Meenu. Meenu’s mouth looks yummy. Kamlesh’s tiffin gobbles up Meenu’s idlis. Yummy smells packs idli and podi in the tiffin box. Kamlesh waters.
3. a. Who b. What c. Where d. Which e. When
4. a. Did, share b. Do c. Does d. Did
Listen Well
Sonu is new in town and feels nervous about making new friends. One day, he decides to go to the park to play. In the park, Sonu meets Lily. They play together, laugh and have fun. They ride on the swings and go down the slide. Sonu feels happy because he has made a new friend.
Speak Well
Answers may vary. Suggested answer: Hi, everyone! I want to introduce you to my friend. This is Rahul. Rahul likes to play soccer and ride his bike. An interesting thing about Rahul is that he has a parrot named Sparkle.
Write Well
Answers may vary. Suggested answer: The picture shows a sack race in the park on a sunny day. The children are jumping in their sacks, trying to reach the finish line. A boy in a red shirt is holding a flag to end the race. A girl on the side is cheering for her friends.
The Weightlifting Princess
Read and Respond
1. Princess Nila loves to lift heavy weights. She wants to take part in the Surya Championship. For the weightlifting competition, Nila has to weigh fifty-five kilos. She wants to win the competition and go to Taibar. On the day of the competition, Nila lifts an ancient iron throne. Princess Nila wins the competition.
2. a. The Surya Championship is a famous weightlifting contest in Princess Nila's kingdom. She wants to take part in it because she loves lifting weights and it is named after the greatest athlete in all the seven kingdoms of the east. She has always dreamt of winning and going to Taibar, the land of snow.
b. The Queen understands Nila’s wish because many years ago, she also had dreams of winning competitions and achieving great things, just like Nila. She wanted to run, swim and ride horses.
c. Princess Nila trains hard by running up and down the mountain, swimming in the river, and eating protein-rich foods like curd and dal. She also works on gaining the weight she needs to qualify for the competition.
d. Other athletes competing against Princess Nila include a boy with a yellow turban, a girl with a tight braid, and Prince Vikram of Nethil, who had won the championship four years ago.
e. The judges watch for whether the arm is shaking, whether the leg is steady, and if the stance is correct while the participants lift the weights.
Think and Answer
1. a. Princess Nila solves this problem by eating foods that are rich in protein, such as curd and dal. She works hard to put on the required two kilos by eating well.
b. Princess Nila solves this problem by applying all her strength during the final round. Even though it is tough and painful, she doesn’t give up. She thinks of Surya and her dream of going to Taibar, which motivates her.
2. The main person in the story is Princess Nila.
In the beginning, she worries about not being able to gain the required weight for the Surya Championship I say so because she needs to weigh fifty-five kilos to participate in the competition, and she still has to put on two kilos
She likes lifting weights.
I say so because she has been practising weightlifting since she was a child and loves the challenge of lifting heavy objects.
Her dream is to win the Surya Championship and go to Taibar, the land of snow.
I know it because she talks about winning the championship and going to the best sports school in Taibar. She is a hard-working girl.
Big Idea
Answers may vary. Suggested answer:
To participate in the long jump competition, I will follow a timetable.
I will study from 4:00 PM to 6:00 PM.
I will start practising at 6:30 PM.
I will ask my coach and my older sister for help.
I will need more energy. I will eat healthy food.
1. Milk 2. Fruit 3. Salads 4. Dry fruits
I will listen to music and take short walks to relax.
Pronounce Well
a.
b.
c.
d.
e. pine cone kite tape rope
Vocabulary
1. tea butter bread pepper salt fork knife paper pen biscuits
a. pen and paper b. tea and biscuits c. bread and butter d. knife and fork e. salt and pepper
2. a. princesses b. matches c. sandwiches d. judges
Go Grammar
1. a. The Surya Championship is a famous contest.
b. The Queen of Taibar eats a banana every day.
c. Princess Nila lifted tables and even the throne.
d. There is a sports school in Taibar.
e. Nila swims in the Brahmaputra river.
2. a. bunch b. class
3. a. the b. The
Listen Well
Drink water
Play with water
Brush your teeth
Sleep well
Paint with your hands
Wash your hands
Eat dirty fruit Eat junk food
Speak Well
Eat fruit and vegetables
Answers may vary. Suggested answer:
Riya: How can we stay healthy?
Yash: We should exercise regularly.
Riya: What do you do for exercise?
Yash: I do yoga every day.
Riya: Why is yoga good for us?
Yash: Yoga keeps our body strong and mind calm.
Riya: What other exercises can we do?
Yash: We can run, jump and play sports.
Write Well
Answers may vary. Suggested answer: B-203/2
Salt Lake Kolkata 778890
25 March 2025
Dear Anya,
I hope this letter finds you feeling better. I heard that you have been unwell and have missed school for a while now. I just wanted to check in and see how you're doing. I hope you’re getting plenty of rest and taking good care of yourself.
Make sure you drink lots of water and eat healthy food to help your body heal. Take your time to get better, and don’t forget to relax and get enough sleep. I can’t wait to see you back soon. If you ever need any help catching up with lessons, just let me know. Wishing you a speedy recovery!
Love, Sarah
The Toothbrush Brigade
Read and Respond
1. a. ii. A club to take care of their teeth
c. ii. Across/up and down
e. i. Clean
b. i. Brush their teeth
d. ii. Rinse their teeth
2. a. The boys and girls form the Toothbrush Brigade to take care of their teeth and prevent them from decaying. They want to keep their teeth clean and healthy.
b. If we do not take care of our teeth, they can become decayed and unhealthy. It is very painful.
c. The correct steps to brush our teeth are to first brush across, then brush up and down. After brushing, we should rinse our mouth to ensure that our teeth are clean.
d. The message at the end of the poem is to encourage everyone to brush their teeth every day to keep them clean and white for a long time.
Big Idea
Answers will vary.
Vocabulary
a. can b. can c. well d. light e. match
f. park g. light h. well i. park j. match
Poetry Appreciation
a. When I first read the title 'Toothbrush Brigade', I thought it might be about a fun club where children learn about brushing their teeth and keeping them healthy.
b. After reading the poem, my idea was confirmed. The poem is about a group of boys and girls who form a club to care for their teeth by brushing them regularly, making sure to keep them clean and healthy.
c. If I could change the title, I might choose something like “The Sparkling Smiles Club” or “The Cavity Fighters”.
Doctor, Doctor
Read and Respond
1. a. iii. two years b. i. Karim’s limp became better.
c. iv. nothing
d. ii. the Queen
e. v. He brought a doctor to the village.
2. The old man blesses Ravi. 1
queen is bitten by a mosquito. 4
drinking the
3.
a. The people in Ravi’s village faced a water shortage due to no rain for two years, leaving everyone with very little stored water.
b. Ravi realised that the magic water seemed to heal Karim’s limp. He began to believe the old man’s words that helping others brings blessings.
c. Ravi chose to help the Queen because he was tempted by the handsome reward he would receive for providing the magic water. He ignored the old man’s need.
d. The king threatened to banish Ravi from the village because Ravi failed to provide the magic water to the Queen as promised.
e. After losing his magic water, Ravi missed the joy and love he received from helping others selflessly and realised that kindness was more valuable than money.
Think and Answer
1. At the beginning: Ravi is kind and generous, helping the old man with water despite the village's water shortage. He is selfless and willing to share what little he has.
In the middle: Ravi is curious, as he notices the effects of the magic water when Karim's limp heals. He begins to believe that the water might have magical properties. He is still kind but now feels a sense of wonder about the water.
At the end: Ravi is regretful and ashamed. After losing the magic water due to his greed, he reflects on his past actions and realises the true value of kindness. He is humble and learns to help others without expecting anything in return.
2. Answers may vary. Suggested answer:
Actions
The old man took the pot and drank all the water in it.
Karim drank water from the pot, and his limp went away.
The king called Ravi to the palace with his healing water.
Thoughts
Ravi thought that: “I can’t believe he took all the water! But I did help him, and that's what matters.”
Karim thought that: “This water is amazing! My leg feels much better now. I’m grateful to Ravi for helping me.”
The king thought that: “This water is the solution to the queen’s problem. I will reward Ravi handsomely for bringing it to me.”
Big Idea
Answers may vary. Suggested answer:
People in my area face frequent water shortages, especially during the summer season. I wish I had the ability to create an unlimited supply of clean water for everyone in the neighbourhood. I chose this power because access to clean water is essential for daily life, and having a continuous water supply would make life much easier and healthier for everyone.
Pronounce Well
a. this b. brother c. thank d. think e. those f. mother
Vocabulary
1. a. a. hot, cold b. full, empty c. kind, cruel d. blessed, cursed e. rewarded, punished
2. Alphabetical order: being blessed drink dry empty everything magic mean near never
Go Grammar
1. a. Ravi was a helpful man. b. The tall man wanted more water.
c. Many people came outside Ravi’s small shop. d. Karim’s injured leg had worried him for many years.
e. Poor people would leave a few rupees or some food.
2. a. more helpful b. hottest c. older d. more interested e. tiniest f. more precious g. handsomest
Listen Well 2 4 6 5 1 3
Speak Well
Answers may vary. Suggested answer:
• In the first picture, I see the snowman wearing a red cap. But in the second picture, I see the snowman wearing a yellow cap.
• In the first picture, the wing of the bird is upwards but in the second picture, the wing of the bird is downwards.
• In the first picture, the teddy’s pants have two lines but in the second picture, they have one thick line.
• There are six trees in the first picture but there are only five trees in the second picture.
Write Well
Answers may vary. Suggested answers:
Summary: The Kind Woodcutter
Hari was a poor woodcutter who lived near a big forest. One day, while cutting wood, his axe fell into a river. He became very sad and started crying. A kind river goddess appeared and asked why he was upset. She dived into the river and brought out three axes: one gold, one silver, and one iron. She asked if any of them were his. Hari honestly chose his old iron axe. The goddess was pleased with his honesty and rewarded him with all three axes.
New Ending:
The goddess dived into the river and brought back three axes: one gold, one silver, and one iron. She showed him the gold and silver axes and asked, 'Is this your axe?'
Hari looked at the shiny gold axe and thought, 'This axe is much better than mine.' He nodded and said, 'Yes, this is my axe.' The goddess frowned and said, 'You have not been honest.' With a wave of her hand, she made all the axes disappear, leaving Hari with nothing. He walked home sadly.
Sailing Home
Read and Respond
1. a. ii. many months
c. i. red with a flying eagle
2. a. True b. False
b. i. seeing sailors from different places
d. iv. their father’s ship
c. False
3. a. Basava and Sundari go to the beach, the market, and the jetty.
d. True
e. False
b. They were waiting for their father's ship to return after being away for many months.
c. Basava and Sundari were worried and sad, especially because their father had never been away for so long before. Also, there had been a big storm the previous week.
d. Basava and Sundari went to the jetty to ask about their father 's ship. There, they found out that a ship with black and green sails came from Kamboja.
e. Basava and Sundari used gestures and words, pointing to the sail and Sundari's red skirt to explain that they were looking for a ship with a red sail and a flying eagle on it.
Think and Answer
1. Answers may vary. Suggested answer:
a. The main problem Basava and Sundari face is that they are waiting for their father’s ship to return, but they can't find it among the ships they see.
b. To solve the problem, they go to the jetty to ask about their father’s ship. They communicate with the sailor using gestures and words and try to explain their problem.
c. The problem is solved when they finally spot their father’s ship with red sails and a flying eagle. The children are happy to see the ship and know that their father is returning home.
2. a. disappointed b. worried c. hopeful d. delighted
Big Idea
Answers may vary. Suggested answer:
a. When my family member was away, I felt sad and missed them a lot. I was also worried about them. When they came back, I was so happy and excited to see them! I couldn’t wait to give them a hug.
b. My experience was similar to Sundari and Basava’s because I missed my family member too, just like they missed their father. But it was different because I didn’t have to go on a big search. I just waited at home for them to come back. When they did, I was so happy, just like Sundari and Basava were!
Pronounce Well
Short a sound Long A sound More long A words Short e sound Long E sound More long E sounds mat mate stray fell feel be plan plane crayon met meet even sack sake they swept sweep evening
rack rake prey guess geese female am aim lady bet beat thief pad paid baby speck speak niece ran rain break left leaf piece man main great less least believe a. sand b. meet c. safe d. red e. green
Vocabulary 1. ship harbour sailor life jacket cruise ship a. sailor b. ship c. life jacket d. harbour e. cruise ship
2. safely sailor sails sand sea sell ship shouted soldier storm
1. I am Basava. My father is a sailor and he hasn’t been home for months. Sundari and I are worried and we cannot help thinking about the storm last week. It damaged quite a few ships. We go down to the harbour and see a ship, but it has the wrong sails and we are disappointed. Sundari and I go to the market where my mother works. She sells vegetables to sailors from all over. They have interesting stories to tell.
2. a. theirs b. hers c. his d. mine e. ours
Listen Well
After setting up their tent, they went hiking. 4
Last summer, Sahil went on a trip to the mountains with his family. 1 Sahil had a wonderful time and couldn't wait to go on another trip. 6
First, they packed their bags and got into the car. 2 In the evening, they ate hot chapatis and told stories. 5 Then, they drove for a few hours and reached the mountains. 3
Speak Well
Answers may vary. Suggested answer:
My parents and I went on a trip to Goa last summer. We visited the beaches and ate yummy seafood. We also saw beautiful churches and forts. The day/thing I enjoyed most was playing in the water at Baga Beach because the water was so clear and warm. I wish that we could stay in Goa for a longer time. It was a lovely holiday and I loved the food and the fun activities. I was sorry we had to go home, but I knew I could visit again someday.
Write Well
Answers may vary. Suggested answer: 25 May 2025
9 p.m.
Monday
Dear Diary,
Today, I visited Nainital with my family. It was so much fun! I saw beautiful lakes, tall trees, and snowy mountains. We did boating in Naini Lake and we even went up to Snow View Point to see the snow!
My favourite part was riding the cable car because the view from up high was amazing! I felt so happy and excited because it was my first time seeing snow, and I really loved the cold weather.
It was a wonderful day, and I can't wait to visit Nainital again!
Goodnight, Anya Travel for Fun
Read and Respond
1. a. ii. By magic carpet b. ii. Under the bed c. i. A passport d. i. The Great Wall e. ii. It will get caught in the rain
2. Place
What the boy will see
Egypt snowy mountains
Europe the River Nile and the Pyramids
China jungles with wild animals
Himalayas the Great Wall
Africa London, Paris and Rome
3. a. ‘I’ in the poem refers to the boy who is imagining travelling around the world on a magic carpet.
b. The boy keeps the magic carpet rolled up under his bed so that it is easy to reach whenever he wants to take a flight.
c. The boy wants to travel by magic carpet because it would be more fun and he wouldn't need a passport or a ticket to fly.
d. The boy sees China, Egypt, Africa, European cities like London, Paris and Rome and the Himalayas.
e. A soaking wet carpet cannot fly because it would be too heavy and wet. It would not be able to float or move in the air.
4. a. The boy wants to travel around the world and see different lands.
b. The boy does not want to travel by aeroplane, train or car.
c. The boy wishes to have a magic carpet to travel on.
Big Idea
Answers may vary. Suggested answer:
For this adventure, I will need:
1. A map
2. A water bottle
3. A camera
The first item I need is a map because I want to know where I’m going and find amazing places like mountains and beaches!
The second item I need is a water bottle because I’ll get thirsty while flying on my magic carpet.
The third item I need is a camera because I want to take pictures of all the exciting things I see during my adventure.
When I go on my magic carpet adventure, I will feel excited and happy because I will be flying high above the clouds and seeing the whole world from up there!
Vocabulary
1. passport TRAVELING ELEMENTS boarding pass camera luggage taxi
Answers may vary. Suggested answer:
a. I need my passport to travel to another country.
b. The boarding pass is given to you before you get on the plane.
c. I always take my camera when I go on a vacation.
d. I packed all my clothes in my luggage.
e. We took a taxi to the airport this morning.
2. Land transport: Bicycle, Truck, Train
Water transport: Boat, Submarine, Ship
Air transport: Helicopter, Aeroplane
Poetry Appreciation
Answers may vary. Suggested answer:
The mood of the poem is imaginative.
Two lines from the poem that made me choose this word are:
1. “I would like to have a magic carpet that will take me afar.”
2. “I’ll cross rivers and valleys, and the snowy Himalayas so tall.”
The Story of Helen Keller
Read and Respond
1. a. False b. False c. False d. True e. True
2. a. iii. By teaching her to point and nod or shake her head.
b. ii. She would kick and scream.
c. ii. Blind and deaf people can achieve great things.
3. a. Helen became very ill when she was almost two years old. As a result, she lost her ability to see and hear.
b. Miss Sullivan spelt words on Helen’s palm to teach her how to understand and communicate.
c. Helen's family practiced spelling words with her every day, helping her learn and understand new words.
d. Helen Keller became a well-known writer and speaker. She went to college where she was one of the best students.
e. Helen wrote, ‘Dear Teacher, You showed me that alone we can do so little and together we can do so much’.
Think and Answer
Answers may vary. Suggested answer:
Actions
What Helen thinks or feels
When people spoke, Helen would touch their lips. Helen thinks about what they are trying to say.
Miss Sullivan used her fingers to spell words on Helen’s palm.
Helen would not understand anything and pull back her hand.
Helen writes a letter to Miss Sullivan.
Big Idea
Answers may vary. Suggested answer:
Goal: Learn how to play the guitar.
Helen thinks she is learning something new and exciting, just like a secret language.
Helen feels frustrated, confused and perhaps a little upset because she doesn't understand what is being taught.
Helen feels grateful, thankful and happy because she is able to express her gratitude for Miss Sullivan's help.
People who can help me: My father, my music teacher, my elder brother
1. My father can help me by buying a guitar for me to practise.
2. My music teacher can help me by teaching me the chords, new songs and helping me practice.
3. My elder brother can help me by playing guitar along with me and giving me tips when I get stuck.
Pronounce Well
Short Vowel Sounds Long Vowel Sounds doll duty kick cope
upset kind
a. doll b. kind c. duty d. kick, upset. e. cope
Vocabulary
clothes
Go Grammar
1. a. in b. at c. before d. on e. after
2. a. in b. on c. behind
3. Column A Column B
Listen Well
a. river b. animals c. water d. well e. trees f. success
Speak Well
Answers may vary. Suggested answer:
Student 1: Once, when I worked with my friends, we built a big sandcastle. It was too hard alone, but together we made it bigger and stronger!
Student 2: I think teamwork is important because it helps us finish tasks faster and makes them more fun.
Student 3: I agree with what you said about teamwork making things easier. When we help each other, it makes me feel happy and proud.
Student 4: How did you feel when we worked together on our class poster? I felt excited because we used everyone’s ideas!
Student 1: It is important to help each other because we all have different skills, and together we create something amazing!
Student 2: Once, when I worked with my friends, we cleaned the library. Alone, it would have taken a long time, but together we finished quickly!
Student 3: I think teamwork helps us solve problems and learn from each other.
Student 4: When we help each other, it makes tasks more enjoyable. So, let’s always work as a team!
Write Well
Answers may vary.
Carpet Sahib
Read and Respond
1. a. protect b. trap c. leopard d. injured e. wall
2. a. They treat the leopard and look after it until it is well. 4
b. Jim and his helpers find the leopard and see it is hurt. 3
c. They set the leopard free in the forest. 5
d. The villagers ask for help, as a leopard is attacking people. 1
e. Jim decides to set a trap for the leopard. 2
3. a. The villagers called Jim Corbett ‘Carpet Sahib’ because they could not say his surname.
b. Jim and the guards knew that the leopard was close when they heard a low growl and saw glowing eyes in the distance.
c. The leopard started catching people instead of animals because it was injured and very hungry. Humans were easy prey.
d. Jim spent more time in the village after they released the leopard to teach the villagers about the jungle and animals. He showed them how to live safely with wildlife around them.
e. India’s first national park was called Jim Corbett National Park. It was created to protect wild animals, including tigers, and to create a safe place for them.
Think and Answer
a. Another expression in the text that means almost the same as ‘Jim's heart beat faster’ is ‘Jim’s heart raced’.
b. A sentence that shows Jim really cares about the leopard is, ‘Jim whispered, 'It’s okay, my friend,’ he whispered. ‘I am here to help’.’
c. The words from the passage that show that the leopard did not get better quickly are, ‘Over time, the leopard got stronger and healthier’.
d. The leopard gave Jim a look, as if saying thank you.
Big Idea
Answers may vary. Suggested answer:
At School:
1. I can talk to my friends about endangered animals and inform them.
2. I can help organise a poster competition about protecting animals.
3. I can join a tree-planting event to help animals.
4. I can recycle old notebooks to save trees.
5. I can take part in school eco-clubs or wildlife clubs that protect animals.
At Home:
1. I can avoid buying things made from animal furs and shells.
2. I can avoid using plastic to help protect animals.
3. I can create a bird feeder to help endangered birds.
4. I can learn more about endangered animals by reading books or watching videos.
5. I will respect animals and never harm or disturb them.
Pronounce Well
a. chirp – ch; stomachs – k
b. chaos – k; charges – ch
c. school – k; choir – k
d. chest – ch; aches – k
e. anchor – k; chain – ch
Vocabulary
1. endangered tricks animal fire national animals monkey pond duck kingdom forest park
1. The endangered animals in the jungle need our help to survive.
2. The monkey tricks were so funny, everyone laughed.
3. We visited a national park to see tigers and other wild animals.
2. a. unsafe
d. unhappy
3. a. protectors
d. safely
Go Grammar
b. replant
e. refill
b. helpful
e. lioness
1. A. a. The sun usually shines during the day. (SP)
The sun is shining at the moment. (PC)
b. Is the earth moving around the sun now? (PC)
The earth moves around the sun. (SP)
c. untie
f. recycle
c. careless
f. kindness
c. There are rules in the Jim Corbett National Park. (SP)
The people in that car are breaking the rules! (PC)
d. Metu, why aren’t you reading the rules? (PC)
I always study the rules given at the park gate. (SP)
B. What I noticed about the verbs in each tense:
• Simple Present Tense (SP):
The verbs describe habitual actions, facts, or general truths. For example, “The earth moves around the sun” shows a regular action or fact that is always true.
• Present Continuous Tense (PC):
The verbs describe actions that are happening at the time of speaking. For example, “The sun is shining at the moment” describes something occurring right now.
2. a. is watching b. is sitting c. are d. see e. are decreasing, cutting
Listen Well
a. ii. On the beach
b. ii. There was a lot of garbage on the beach.
c. ii. The children d. ii. They cleaned up the beach.
e. i. The turtles could lay their eggs safely.
Speak Well
Answers may vary. Suggested answer:
Interviewer: Good morning, Uncle Raj. Thank you for speaking to me. May I please ask you a few questions?
Uncle Raj: Good morning! Yes, of course. I'm happy to help.
Question 1: I think you know a lot about birds and animals. When did your interest in animals start?
Uncle Raj: I’ve loved animals ever since I was a child. I used to watch birds and play with my pet dog.
Question 2: What is the most interesting thing you have done?
Uncle Raj: The most interesting thing I’ve done is to rescue a baby owl that fell from a tree. I helped it back to health and released it!
Question 3: How long have you been working with animals?
Uncle Raj: I’ve been working as a wildlife rescuer for 12 years now. It’s such a rewarding job!
Interviewer: Thank you for your time. I look forward to sharing what I learnt with my classmates.
Uncle Raj: It was my pleasure! I’m glad I could help.
Write Well
Answers may vary. Suggested answer:
Invitation
Let’s Go Green!
Date: Saturday, 15 July 2025
Time: 10:00 a.m. – 12:00 p.m.
Where: Green Park, Main Street
Join us for a fun and educational Tree-Planting Event where we will plant saplings to help protect the environment. Bring your family and friends, and let’s work together to make our community greener!
The Cow
Read and Respond
1. The cow is friendly. She gives cream. She wanders around lowing but does not stray far. She enjoys the open air and light of day. She walks among the meadow grass.
2. Lines from the poem
The friendly cow, all red and white
Meanings
The cow roams around making soft noises. She gives me cream with all her might
She wanders lowing here and there
All in the pleasant open air
She walks among the meadow grass and eats the meadow flowers
3. a. The cow enjoys eating meadow flowers.
The cow is outside in the fresh air.
The cow is red and white.
The cow wanders through the grass and eats flowers.
The cow gives a lot of cream.
b. Yes, the speaker loves the cow. The speaker says, ‘I love with all my heart’, showing their affection.
c. The cow helps the speaker by giving cream to eat with apple tart.
d. The cow roams in the meadow because it enjoys the pleasant open air and the freedom to wander.
e. It means the cow stays in the meadow and doesn't wander too far away. It stays close to the area where it belongs.
Big Idea
Answers may vary. Suggested answer:
bright flowers trees butterflies clouds
birds green grass
rain showers bird songs
Vocabulary
1. a. i. en- b. ii. re-
c. ii. pre- d. i. im- e. ii. im-
2. kindness helpful careful thankful happiness
Answers may vary. Suggested answer: We should show kindness to animals by feeding them. The vet is helpful when my dog is sick.
I am careful with my pet so it doesn't get hurt.
I am thankful for the animals that help us.
The zoo animals look full of happiness.
Poetry Appreciation
Answers may vary. Suggested answer: My Favourite Animal: Elephant
My favourite animal is an elephant. It is grey with big ears. It makes a loud trumpet sound! It walks slowly through the forest and eats grass. It can use its trunk to pick up things and spray water. I love how big and strong the elephant is, and how gentle it can be.
The elephant, all grey, I love with all my heart, It makes me so happy, To see it around.
It walks all day, And it also sprays water, It sounds like a trumpet, Just look at it play!
Its big ears flap up high, Its long trunk reaches the sky!
The Magpie’s Nest
Read and Respond
1. Birds Nests
Thrush feathers and soft things inside
Blackbird messy twig nests
Starling mud and twig nests
Sparrow mud nests
2. a. nests b. clever c. thrush d. owl e. soft
3. a. The three facts that show that magpies are smart birds are:
i. The magpie knew how to build a nest from mud, twigs, and soft materials.
ii. She tried to teach the other birds how to build their nests.
iii. Unlike the other birds, she followed the steps and built her nest completely.
b. The problem was that each bird wanted to learn how to build a nest, but they all left before seeing the whole process. They solved it by learning bits and pieces from the magpie and then using their own methods.
c. Starlings have cosy nests because they use soft materials like feathers inside the nest, as shown by the magpie.
d. The magpie thought it meant the turtle-dove was asking her to take two twigs to complete the nest.
e. The magpie got angry because the turtle-dove kept saying the same silly phrase, ‘Take two, Taffy, take two-o-o-o’ and wouldn’t stop. Even though the magpie told her that ‘One's enough’ and there was no room for more twigs, the turtle-dove didn’t listen. This made the magpie upset, and she flew away, deciding not to teach the birds anymore.
Think and Answer
Answers may vary. Suggested answer:
a. If the birds had stayed for the full lesson, the nests would have been perfect, with mud, twigs, and soft materials inside.
b. This would have been a good thing because all the birds would have learnt how to build nests the right way, and they would have made strong and comfortable homes.
Big Idea
Answers may vary. Suggested answer:
The bird is called crow.
The bird’s feathers are black.
The bird’s eyes are black.
The bird lives in trees, fields, buildings, and parks.
The bird eats seeds, fruit, and sometimes small dead animals.
I saw it do these interesting things:
1. Caw loudly to talk to other crows.
2. Fly high in the sky in a big group.
3. Build nest high in trees.
Pronounce Well
a. yolk b. catch c. crumb d. knocks e. wriggled
Vocabulary
1. a. is + not = isn’t b. there + is = there’s c. did + not = didn’t d. you + are = you’re e. can + not = can’t f. they + are = they’re g. must + not = musn’t h. we + will = we’ll i. was + not = wasn’t j. I + will = I’ll
2. a. I'll b. It's c. didn't d. wasn't e. You're
Go Grammar
1. a. The magpie looked for twigs for her nest. relied on b. The birds set up a meeting with the magpie. understood c. Each bird must look after its own nest. searched d. The owl figured out how to build a nest. arranged e. The birds counted on the magpie for help. take care of
2. a. tapped b. wrapped c. dipped d. hummed e. flapped
3. a. hoped, R b. felt, IR c. began, IR d. formed, R e. found, IR
4. a. No bird stayed till the end. b. Only the turtle-dove remained. c. Why did the turtle-dove repeat the same silly call? d. The birds dreamt of having their own nests. e. The magpie felt angry.
Listen Well
a. False b. True
c. False
d. True e. False f. True
Speak Well
Answers may vary. Suggested answer:
During our visit to the Bharatpur Bird Sanctuary, we saw many beautiful birds like cranes, eagles and peacocks. The sanctuary was filled with lush greenery and peaceful lakes. We took a boat ride and watched the birds up close. Some of us even took pictures of the birds flying high in the sky. It was a fun and educational trip where we learnt a lot about wildlife conservation.
Write Well
Answers may vary. Suggested answer:
The Clever Tortoise
In a green jungle, all the animals lived happily. But one summer, the river began to dry up and water became scarce. The animals grew worried. “What will we do without water?” asked the deer. Toby, the wise tortoise, had an idea. “We need to dig a hole near the riverbank. The ground still has water underneath!” he said. The animals worked together. The elephants used their strong trunks, the monkeys dug with their hands, and the rabbits kicked away the loose soil. After hours of hard work, water started filling the hole!
The animals cheered, “Toby was right!” Now, they had a small pond to drink from. They thanked Toby for his clever thinking. From that day on, the animals always listened to Toby’s ideas and they worked together whenever there was a problem.
Wind on the Hill
Read and Respond
1. a. i. We don’t know where.
c. ii. The kite will fly away.
b. iii. As fast as it can.
d. ii. For a whole day and night.
2. a. True
True
3. a. The lines ‘No one can tell me, Nobody knows, Where the wind comes from, Where the wind goes’ show that the speaker has asked people, but no one knows the answer.
b. If the wind stopped blowing, the kite would come down because it needs the wind to stay up in the air.
c. If there are very strong winds, the kite will fly even higher and farther, and the string might be harder to hold onto.
d. The speaker thinks that if he lets go of the kite, he can follow it and find out where the wind goes.
Big Idea
Answers may vary. Suggested answer:
Ways in which the wind helps me and my family
1. It helps us cool down on a hot day.
2. We enjoy flying kites on windy days. The wind lifts them high in the sky.
3. It dries the clothes we hang outside.
Ways in which the wind troubles me and my family
1. It blows the leaves all over the garden.
2. When the wind is strong, it carries dust and makes our home dirty.
3. The wind sometimes makes doors bang loudly.
Vocabulary
2. a. sea b. hare c. hole d. there e. blew
Poetry Appreciation
Answers may vary. Suggested answer:
1. The setting of the poem is outside, where the wind is blowing. The speaker talks about the wind flying fast, and the kite being blown with it.
2. When I close my eyes and listen, I imagine a big, open field with a strong wind blowing. I can see the kite flying high in the sky, moving with the wind. The trees are swaying, and I hear the sound of the wind rushing by.
Alice in Wonderland
Read and Respond
1. Alice saw a talking rabbit. She followed it into the rabbit hole. She drank something from a bottle and became smaller. She went through the small door and into a wonderland. She attended a tea party and met the Queen of Hearts. It was all a dream and she was woken up by her sister.
2. a. Beginning: Alice is sitting under a tree with her sister, feeling bored by the book she is reading, when she sees a white rabbit.
b. Middle: Alice follows the white rabbit down a rabbit hole, shrinks after drinking from a bottle, and goes on a strange adventure.
c. End: Alice wakes up from her dream, realising it was all just a strange dream.
1. sun son flower flour pore pour rains reins route root
3. a. The talking rabbit says, ‘Oh, dear! Oh, no! I'm late! I’m late!’ as he races past Alice.
b. Alice was curious and surprised to see a talking rabbit. She wanted to know more about where it was going and what was happening, which is why she decided to follow it.
c. Alice must have felt confused and shocked when she realised she had shrunk. She probably wondered how to fix it or how to get back to her normal size.
d. I think Alice enjoyed the tea party because she seemed curious and happy to join in, even though the party was very strange. She also smiled and tried to make the best of the situation.
e. Alice woke up when she was in the middle of playing croquet with the Queen of Hearts. Just after the Queen shouted "Off with her head!", Alice woke up under the tree, realising it was all a dream.
Think and Answer
1.
Problems Solutions
Alice found a door that she was too small to pass through.
Alice drank from a bottle and became smaller to fit through the door.
Alice became too small and wanted to become bigger. Alice ate a piece of mushroom to grow back to her normal size.
The Mad Hatter told Alice there was no place for her at the table.
2. Event
When she sees the talking rabbit.
When she takes a bite of the mushroom.
When the Mad Hatter sees Alice.
When she meets the Queen of Hearts.
When she wakes up from her dream.
Big Idea
Answers may vary. Suggested answer:
Alice squeezed in anyway and joined the tea party.
How does Alice feel?
a. curious
b. curious
c. angry
b. nervous
b. relieved
What is in both the real world and in Wonderland? What in only in Wonderland?
1. A garden
2. A door
3. A tea party
Vocabulary
1. a. Alice felt as light as a feather as she floated down.
b. The dormouse snored like a bear.
c. The rabbit ran as fast as the wind.
d. The Cheshire’s cat was as big as a pumpkin
e. The tea at the Mad Hatter’s party was like honey
1. A talking rabbit
2. A Cheshire Cat that smiles
3. The Queen of Hearts' croquet with a flamingo and hedgehog
a character in the alphabet a device to tell time
to look at something to move your hand back and forth
A stick used to hit a ball a direction
something that is correct a flying mammal
moving water on the sea a message written to someone on paper
Go Grammar
1. a. Alice saw a white rabbit. It was wearing a coat.
b. ‘I’m late! I’m late!’ exclaimed the rabbit.
c. Alice met the caterpillar, the March Hare, the Mad Hatter and the Queen of Hearts.
d. ‘Wait! Where are you going?’ Alice asked the rabbit.
e. The Queen of Hearts was playing croquet with a flamingo and a hedgehog.
2. a. will go b. will drink c. will make d. will have e. will let
3. a. Everyone will enjoy the tea party.
b. The flamingo will spoil Alice’s game.
c. Alice will miss a shot.
d. Alice will pass through a tiny door.
e. The Dormouse will sleep till tea.
Listen Well
a. mother b. beans
c. beanstalk
d. giant's castle e. musical instrument, hen f. axe
Speak Well
Answers may vary.
Write Well
Answers may vary. Suggested answer:
Paul: (shouts) Hey Amala, come here! Look what I found!
Amala: (whispers) It looks like a magic key.
Paul: Let’s see what it opens!
Amala: (excited) Wow! Maybe it opens a secret door!
Paul: What if we find something amazing?
Amala: (nervous) What if it leads to a scary place?
Read and Respond
1.
Character Action
The chief priest The King The ministers
Tenali Ramakrishna
2. a. ii. Tenali Ramakrishna
b. i. He was jealous of Tenali.
discussed important matters.
wore a pot on his head.
shouted at Tenali.
lied to the king.
c. ii. He asked him never to show his face again.
d. ii. He covered his head with a pot.
3. a. The chief priest told the king that Tenali had been spreading rumours about the king. They included the claim that the king had a collection of pink elephants and slept with a garland around his neck. The king was very angry and ordered Tenali to never show his face again in the court.
b. Tenali followed the king’s orders by hiding his face with a pot, but he still worked and did his duties at the palace. He made sure to stay loyal to the king while fulfilling his responsibilities.
c. The court was dull without Tenali because the courtiers missed his wisdom, jokes and humorous remarks that always lifted the atmosphere and made things lively.
d. People laughed when they saw Tenali with a pot on his head because it was a humorous and unexpected sight. His clever way of following the king's orders while still doing his work made the situation amusing.
e. At the beginning of the story, the king felt angry and upset with Tenali after hearing the false claims. When he learnt the truth, he felt guilty for not listening to Tenali and apologised for his mistake.
Think and Answer
1. Answers may vary. Suggested answers:
The priest was jealous, so he lied to the king about Tenali.
Next, the king became very angry and told Tenali never to show his face again.
Then, Tenali came up with a clever idea. He put a pot on his head so he could still work for the king. But, the courtiers were confused when they saw someone with a pot on his head. The king saw the person too, but no one could catch him.
Finally, the king found out the priest lied to him. He called Tenali back and laughed at his clever idea. The king said sorry, and Tenali forgave him. The priest never tried to trick the king again.
2. Character Actions
Tenali Ramakrishna
Chief Priest
A Word that Describes the Character
1. Followed the king's orders by covering his face with a pot. Loyal
2. Used a clever idea to solve the problem and continue his work. Clever
1. Lied to the king about Tenali to make him look bad. Unfaithful
2. Was jealous of Tenali and tried to get him in trouble. Jealous
Answers may vary. Suggested answer:
I think Tenali is a better person because he is clever and loyal. He followed the king’s orders but still found a smart way to help the kingdom. The priest, on the other hand, was jealous and lied to the king to get Tenali in trouble.
Big Idea
Answers may vary. Suggested answer:
Problem
Problem 1
Problem 2
Problem sentence No street lights. Too much noise at night.
Where is it happening? My community. My neighbourhood.
Who does it effect? People living in the area. People sleeping at night.
What is the solution? People who live there should complain to the local authorities.
Pronounce Well
People should talk to the neighbours and explain the issue.
Vocabulary
1. a. teapot
b. bedroom
c. snowman d. moonlight
2. a. stop
e. goldfish
b. vase
c. heart d. hare e. garden
Go Grammar
1. a. cleverly
b. cunningly
c. sadly d. quickly e. angrily
2. a. badly b. royally
c. mysteriously d. immediately e. Surprisingly
Listen Well
Who are the main characters?
1. Emperor Akbar
2. Birbal
Where does the story take place? In the palace gardens
What do the characters try to find? They try to find if a pot of honey can be used to catch a thief.
Do they succeed? How do you know? Yes, they succeed. A man tries to sneak away with the pot of honey but gets stuck in it.
Speak Well
Answers may vary. Suggested answer:
Topic: Maths is the most important subject in school.
Student 1:
I think that Maths is the most important subject because we use it every day. We need Maths to count money, measure things and even read the time. Without Maths, we wouldn't be able to do simple tasks like shopping or cooking.
Student 2:
I don’t agree that Maths is the most important subject. Other subjects like Science and English are just as important. Science helps us understand the world and English helps us communicate. If we didn’t know how to read, we wouldn’t even understand Maths problems!
Topic: Each student should do at least two kinds of sport.
Student 1:
I agree that every student should do at least two sports because it keeps us fit and active. Playing different sports helps us use different muscles and stay healthy. For example, running makes our legs strong, and swimming helps the whole body.
Student 2:
I see it differently as some students may not enjoy sports or may have health problems. Instead, they should be free to choose other activities they like, such as music or art. One sport is enough to stay active!
Topic: Art and music should be given more time in school.
Student 1:
That's a good idea as I believe art and music should be given more time in school because they help students be creative. Drawing, painting and playing instruments make learning fun and allow us to express our feelings in different ways.
Student 2:
I think you are wrong about art and music getting more time because subjects like maths and science are more important for our future. If we spend too much time on art and music, we may not have enough time to learn important skills for jobs.
Write Well
Answers may vary. Suggested answer:
My favourite comedy show is ‘Taarak Mehta Ka Ooltah Chashmah’. It is a funny show that makes me laugh every time I watch it. The characters like Jethalal, Daya and Tapu Sena are always getting into funny situations. The episodes are fun and teach us good lessons about friendship and helping others. I love watching it with my family, and it always brings a smile to my face. ‘Taarak Mehta Ka Ooltah Chashmah’ is the best comedy show!
I Woke Up This Morning
Read and Respond
1. a. True
d. False
b. True
e. True
c. False
2. I woke up this morning and got out of bed. I put on my clothes and a hat on my head. I went to the kitchen to look for some food and yawned. I managed to stuff all my things into my pack. I left home and wandered to school. When I arrived, the lights were all off and the doors were locked! I must say, I was embarrassed
and a little bit shocked. I looked at my watch and realised it was eight o’clock. I’d overslept and was twelve hours late.
3. a. The girl stuffed her books, lunch and a snack into her pack.
b. The girl walked to school while feeling sleepy and tired, not realising she was late.
c. The girl felt like ‘the world's biggest fool’ because she went to school only to find it was locked and empty.
d. She realised after looking at her watch that it was eight o'clock and that she had overslept by twelve hours.
Big Idea
Answers may vary. Suggested answer: One time, I was looking for my favourite pencil and couldn't find it anywhere. I looked all over my desk, under the papers, and even in my backpack, but it was nowhere to be found! After a while, I realised I had been holding the pencil the whole time, and it was in my hand the whole time! Everyone laughed when I told them what happened. I felt a little silly, but it was funny in the end!
Vocabulary
1. bed chewed food shocked locked snack eight head pack late
2. It shook when he tried to dig. He loved to dance, to move and sway, And jump around in a fun display!
3. to giggle a statement or story meant to make people laugh a fool a trick played on someone a joke to act in a playful or stupid way be silly to laugh quietly and often uncontrollably a prank a person who acts in a way that will make people laugh
Poetry Appreciation
Answers may vary. Suggested answer:
What I See
What I Hear
What I Feel
clothes, hat, food, books, lunch, snack, pack, school, lights, doors, watch sleepy, silly, foolish, embarrassed, shocked
Momotaro, the Peach Boy
Read and Respond
1. a. peach b. Momotaro c. giants d. pheasant e. Akandoji
2. a. Momotaro fights Akandoji. 5
b. She takes the peach home, and finds a boy inside it. 2
c. Momotaro returns home with the treasures. 6
d. Momotaro sets off to find the treasure. 3
e. An old woman finds a peach in the stream. 1
f. Momotaro meets a dog, a monkey and a pheasant. 4
3. a. The events of the story happen in the mountains, the stream, the island of the giants, and at Momotaro’s home.
b. Momotaro learnt about the island of the giants through stories. He learnt that the giants had stolen many treasures and kept them on their island.
c. Momotaro’s parents were surprised by his plan, but they were also proud of him for wanting to help others. They made him some dumplings for his journey.
d. On the island of giants, Momotaro and his animal friends fought the giants. Momotaro defeated the chief, Akandoji, who agreed to give up the stolen treasures.
e. The family celebrated Momotaro’s return with a big feast. He shared stories of his adventures and showed everyone the treasures.
Think and Answer
1. Event
The old woman pulls the large peach out of the stream.
The giants stole the treasures and kept them on their island.
Momotaro decides to go to the island of the giants to get back the stolen treasures.
What it tells me about the character
This shows that the old woman is curious.
This shows that the giants are greedy and terrifying.
This shows that Momotaro is brave and selfless.
2. Event Effect
The old woman finds a large peach in the stream.
Momotaro shares his decision to go to the island of giants.
Momotaro gives a millet dumpling each to a dog, a monkey and a pheasant.
Momotaro fights the chief of the giants, Akandoji, and defeats him.
Big Idea
Think and Answer
Name the story: Beauty and the Beast
Name the main characters: Beauty (Belle) and Beast
Momotaro brings the stolen treasures home.
Momotaro gets loyal friends and helpers.
The family found a child, and named him Momotaro.
The family is worried, but they support Momotaro’s good cause.
Similarities and Differences:
Similarities Differences
Both the stories Beauty and the Beast and Momotaro, the Peach Boy have a beast or a giant.
In both stories, the characters are brave. Momotaro is brave to fight the giants, and Belle is brave to stay with the Beast.
Both stories have a good character who helps others. Belle helps the Beast, and Momotaro helps the people who lost their treasures.
Pronounce Well
In Beauty and the Beast, the Beast is sad and lonely, while the giants in Momotaro are greedy and steal treasures.
The Beast is turned into a human at the end of Beauty and the Beast, but the giants in Momotaro stay as giants.
Beauty and the Beast takes place in a castle, but Momotaro happens in a village and on an island.
a. kite b. rice c. wide d. night e. die
Vocabulary
1. on top of the world
something amazing or wonderful out of this world
feeling very happy carry the world on one’s shoulder
very different from each other the world is your oyster
to carry a lot of responsibility worlds apart
a. carry the world on his shoulder
c. the world is your oyster
e. worlds apart
2. Answers may vary. Suggested answer:
a. overjoyed
you can do anything you want
b. on top of the world
d. out of this world
In the story: “The old man and the old woman were overjoyed when Momotaro returned.”
My sentence: I was overjoyed when I found out I got the highest score in the class!
b. adventurous
In the story: “He grew up to be strong and adventurous.”
My sentence: My cousin is very adventurous; she loves to explore new places!
c. treasures
In the story: “These giants had stolen many treasures and kept them on their island.”
My sentence: We found many old treasures in the attic, like an ancient clock and a beautiful painting.
d. defeated
In the story: “Akandoji was tough but they fought until Momotaro defeated Akandoji.”
My sentence: The soccer team defeated their rivals in the final match and won the trophy!
Go Grammar
1. a. so b. and c. but d. so e. or
2. a. Momotaro can eat dumplings and peaches.
b. They met many of the giants’ helpers but they were looking for Akandoji.
c. Momotaro fought for the treasures and took them home.
d. Momotaro gave the dog a dumpling so the dog went with him.
e. Akandoji attacked Momotaro with an iron club, but Momotaro dodged him.
Listen Well
Speak Well
Answers may vary. Suggested answer:
Title: The Brave Little Bird
One day, Chirpy, a tiny bird, was hopping around the forest. He loved flying high in the sky, singing songs, and making friends with other animals. But Chirpy had one big fear: he was afraid of flying through the deep forest because it was dark and full of big trees.
One afternoon, Chirpy decided he wanted to gather some berries from the other side of the forest. As he flew over the trees, he noticed a mischievous fox hiding behind a bush. The fox saw Chirpy and said, ‘Come here, little bird. I want to be your friend!’ Chirpy knew the fox could be tricky, so he decided to fly away, but he got caught in a tree branch! Chirpy felt scared and stuck.
Just then, a wise old owl named Hoot flew down and helped Chirpy. Hoot used his strong wings to untangle Chirpy from the branch. ‘Thank you, Hoot!’ Chirpy chirped. ‘I was scared, but I learnt that being brave means asking for help when you need it.’ From that day on, Chirpy was no longer afraid to fly through the forest, knowing he had good friends like Hoot who would help him in times of need.
Write Well
Answers may vary. Suggested answer:
How to Make an Ice-Cream Sundae
Materials Needed:
• 1 bowl
• Ice cream (any flavour)
• Chocolate syrup
• Whipped cream
• Sprinkles or toppings (cherries, nuts, etc.)
• A spoon
Steps:
1. First, take a bowl and place one or two scoops of ice cream into it.
2. Then, pour some chocolate syrup over the ice cream.
3. Next, add a little bit of whipped cream on top.
4. After that, sprinkle your favourite toppings like sprinkles, cherries, or nuts.
5. Finally, grab a spoon and enjoy your delicious ice-cream sundae!
Warnings:
• Make sure to use a bowl that's big enough for your sundae.
• Be careful not to put too much syrup or toppings—just enough for a tasty treat!
Workbook
Friendship
Read and Respond
1. a. False b. False c. True d. False e. False
2. a. Riya feels scared on the first day of school because everything is new to her.
b. Aman smiles at Riya and invites her to sit with him, which makes Riya feel better
c. Riya and her friends share parathas, pickles, and mango lassi during lunchtime.
d. At the end of the story, Riya feels happy and comfortable because she made new friends and had fun with them.
3. If a new student joins my school, I would introduce myself and ask them if they need help finding their class or a place to sit. I would invite them to play with me and my friends. I would show them around the school and explain the rules so they don’t feel lost or scared.
Pronounce Well
a. laugh b. trophy c. xylophone d. coughed e. sphere
Vocabulary
1. a. Tina felt anxious because she did not know anyone in class.
b. Nisha and her buddy had tasty snacks at the party.
c. The birthday celebration was fun.
d. The balloons were shiny and colourful.
e. There were many thrilling games at the party.
Go Grammar
1. Answers may vary. Suggested answer:
a. Rohan is studying.
b. Aryan is reading a book.
c. Raju lends Riya his pencil.
d. They are playing football.
e. Anav and Karan are shaking hands.
2. a. How do the children come to school?
b. Who is very active at school?
c. Where do the children read, write and play?
d. Which ball do the children choose to play catch and throw?
3. a. Does you like poha?
Correct: Do you like poha?
b. Did Kamala share her pencils with others?
c. Does all the students want to play?
Correct: Do all the students want to play?
d. Do they look happy?
e. Do he want to join the game?
Correct: Does he want to join the game?
Listen Well
Preethi shares her drawing supplies with Nina.
Nina left her drawing supplies at home.
Nina is at school. It is her drawing class.
Nina and Preethi become good friends.
Nina feels sad.
Preethi calls Nina’s name.
Speak Well
Answers may vary. Suggested answer:
a. I want to be a teacher when I grow up.
b. I think teaching is a fun job because I can share what I know and see others learn new things. I enjoy making learning exciting and helping students solve problems. Being a teacher will make me happy.
c. Yes, I know my aunt, who is a teacher. She teaches at a local school. She is very kind and patient with her students. My aunt always encourages kids and helps them do their best in school.
Write Well
Answers may vary. Suggested answer: Naina, Soham and Shaan are having lunch.
Naina is waving.
Sohan is eating a sandwich.
Shaan joins them.
The three friends have got yummy food. They enjoy their lunch together.
Health and Hygiene
Read and Respond
1. a. yoga b. boring c. cricket d. focussing e. dedication, leadership
2. a. Dev’s mom takes him to her yoga class because she thinks he is not getting any physical exercise. b. Dev’s mom and his yoga teacher help him start the small yoga club at his school.
3. Before Yoga After Yoga lazy active tired energised sad calm weak strong distracted focussed
Pronounce Well
a. bike b. cake c. tube d. bone e. cane
Vocabulary
1. a. soap and water b. peanut butter and jelly c. pots and pans d. spoon and fork e. cup and saucer
2. a. band b. strike c. run d. ball e. rock f. strike g. ball h. run i. rock j. band
Go Grammar
1. a. Gurukul, school b. man, Mohan c. headmaster, boys d. Usha, runner e. athlete, awards
2. Column A Column B bunch of wood field of wipes bundle of bananas team of runners pack of players
a. pack of wipes b. bunch of bananas c. team of players d. field of runners e. bundle of wood
3. a. The sun is a star.
c. An athlete must eat healthy food.
e. The people cheer for the last participant.
Listen Well
b. Swimming is a kind of sport.
d. The Indian team wins the first match.
Brush your teeth to stop germs from making you sick
Wash your hands to stay strong and fit
Shower after playing to get a good night's sleep
Exercise for an hour to keep them free of cavities
Change to comfortable wear to avoid skin problems
Speak Well
Answers may vary. Suggested answer:
a. To keep our surroundings clean, we should always throw trash in the bins and not litter on the streets. We should clean our homes and classrooms regularly. If we see any garbage lying around, we should pick it up and throw it away. Washing our hands before eating and using clean water also helps prevent germs from spreading.
b. When we do not keep our surroundings clean, germs and bacteria can spread easily. This can make people sick with diseases like fever, cold and stomach infections. Dirty places attract insects like flies and mosquitoes, which can carry harmful diseases. If we do not clean up garbage, it can also pollute the air and water, which makes it unsafe for everyone to live in.
Write Well
Answers may vary. Suggested answer: 123, Green Park, New Delhi - 110052, India
12 February 2025
Dear Rohan,
I hope you're doing well in Mumbai! I miss you a lot and hope to see you soon. Today, I wanted to share something exciting that me and my friends have been doing to help our community.
We have started a small project in our neighbourhood to keep it clean and healthy. Every Saturday, we gather together to pick up litter from the streets. We also clean the parks, water the plants and make sure no garbage is thrown in the open. We have placed trash bins in different areas to help people throw waste properly. We also tell everyone in the community to wash their hands and keep their homes clean to avoid falling sick.
I feel really happy because, with everyone’s help, the community is becoming cleaner and we are keeping harmful germs away. I hope you and your friends can do something like this in your city too!
Take care and write to me soon.
Love, Aman
Kindness and Humility
Read and Respond
1. a. False b. True c. False d. False e. True
2. a. The friends explored museums, tried local food and had fun together.
b. Meher wanted to thank Rafi and show her gratitude for making her feel at home in Kolkata.
c. Meher hosted a small party where she cooked dishes from her hometown.
d. Meher 's days filled with joy and she felt more at home in Kolkata after becoming friends with Rafi.
3. Answer may vary. Suggested answer:
If I were Meher, I would thank Rafi by inviting him to a fun gathering, sharing my favourite food with him and telling him how much his friendship means to me.
Pronounce Well
a. thumb b. thankful c. three d. than e. weather
Vocabulary
1. a. green b. house c. penguin d. quiet e. rabbit f. silly g. smile h. square
2. a. sad b. unhelpful c. quiet d. generous e. closed f. punish
Go Grammar
1. Today, Riya did three kind actions. She helped her elderly neighbour carry his heavy bags up the stairs. Then she donated a few toys, a warm blanket, and many old books for poor children. She also helped an old lady to cross a busy street. This made her feel great. Even little acts can make a huge difference.
2. Adjective Comparative Superlative
3. Answers may vary. Suggested answer:
a. My little brother is greedier than me when it comes to candy.
b. She is the most generous person in our class, always helping others.
c. I need to be more careful when crossing the road.
d. This is the shortest route to the park.
e. Sara is cleverer than her classmates in solving math problems.
Listen Well
Rekha was running.
She looked near the swing.
Speak Well
A boy was sad.
She found it on the slide.
Answers may vary. Suggested answer:
1. The position of the cloud is different in both the pictures.
The boy lost his teddy bear.
She looked near the sea-saw.
2. There is a butterfly in the first picture but it is missing in the second one.
3. The cat in the first picture has black spots on it but in the second picture it is only white.
4. There is a crow in the first picture but it is missing in the second picture.
Write Well
Answers may vary. Suggested answer: Key events of the story:
1. The hare was proud of how fast he could run.
2. The tortoise challenged the hare to a race.
3. The hare ran ahead and decided to take a nap.
4. The tortoise kept walking slowly and steadily.
5. The tortoise won the race because the hare slept too long. New ending to the story:
As the hare woke up, he saw the tortoise was near the finish line. He jumped up and ran as fast as he could. But just before he reached the end, he slipped on a banana peel and fell! The tortoise slowly walked past him and won the race. Everyone cheered! The hare laughed and said, “Well, that was unexpected!”
Travel and Tourism
Read and Respond
1. a. ii. the Taj Mahal b. i. Shah Jahan c. ii. street food d. i. by using their hands e. ii. they spoke different languages
2. a. Tara ate street food.
b. Tara travelled by train.
c. Tara looked at a picture of the Taj Mahal.
d. Tara saw the Taj Mahal for the first time.
e. Tara talked to a Japanese girl.
3. Answers may vary. Suggested answer:
a. I saw the Taj Mahal for the first time.
b. I ate street food in Agra.
c. I met a girl from Japan and we had fun talking by using our hands.
Pronounce Well
Vocabulary
1. a. BEFORE b. BEFORE c. BEFORE d. BEFORE e. AFTER
2. a. destination b. station c. airport d. tourist, sightseeing e. map
Go Grammar
1. a. We b. He c. She d. It e. They
2. a. his, mine b. theirs c. his d. ours e. hers, mine
3. a. Basava and Sundari liked to go to the market. They went to buy groceries.
b. Basava said, ‘I think my bike is faster than yours.’
c. Sundari said, ‘We will see who reaches there first.’
d. They parked their bikes and went to the shop.
e. The shopkeeper asked them, ‘Are these bikes yours?’
Then, they went to a small café to try some local food. 4
Priya and her brother, Vinay, travelled to Nepal with their parents. 1
3
Priya and Vinay learnt to say ‘hello’ and ‘thank you’ in Nepali.
In the evening, they watched a local dance performance and enjoyed the music. 5 First, they arrived at a busy market where people spoke Nepali. 2
Speak Well
Answers may vary. Suggested answer: I want to visit Disney World.
I would love to go there because it has fun rides and Disney characters. When I go there, I will meet Mickey Mouse and go on a roller coaster. Another thing I want to do is watch the fireworks show. This place is special because it is a magical place full of adventure and fun.
Write Well
Answers may vary. Suggested answer: 1 November 2025
09:00 a.m.
Sunday
Dear Diary,
Today, I visited the Diwali Mela in my neighbourhood with my family. I saw many colourful lights, decorated stalls and people dressed in bright festive clothes. I did fun games, bought beautiful diyas and enjoyed yummy sweets like jalebi and laddoo. My favourite part was watching the amazing fireworks and dancing to festive music. I felt really happy and excited because the Mela was full of joy and laughter and Diwali is one of my favourite festivals.
Goodbye for now.
Tarun
Teamwork
Read and Respond
1. a. ii. Dayton, Ohio b. i. Experiment with machines c. i. Kitty Hawk d. iii. The Wright Flyer e. iii. 12 seconds
2. a. The Wright brothers worked in their bicycle shop during the day.
b. Teamwork helped the brothers by allowing them to support each other and work together to build and test their flying machine. Orville started the engine and with Wilbur's help, the plane roared to life.
c. We can learn that teamwork, determination and not giving up are key to achieving our dreams.
d. December of 1903 was important because it was the year they successfully flew their invention, the Wright Flyer.
3. Answers may vary. Suggested answer.
I worked with my friend on a science project about plants and how they grow. My friend researched the types of plants and I prepared the materials and set up the experiment. Working together made it easier because we shared the tasks and were able to learn from each other. It was also more fun because we both contributed ideas and enjoyed the experience.
Pronounce Well
a. hop b. cup c. kite
Vocabulary
1. a. Pinky, the butterfly likes to fly.
b. Her friend Catty, the cat is fluffy and likes to sleep.
c. Pinky uses her wings to wake Catty up.
d. Catty is angry. He uses magic on Pinky.
e. Pinky yawns. She closes her eyes and sleeps.
2. a. Countries b. Colours c. Sports d. Vegetables e. Languages
3. a. sports b. colours c. countries d. Vegetables e. languages
Go Grammar
1. a. on b. in c. under d. between e. over
2. a. after b. under c. in d. on e. behind
3. a. up b. around c. through d. behind e. down
Listen Well
a. Lily, Ben and Maya b. storeroom c. riddles d. pictures e. tricky lock f. coins
Speak Well
Answers may vary. Suggested answer:
Student 1: Once, I helped a friend by carrying his heavy school bag when he hurt his arm. He was very thankful!
Student 2: I felt happy when someone helped me because one day, it started raining suddenly, and I didn’t have an umbrella. My neighbour shared hers with me.
Student 3: Helping each other is important because it makes life better for everyone. At home, we can help our parents by keeping our room clean and setting the table for meals.
Student 4: That’s a good idea! We could also help animals by giving food and water to stray dogs and birds, especially in summer.
Student 1: Why do you think it’s important to help our friends?
Student 2: When we help our friends, we make them feel happy and supported. If someone is struggling with homework, we can explain it to them so they don’t feel alone.
Student 3: What are some ways we can help each other at school?
Student 4: We can share our stationery, help a classmate who falls down, and include everyone in games so no one feels left out.
Write Well
Answers may vary.
Protecting Animals
Read and Respond
1. a. i. Lion b. i. Sing songs c. iv. Our friends d. i. Bamboo shoots
2. a. glide b. stroll c. roll d. treasure e. comrade
Pronounce Well
a. chick b. choose c. chest d. stomach e. school
Vocabulary
Wild animals live freely, in the national parks of India. Even in these protected areas, they are still in danger from forest fires caused by the careless actions of humans.
Go Grammar
1. a. wake up b. starts c. goes d. get e. drink
2. a. are walking b. are carrying c. is reading d. is swinging e. are flying
3. Answers may vary. Suggested answer:
a. Shine
• Always: The sun shines brightly every day.
• Right now: The sun is shining brightly.
b. Look
• Always: She looks at the stars before going to bed.
• Right now: She is looking at the stars.
c. Care
1. Always: He cares for his pets every day.
2. Right now: He is caring for his pets.
d. Feed
• Always: I feed my dog twice a day.
• Right now: I am feeding my dog.
Listen Well
a. ii. It was home to the animals.
b. i. People came to cut down trees.
c. ii. They held hands around the trees.
d. ii. They stopped cutting down the trees.
e. ii. Proud.
Speak Well
Answers may vary. Suggested answer:
Interviewer: Good day, Sir! It is great to have you on the show.
Interviewee: Thank you! It is good to be here. I look forward to talking to you.
Interviewer: Where did you grow up?
Interviewee: I grew up in a small village near a forest. I loved spending time outside, exploring nature.
Interviewer: How did your interest in animals begin?
Interviewee: When I was young, I used to watch animals in the forest. I was amazed by how they lived and moved. This made me want to learn more about them.
Interviewer: Which are some of the most exciting adventures you have had?
Interviewee: One of the most exciting adventures was when I went on a safari in Africa. I got to see lions, elephants and giraffes up close! It was amazing.
Interviewer: Thank you for answering my questions.
Interviewee: Thank you for having me on your show. I enjoyed chatting with you.
Write Well
Answers may vary. Suggested answer:
River Cleanup
Date: February 15, 2025
Time: 10:00 a.m.
Where: Near the riverbank
Invitation
We will be cleaning up the nearby river to help keep our environment clean and safe for everyone. Please join me and my friend to make a difference! Bring gloves, bags and a positive spirit. Together, we can help protect nature and make the river beautiful again.
Looking forward to see you there!
Nature
Read and Respond
1. a. ii. swing b. i. squirrels c. ii. owls d. ii. squawk
2. The poem talks about the fun and lively activities of animals in the jungle. Monkeys swing from trees, parrots squawk as they fly, foxes play hide and seek and squirrels chatter. Lions roar loudly, while owls hoot softly at night. The jungle is a lively place full of action and the fun continues all day long.
3. Answers may vary.
Pronounce Well
a. comb b. knee c. castle d. plumber e. witch
Vocabulary
Answers may vary. Suggested answer:
a. deer - The deer ran quickly through the forest.
b. dear - My dear friend gave me a birthday gift.
c. bear - We saw a bear while roaming in the mountains.
d. bare - The tree had bare branches in the winter.
e. pair - I bought a pair of shoes at the store.
f. pear - She ate a juicy pear after lunch.
Go Grammar
1. a. wiped out b. scaled back c. throw away d. die out e. use up
2. a. The magpie knew the owl.
b. The magpie put another layer of mud over the twigs.
c. The turtle-dove sang a silly song.
d. At last, the magpie heard it.
e. She flew away too.
4. Answers may vary. Suggested answer:
a. The children visited a beautiful garden to plant flowers.
b. Anjali watched her friends as they planted saplings.
c. The children walked around the garden.
d. Aman smelled the fresh flowers happily.
e. Everyone enjoyed planting and taking care of the plants together.
Listen Well
Incorrect Statements
Aquatic animals live on land.
Jellyfish have bones.
Female seahorses carry their babies.
Octopuses have six arms.
Correct Statements
Aquatic animals live in water.
Jellyfish have no bones.
Male seahorses carry their babies.
Octopuses have eight arms.
Turtles can live only in water and not on land. Turtles can live both in water and on land.
Speak Well
Answers may vary. Suggested answer:
Last Saturday, our teacher took us to the park. The sun was shining, and the sky was bright blue with fluffy clouds. There were green trees all around and colourful flowers made the park look beautiful. Riya and Sameer enjoyed roller skating on the pathway while Nisha rode her bicycle. Rahul had fun scooting along the path, laughing as the wind rushed past him. In one corner of the park, Ananya was playing on the swings, going higher and higher. Neha loved skipping with her rope, jumping joyfully. Near the slide, Tanya and Mishank were giggling as they took turns sliding down. At the merry-go-round, Aryan and Pooja spun around with big smiles on their faces. We all had so much fun running, playing, and enjoying the fresh air. It was a wonderful day, and we felt happy.
Write Well
Answers may vary. Suggested answer:
Setting:
A small village, in Tom's garden.
Characters:
Tom, his family, his neighbours.
Beginning:
Tom is a little boy who loves plants. He has a small garden where he grows vegetables and flowers. Every morning, he waters his plants and pulls out the weeds.
Middle:
One summer, there is no rain, and the village’s crops die. Tom doesn’t give up and saves water from his daily chores to keep his garden alive. His neighbours watch and admire his hard work.
End:
Tom has more vegetables than his family needs, so he shares them with his neighbours. He helps the village through a tough time and shows everyone the power of determination and kindness.
Imagination and Fantasy
Read and Respond
1. a. True b. True c. False d. False e. False
2. a. In the poem, the speaker dreams about a magical house made entirely of sweets and chocolate.
b. In stanza one of the poem, the speaker describes the house having walls and roof made up of sweets and windows and doors made of candy.
c. In stanza two of the poem, the speaker describes wandering through the house on floors made of fudge, eating caramel treats, and enjoying the chocolatey surroundings.
d. In stanza three of the poem, the speaker describes a cocoa surprise in every room, marshmallow beds, chocolate rainbows rising from the chimney and a dream-like candy land.
3. a. sugar cookies with colourful icing b. chocolate bars c. gingerbread d. marshmallows e. candies
Vocabulary
1. a. row b. lead c. close d. bow e. live f. close g. row h. live i. bow j. lead
2. Simile Meaning
When Snow White left the palace, she was as free as a bird very tired
After running the race, tortoise was as tired as a dog. completely free
The prince is like a lion. He is not afraid of anyone. very strong
The wrestler is as strong as an ox during his matches. very slowly
The hungry bear walks like a snail very brave
Go Grammar
1. Once upon a time, a tiny dragon named Puff met a magical fairy. ‘Can you help me fly higher?’ Puff asked. The fairy smiled. She gave Puff some pixie dust, a wand and a cloak. She exclaimed, ‘Now you can soar to the stars!’ Puff flew up, up and away. He shouted, ‘Thank you, fairy!’
2. a. F b. P c. F d. P e. F
3. a. Tomorrow, Reva will enter an enchanted forest.
b. She will meet the King of Hearts.
c. He will tell her about the lion’s birthday.
d. They will surprise the lion with a party.
e. The elephant and giraffe will join in.
Listen Well
Reva was cleaning her grandmother’s room when she found an old book. She was curious and opened it. Suddenly, she found herself in a green forest with birds singing above her. An old lion gently welcomed her and said she had been sent to help them fight the evil tree. Reva, the lion, and the other animals, bravely fought and defeated the tree. The lion gave Reva a small blue box and just as she tried to open it, she was back in her grandmother’s room.
Speak Well
Answers may vary.
Write Well
Answers may vary. Suggested answer:
You: Good day, Giant. I am Shanaya, and I want to talk to you about your beautiful garden. I think you should let the children play here.
Giant: No! My garden is very special to me. I like it peaceful and quiet. Children might ruin it.
You: But, Giant, children love to play! They would be so happy to run and laugh in your garden. It could be a place where they make wonderful memories.
Giant: No. They will crush the flowers or pick the fruits.
You: I understand, Giant. But maybe you could show them how to take care of the garden. You could tell them to only play in certain areas. They would love to help you keep it beautiful!
Giant: That’s an interesting idea. Maybe I could let them play in the garden, as long as they promise to take care of it.
Humour
Read and Respond
1. The clever rabbit, Rosie, was given a task by the village farmer. The farmer promised Rosie a big basket of carrots if she could help with the harvest in a fun way.
She pretended to dig holes but instead hid small treats in the soil. The farmer realised it was a delightful way to work and rewarded Rosie with a basket of carrots.
2. a. The farmer was bored and didn't find the harvest enjoyable.
b. Rosie made the harvest fun by pretending to dig holes and hiding small treats in the soil.
c. At the start, the farmer felt bored. But at the end, he was happy and enjoyed the playful harvest.
d. Rosie is clever, playful and mischievous. She loves making work fun.
3. a. busy: bustling
The village was bustling with people getting ready for the harvest.
b. acted as if: pretended
Rosie pretended to dig holes while hiding treats in the soil.
Pronounce Well
Can you think of a four-syllable word? celebration (Answers may vary.)
Vocabulary
1. Compound Word Word Breakdown Sentence
fireplace fire + place
We sat by the fireplace, enjoying its warm and cozy glow. dragonfly dragon + fly
starfish star + fish
snowflake snow + flake
The dragonfly flew over the pond.
We saw a starfish on the beach while we were walking along the shore.
Each snowflake is unique and different from the others. bookcase book + case
She placed her favourite books neatly on the bookcase
2. S. No. Word New Word Meaning
1 ate tea A warm drink made by soaking tea leaves in hot water.
2 race care Concern or worry for someone or something.
3 limes smile A facial expression showing happiness or joy.
4 sent tens The plural form of "ten", a number.
5 cheat teach To instruct or give knowledge to someone.
6 rail liar A person who tells lies or false statements.
Go Grammar
1. Adjectives Adverbs easy easily clear clearly lazy lazily joyful joyfully loud loudly
2. a. She writes neatly. b. The tortoise moves slowly. c. She fights bravely. d. The sun shines brightly. e. I read quietly.
3. a. politely b. honestly c. gracefully d. eagerly e. tightly Listen Well
Simile Meaning
Who is the main character? Anil
What was the problem? The village chief's precious necklace went missing. What did Anil ask the villagers to bring? A stick of the same length. What happened the next morning? Anil measured the sticks, and one was two inches shorter. What happened in the end? The thief confessed, and the chief got his necklace back.
Speak Well
Answers may vary. Suggested answer:
Agreeing:
I think laughing is a great way to solve problems because it helps you feel better. When we laugh, we relax and stop feeling so stressed. It’s easier to think clearly when we’re not worried or upset. Laughing with friends can make us feel happier and sometimes, when we laugh about a problem, it doesn’t seem as big or scary anymore. So, laughing can help us feel better and think of solutions.
Disagreeing:
I don’t think laughing is always the best way to solve problems. Sometimes problems are serious and need us to focus and think carefully. If we just laugh, we might ignore the problem or make others feel like we don’t care. It’s important to take problems seriously first and figure out a real solution.
Write Well
Answers may vary. Suggested answer:
The funniest thing that ever happened to me was when I went on a picnic with my family. We went to a big park, and I was really excited to play games. After we ate, we decided to play tag. I was running super fast to catch my little brother, but I tripped on a tree root and fell right into a big puddle of mud! I got all muddy, and I looked like a muddy monster! At first, I was a little embarrassed, but then I heard my family laughing, and I started laughing too. My little brother pointed at me and said, “You look like a mud monster!” Everyone laughed even harder. Then, we all started playing in the mud together, and it was so much fun. My mom even took pictures of me all covered in mud! Now, whenever I think about that day, I smile because it was so funny!
World Story
Read and Respond
1. a. True b. False c. True d. True e. False
2. a. The story is set in ancient China.
b. Some leaves fell into the pot of boiling water, and when the emperor tasted it, he found it yummy.
c. People liked the new drink because it tasted good and made them feel better.
d. ‘They had special ceremonies for drinking it and called it tea.’
e. Tea travelled to many places in the world, making friends everywhere it went.
3. Answers may vary. Suggested answer.
Instructions for Making Tea:
1. Boil some water in a kettle.
2. Place a tea bag or loose tea leaves into a cup.
3. Once the water is boiling, pour it into the cup over the tea.
4. Let it soak for about 3–5 minutes, depending on how strong you like your tea.
5. Remove the tea bag or strain out the leaves.
6. Add milk, sugar or honey if you like, and stir well.
7. Your tea is ready! Enjoy your cup of tea.
Pronounce Well
a. tie b. motorbike c. bright light d. fries e. time
Vocabulary
1. Answers may vary. Suggested answer:
a. My grandmother told me a folktale about a brave princess who saved her kingdom.
b. The legend of Robin Hood is about a hero who steals from the rich and gives to the poor.
c. The moral of the story was to always be kind to others, even if they are different from you.
d. The villain in the movie tried to take over the city, but the hero stopped him.
e. The knight went on a quest to find the magical sword that would save the kingdom.
2. The early bird catches the worm.
Cry over spilled milk
Bite your tongue
Turn the page
Hit the books
Answers may vary. Suggested answer:
a. The early bird catches the worm:
To stop yourself from saying something you shouldn’t
To make a fresh start
Those who wake up early have an advantage
To study hard
To be upset about something that cannot be changed
If you want to get the best deals, remember, the early bird catches the worm, so make sure you wake up early.
b. Cry over spilled milk:
It's no use crying over spilled milk. What's done is done.
c. Bite your tongue:
I wanted to tell her the truth, but I had to bite my tongue and keep quiet.
d. Turn the page:
After the difficult year, I decided to turn the page and start fresh with a new attitude.
e. Hit the books:
Exams are coming up, so I need to hit the books and study hard to do well.
Go Grammar
1. a. Do you want to read a fairy tale or an adventure story?
b. I would like to read together, but it is getting late.
c. It’s getting dark, so we can read stories some other time.
d. I like adventure stories and fairy tales.
e. Rohan wants to read an adventure story, but I want to read a fairy tale.
2. a. Martial arts started long ago, and people all over the world started practising them.
b. Did kung fu start in China or India?
c. She practises kung fu every day, so she is strong.
d. Some martial arts use weapons, but others use only hands and feet.
e. Taekwondo comes from Korea and it uses a lot of kicks.
3. There was a woman who was old but very active. She grew her own tea leaves and brewed the best tea.
One day a traveller passed by and asked, “Do you have coffee or tea?” The old woman said, “I only have tea.” He loved the tea she served.
The wise old woman shared her recipe so the traveller could teach others to make the wonderful tea.
Speak Well
Answers may vary. Suggested answer:
The Adventure of the Lost Treasure
Once upon a time, in a small village by the sea, there lived four best friends—Lily, Tarun, Piya and Manish. They loved exploring the forest near their village. One sunny morning, while walking by the beach, they found an old map buried in the sand. The map had a picture of a treasure chest and a way that led deep into the forest. Excited, they decided to follow the map. They crossed rivers, climbed hills and wandered through thick trees. But soon, they encountered a problem—a huge, mysterious cave blocked their path! Piya, who was brave, suggested they enter the cave to see if the treasure was inside.
Inside the cave, it was dark, but they found sparkling stones that lit up their way. After a little while, they reached a room with a big chest. They opened it and found gold coins and shiny jewels! They cheered and decided to share the treasure with the village.
The adventure ended happily, and the friends returned home as heroes. They promised to have more adventures, but now they knew that together, they could solve any problem.
Write Well
Answers may vary. Suggested answer: How to Make a Paper Aeroplane
Materials needed:
1 sheet of paper (A4 size)
Steps:
1. Place the paper on a flat surface, with the longer side facing you.
2. Take the top edge and fold it down to the bottom edge. Press the crease well, then unfold the paper.
3. Fold the top left and right corners towards the centre crease, making a triangle shape at the top.
4. Fold the new top corners to the centre crease again. Now your paper should look like a triangle with a long bottom.
5. Fold the paper along the centre crease, with the triangular folds on the outside.
6. Take the top edge of the paper and fold it down towards the bottom edge, forming one wing. Repeat on the other side for the second wing.
7. Make sure both wings are even and at the same angle for balanced flight.
8. Hold the plane at the front and gently throw it forward. Watch it fly!
Practice Time
Practice Time-1
Section – A (Reading and Vocabulary)
1. a. ii. Watching cartoons b. iii. A superpower c. iii. A mango
d. iii. Strong and full of energy e. ii. He felt stronger and could concentrate better
2. a. Ravi went to the park, played cricket, a skipping game and ran with his friends. He played football, rode his bike and even learnt new games.
b. Ravi felt stronger and happier because he played outside and ate healthy food. He became faster, stronger and full of energy.
3. a. i. find out something new b. ii. ready to eat
c. ii. wonderful d. i. pay attention e. i. faster
4. a. False b. False
5. a. Start the day with morning exercise.
b. Wake up early and greet the sun.
c. Run in the park and feel the energy.
d. Do jumping jacks and a quick sprint.
Section – B (Grammar)
c. True d. False
6. a. toys b. students c. cats d. Birds
7. a. The students visited the National History Museum.
b. Ravi saw an elephant at the zoo
c. Mount Everest is the highest mountain in the world.
d. Sarah likes to read books about space and planets.
Section – C (Writing)
8. Answers may vary. Suggested answer: Dear Sneha,
I wanted to tell you about my new fitness habit.
I have started avoiding junk food and eating healthy meals. It’s really important to me because it keeps me strong, gives me more energy, and helps me stay fit.
Now, I feel happy, fresh and active every day. I hope you can try this too. You should also tell me about any new habit you have started for your health.
Looking forward to hearing from you!
Yours sincerely,
Rajiv
9. Answers may vary. Suggested answer:
The children are very active in the school gym.
Jigar is climbing a rope with a smile on his face.
Deepika is swinging from a ladder, holding onto the bars.
Vidit and Daksh are playing basketball, trying to score a basket. Shivi and Bhavna are cheering for the team with colorful pom-poms. Everyone has happy faces while enjoying their activities.
Practice Time-2
Section – A (Reading and Vocabulary)
1. a. A whirlwind of sand swirled around them when they opened the bottle. 2
b. The camel stopped at a hidden oasis with glowing flowers. 4
c. Mariam and Priya found an old bottle buried in the sand. 1
d. Mariam and Priya rode through the desert on a giant camel made of sand. 3
e. They discovered a mysterious message written on the rocks at the oasis. 5
2. a. Mariam and Priya found an old bottle buried in the sand.
b. When they opened the old bottle, a whirlwind of sand swirled around them and suddenly, they were riding on a camel made of sand.
c. Mariam and Priya saw sand dunes, ancient ruins and a hidden oasis with glowing flowers.
d. Mariam and Priya had to hold onto the camel tight as it took them on a wild ride through the desert.
e. The message said, ‘Come back here when you need another adventure.’
3. a. ii. swirled b. ii. glowing
4. The poem is about a journey which starts with a map in hand. It takes us through high mountains and golden sand. We travel on boats and climb trees, enjoying the breeze and feeling at ease. Along the way, we meet new friends and explore different lands. Each step makes the adventure grand, from discovering hidden caves to seeing skies so blue. Every new place brings something new and exciting.
5. a. high b. ease
Section – B (Grammar)
6. a. They b. It c. you
7. a. was
8. a. up
Section – C (Writing)
b. were
b. through
Answers may vary. Suggested answer: 13 March 2025
9:00 p.m.
Thursday
Dear diary,
c. was d. Is
c. down
Today was an amazing day! Priya and I went on a thrilling adventure. We went to the desert on our school trip. We saw so many wonderful things, like sand dunes, ancient ruins and a hidden oasis with glowing flowers. We even had a chance to go on a wild camel ride I felt so happy and amazed. By the end of the day, we were tired but so happy. I can’t wait for our next adventure.
Good night!
Mariam
10. Answers may vary. Suggested answer:
Arjun stayed calm and used his map to guide them to a lighthouse in the distance. Using all their strength, they paddled towards it. When they reached the shore, a kind old man welcomed them inside and gave them warm blankets and hot cocoa. He told them stories about the lake and how brave sailors had faced
storms before. By morning, the storm had passed and the sky was clear. The old man helped them fix their boat and they safely made their way back. They were grateful for his help and knew they would never forget this adventure!
Practice Time-3
Section – A (Reading and Vocabulary)
1. Characters Actions
The cub used a stick to unlock the trap Amit and Anaya nuzzled her cub in affection
The villagers ran to get help
The tigress promised to remove dangerous traps
The forest ranger was caught in a trap
2. a. Amit and Anaya heard a loud noise coming from the cave.
b. Amit and Anaya helped the tiger cub by asking the villagers for help.
c. First, the villagers lured the tigress into a cage. Then, they carefully used a stick to unlock the trap and set the tiger cub free.
d. The forest ranger promised to remove all dangerous traps from the forest to keep the animals safe.
e. The villagers patted Amit and Anaya on their backs for their bravery and kindness.
3. a. kindness b. harmless c. careful d. courageously
4. a. False b. True c. True d. False e. True
5. a. According to the poem, we must protect the animals and keep them clear from hidden traps.
b. The poet uses the word ‘heroes’ for the children because they can guard the wildlife.
c. The main message of the poem is to keep the animals safe in a jungle and protect them.
Section – B (Grammar)
6. a. The cat jumped over the fence.
b. The dog ran in the park.
c. The tiger roared for help.
7. a. Right now, Nisha is going to the animal shelter.
b. At the moment, Naman is bathing his pet and brushing his teeth.
c. Look, mother is treating the injured animal.
8. a. The cat will play with a toy.
b. Bruno will bark as the postman comes closer.
c. We will visit the zoo next weekend.
d. The parrot will fly to the top of the cage.
Section – C (Writing)
9. Answers may vary. Suggested answer:
Riya: Hey Arjun, did you know that many animals are in danger because of deforestation?
Arjun: Yes, I heard about that. We should do something to help them. I think we can plant more trees
Riya: We can start by making posters about not cutting trees and telling others about it. Every little bit helps!
Arjun: Great idea! I’ll also join tree-planting programs and encourage my friends to join us.
10. Answers may vary. Suggested answer:
Caring for Our Furry Friends!
20 March, 2025
9:00 a.m.
Care for Animals Shelter
Invitation
Let’s come together to take care of the animals at the local shelter! They need food, love and care. You can bring old blankets, pet food or toys to make them happy. We will help clean, feed and play with them.
Join me in making a difference!
Practice Time-4
Section – A (Reading and Vocabulary)
1. a. Bala found the mysterious map in her grandmother’s attic.
b. The witch asked, ‘What flies without wings and can be lost or found?’
c. Bala discovered a magical lantern that could grant wishes in the cave.
d. Bala wished for peace and happiness for her family and her village.
2. Answers may vary. Suggested answer:
a. Beginning: Bala found an old map in her grandmother’s attic which led to a hidden deep cave.
b. Middle: The witch challenged Bala with a riddle and Bala was able to solve it.
c. End: Bala’s village was filled with joy as Bala’s wish was granted by the magical lantern.
3. a. shaky, thorny b. glowing
4. a. found b. mischievous
5. a. A sky ship with dragon wings sails on clouds in the poem.
b. A friendly cat is the captain of the magical sky ship.
c. The moon whispers a secret.
d. The ship visits planets made of candies at night.
6. a. The captain of the ship guided us safely across the sea.
b. A fierce dragon flew over the castle, breathing fire.
c. We saw a bright blue planet shining in the night sky.
d. The wizard used his magic wand to make a rabbit disappear.
Section – B (Grammar)
7. a. wisely b. gently c. happily d. quickly
8. a. but b. and c. so d. but
Section – C (Grammar)
9. Answers may vary. Suggested answer:
Setting: A deep forest with tall trees and a hidden cave.
Characters: Rohan (a curious boy), Meera (his brave sister) and Zulu (a talking parrot).
Beginning: Rohan and Meera go for a picnic in the forest. They hear a voice calling for help and find a glowing map inside an old tree.
Middle: The map leads them to a cave where a baby dragon is trapped under rocks. The mother dragon cannot move them alone.
End: Rohan, Meera and Zulu work together to free the baby dragon. The mother dragon gives them a magical stone as a gift.
The Hidden Cave and the Baby Dragon
One bright morning, Rohan and Meera packed their picnic basket and went to the forest near their home. As they walked among the tall trees, they suddenly heard a soft whisper, ‘Help me!!’. Curious, they followed the voice and found an old tree with a small hole. Inside, they found a glowing map. Their pet parrot, Zulu flapped his wings and said, ‘This map leads to a hidden cave!’
Excited, they followed the map until they reached a dark cave. Inside, they saw a baby dragon stuck under heavy rocks. Its mother stood nearby unable to move the rocks. Meera quickly thought of a plan. ‘Rohan, let's push these rocks together!’ she said. Rohan nodded and with all their strength, they lifted the smaller rocks and pushed the bigger ones to the side. After some time, they finally freed the baby dragon! The mother dragon roared happily and gave them a shiny magical stone as a thank-you gift. Feeling proud, Rohan, Meera and Zulu promised to always help those in need.
Listening Texts
Coursebook
Ch. 1. The Tiffin Gang
Page No. 11
Sonu is new in town and feels nervous about making new friends. One day, he decides to go to the park to play. He sees a girl playing with a ball. Gathering his courage, Sonu asks her name. She says that her name is Lily. Sonu introduces himself and asks if he can play with her. Lily smiles warmly and says yes. They play together, laugh and have fun. They ride on the swings and go down the slide. By the end of the day, they have become good friends. Sonu feels happy now that he has made a new friend.
Ch. 2. The Weightlifting Princess Page No. 23
Hi, everyone! Today, we are going to learn about staying clean and healthy.
First, drink plenty of water every day.
Second, brush your teeth twice a day, in the morning and before going to bed.
Third, wash your hands with soap before eating and after using the bathroom.
Fourth, eat lots of fruit and vegetables.
Finally, make sure to get enough sleep every night to stay strong and healthy.
Ch. 4. Doctor Doctor
Page No. 44
One day, a boy named Karim was playing in the park. He saw an injured cat on the ground. Karim gently picked up the cat and took it to a doctor. The doctor treated the cat and thanked Karim for being kind. On his way back, Karim saw an elderly woman. She had dropped her bag. Karim rushed to her and helped her pick it up. He carried it to her car. The woman was very grateful. She hugged Karim and said thank you. Karim felt happy.
Ch. 5. Sailing Home
Page No. 56
Last summer, Sahil went on a trip to the mountains with his family. First, they packed their bags and got into the car. Then, they drove for a few hours and reached the mountains. After setting up their tent, they went hiking. In the evening, they ate hot chapatis and told each other stories. Sahil had a wonderful time and couldn't wait to go on another trip.
Ch. 7. The Story of Helen Keller Page No. 77
In a small village, there was a big problem. The river near the village had dried up and the villagers were worried. They needed water for their crops and animals. So, the villagers decided to work together to solve the problem. Each person did something. Some dug channels to bring water from another river. Others built a well to collect rainwater. The children helped by planting trees in the village. After the effort of the villagers, the river flowed again. The villagers celebrated the success of their teamwork.
Ch. 8. Carpet Sahib
Page Nos. 89-90
In a small town near the sea, there was a beautiful beach where many sea turtles came to lay their eggs. Every year, the turtles would come out of the ocean and dig holes in the sand to lay their eggs. After a few weeks, the baby turtles would hatch and make their way back to the ocean.
One year, the people in the town noticed that there was a lot of garbage on the beach. The heaps of garbage made it hard for the turtles to lay their eggs and for the baby turtles to reach the ocean. A group of children decided to help. They organised a beach clean-up day. They picked up all the garbage and made sure the beach was clean and safe for the turtles.
Thanks to the children’s efforts, the turtles were able to lay their eggs safely and the baby turtles could easily make their way to the ocean.
Ch. 10. The Magpie's Nest
Page No. 107
Birds are interesting creatures with many special qualities. Some birds can fly very high in the sky, while others, like penguins, cannot fly at all. Eagles have excellent eyesight and can see their prey from far away. Parrots are known for their brightly coloured feathers and their ability to imitate human speech. Hummingbirds are very small and can hover in one place by flapping their wings very quickly. Some birds fly long distances to find warmer homes during winter. Because birds use their beaks to eat different kinds of food, like seeds, insects and nectar, their beaks are different. Each bird has its own special song that it uses to communicate with others.
Ch. 12. Alice in Wonderland
Page No. 127
Once upon a time, there was a boy named Jack who lived with his mother. They were very poor and had only one cow. One day, Jack's mother told him to sell the cow for money. On the way to the market, Jack met a man who gave him five magic beans in exchange for the cow. Jack's mother was very upset and threw the beans out the window.
The next morning, Jack saw a giant beanstalk growing outside. He climbed it and found a giant castle in the clouds. Jack went inside and saw the giant's treasures: a golden musical instrument and a hen that laid golden eggs. Jack took them and climbed down the beanstalk. The giant chased him, but Jack cut down the beanstalk with an axe. The giant fell, and Jack and his mother lived happily ever after with their new treasures.
Ch. 13. Pot Face
Page No. 141
One day, Emperor Akbar and Birbal were walking through the palace gardens when Akbar noticed a huge pot of honey. Curious, he asked Birbal, ‘What do you think of this pot of honey?’
Birbal replied with a grin, ‘It’s the best way to catch a thief!’
Akbar was puzzled. Birbal explained, ‘If you leave this pot here, anyone who tries to steal it will get stuck in the honey and be caught red-handed!’
Akbar decided to test it. They placed the pot in a corner and watched. Soon, a man tried to sneak away with the pot but ended up getting stuck.
Akbar laughed heartily. He praised Birbal’s great idea!
Ch. 15. Momotaro, the Peach Boy
Page No. 160
What has a face and two hands but no arms or legs?
What has to be broken before you can use it?
What has a head, a tail, but no body?
What can you catch but not throw?
What is yours, but your friends use it more than you?
Workbook
Ch. 1. Friendship
Nina is a shy girl. During drawing class, all the kids are getting ready to draw. Nina opens her bag and finds that she left her drawing supplies at home. Nina feels sad and left out. Suddenly, she hears someone calling her name. It is her classmate, Preethi. Preethi kindly shares her drawing supplies with her. Nina feels happy and grateful. By the end of the class, Nina and Preethi have become good friends.
Ch. 2. Health and
Hygiene
Siddhu and his friends form a ‘Hygiene Brigade’. The group wants to live healthy lives. They decide to follow basic hygiene. They make a checklist for everyone to follow.
1. Brush your teeth in the morning and before going to bed. This will keep them clean and free free of cavities.
2. Wash your hands with soap before eating. This will stop germs that can make you sick.
3. After playing, take a shower to wash away the dirt and change into fresh clothes. Sweat can lead to skin problems and a bad smell.
4. Exercise daily for an hour to stay strong and fit.
5. Change into comfortable clothes and get a good night’s sleep.
Ch. 3. Kindness and Humility
Rekha was running in the park when she saw a little boy sitting alone, looking sad. She approached him and asked what was wrong. The boy explained that he had lost his teddy bear. Rekha felt sorry for him and decided to help him. She searched for the teddy bear everywhere.
She looked for it near the swing.
She looked for it under the bench.
She looked for it near the sea-saw.
Finally, she found the teddy bear on the slide. The boy was overjoyed and thanked Rekha for her kindness.
Ch. 4. Travel and Tourism
Priya and her brother, Vinay, travelled to Nepal with their parents. When they reached Kathmandu, the family explored many places. First, they arrived at a busy market where people were speaking Nepali. Priya and Vinay learned how to say ‘hello’ and ‘thank you’ in Nepali. Then, they went to a small café to try some local food. Priya tried spicy noodles and momos and Vinay had a sweet dessert. In the evening, they watched a local dance performance and enjoyed the music. Priya and Vinay were excited to learn more about the new country.
Ch. 5. Teamwork
The Hidden Treasure
Lily, Ben and Maya were best friends who loved solving puzzles. One day, they found an old box in the storeroom with a note: ‘Solve the riddles in this box to find the treasure!’ Lily spotted clues in the pictures, Ben opened the tricky lock, and Maya figured out the
directions on a map. Together, they discovered a chest full of shiny coins. They celebrated their teamwork and cleverness.
Ch. 6. Protecting Animals
In a quiet village, there was a big forest. It was home to deer, rabbits, birds, and many other animals. The villagers loved the forest and enjoyed visiting it to see the animals.
One day, the villagers saw a group of strangers cutting down the trees. The noise scared the animals and some lost their homes. The villagers decided to protect the trees by holding hands around the trees the men wanted to cut down.
The villagers told the men how important the forest was to the animals and everyone in the village. After many meetings the people agreed that the villagers were right. They also promised to plant new trees in the place of those they had cut down.
The forest animals were happy and safe again. The villagers felt proud that they had protected the animals and their homes.
Ch. 7. Nature
Amazing Facts About Aquatic Animals
Aquatic animals live in water and come in many different shapes and sizes. Jellyfish have no bones and can glow in the dark. Seahorses are special because the males carry the babies. Octopuses have eight arms and can change colour to blend in with their surroundings. Some fish, like the clownfish, live in sea plants for protection. Turtles can live both in water and on land, and some can live to be very old. Aquatic animals are truly fascinating.
Ch. 8. Imagination and Fantasy
Reva was cleaning her grandmother’s room when she found an old book. As she opened it, a bright light appeared, and suddenly, she found herself in a green forest with birds singing above her.
She realised that she was inside the book. She noticed that an old lion was staring at her. She was scared but the lion said gently, ‘Hi Reva. Welcome to our forest. You have been sent to help me fight the red tree’. Together, they went on a brave search to defeat the evil tree. They fought bravely and with the help of the other animals, the evil tree was defeated. The lion gave Reva a small blue box and just as Reva tried to open it, she found herself back in her grandmother’s room. Reva smiled when she saw the blue box in her hand.She would keep it forever to remember her adventure.
Ch. 9. Humour
Once upon a time, in a small village, there lived a clever man named Anil. One day, the village chief’s precious necklace went missing. The chief was very upset and called everyone to find the thief.
Anil thought for a moment and came up with a plan. He asked all the villagers to come to the village square and bring a stick of the same length. He then announced, ‘The thief’s stick will grow by two inches overnight.’
The next morning, Anil measured all the sticks. One stick was two inches shorter. Anil pointed to the owner of the shorter stick and said, ‘This is the thief. He cut his stick, thinking it would grow.’
The thief confessed, and the chief got his necklace back. The villagers praised Anil for his clever idea.
Ch. 10. World Story
1. What begins with T, ends with T and has tea in it?
2. What goes up but never comes down?
3. What has a neck but no head?
4. What can travel around the world while staying in a corner?
5. What has legs but can’t walk?
About the Book
The Ignite Teacher Manual for grades 1 to 5 English is an essential guide designed to support educators in delivering structured and effective lessons. It includes a collection of comprehensive lesson plans that outline a clear and engaging pathway for teaching, as well as answer keys that ensure correct and efficient evaluation. The manual also adheres closely to the guidelines put forward by NEP 2020 and NCF 2023. Whether you're introducing new concepts or reinforcing foundational skills, this manual offers the clarity and support necessary for successful lesson delivery.
Product Components
The Ignite product package also includes the
• Coursebook: A thoughtfully-crafted ELT programme designed especially for 21st-century learners.
• Workbook: A practical companion designed to reinforce learning and develop essential skills through engaging and hands-on activities.
• Uolo App: An interactive learning platform that brings the classroom experience to life with dynamic content and real-time progress tracking.
About Uolo
Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.
ISBN 978-81-983195-3-1
