ELT_TM_G4_Final_ebook

4 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 4

ISBN: 978-81-983195-1-7

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 156–157

• 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

Date

Learning Outcomes

Listening

Listens to texts with focus and identifies key themes and supporting details.

Understands and follows multi-step, detailed instructions independently.

Focusses on a speaker or activity for 20–25 minutes. Applies listening strategies like summarising, predicting, and asking questions for clarity.

Speaking

Describes people, objects, experiences, and emotions using rich and grade-appropriate vocabulary. Confidently participates in classroom discussions and debates with clarity and coherence. Expresses thoughts and opinions using complex sentences. Effectively presents oral reports, narratives, and welcomes, using the appropriate tone and structure.

Parent’s Name

Criteria:

• Write H for Need Help

• Write G for Getting There

• Write C for Can Do

Reading Tracker: CB pages 158–159

• 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 160–161).

• Start a classroom library based on the interests and reading level of the students. Regularly introduce them to books that they will enjoy.

DateDayName of

15/04/ 2025 Monday

The Lion, the Witch and the Wardrobe C.S. Lewis1-26 Lucy Pevensie Lucy discovers the magical land of Narnia in the wardrobe. 5/5

1 Coconut Barfi with Ammachi

Learning Objectives

Students will be able to:

 read and understand a realistic story on spending time with family.

 practise their reading and comprehension skills.

 correctly use words to identify family relations.

 identify types of nouns.

 listen to a text to fill in the blanks.

 add lines to a chain story

 write an informal letter.

Period 1: Reading

Get Set

CB page 1

Introduce the theme to the learners and ask them general questions, such as: To whom in your family do you feel the closest? Why?

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 a few learners to share their answers.

Let’s Read

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB pages 1–4

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? fact 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 spend time with one’s grandparents? Why or why not?

Then, do Read and Respond Q1 in class. Guide the learners to refer to the correct place in the text to answer the question.

Then, ask them to attempt Q2 on their own. Read out the correct answers once the learners finish the exercise. Let the learners check their own answers.

Homework

CB 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? How does Sooraj spend his day with Ammachi? 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 Sooraj think that the day he spent with his Ammachi was a lovely day? to gauge the learners’ depth of understanding.

Read and Respond

CB page 5

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 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 special relationship between Sooraj and his grandmother Ammachi. It is also about the importance of spending time with one’s family.

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 share their answers. Help them write the answers in complete sentences.

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 about? What did Sooraj want his Ammachi to make? to recap the story.

Vocabulary

Talk to learners about family relations and the names for relations.

CB pages 7–8

Draw their attention to the family tree given on page 7. Go through it, explaining the connections vertically and horizontally.

Then, 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.

After that, ask learners to attempt Q3 on their own. You may guide them to refer to the correct parts in the story for them to do this exercise.

Ask a few learners to share their answers and help them write complete sentences.

Homework

WB pages 3–4

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: Common and Proper Nouns

CB pages 8–9

Revise Common and Proper Nouns with the learners by going through the definition and examples. You may play the game of Name, Place, Animal and Thing with the learners either to begin the topic or to end it.

Ask learners to attempt Q1. 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.

Go Grammar: Countable and Uncountable Nouns

CB pages 9–10

Revise Countable and Uncountable Nouns with the learners by going through the definition and examples. Then, draw their attention to the use of quantifiers. Go through its definition and method of use.

Ask learners to attempt 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 pages 5–6

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 6: Grammar

Revision: Countable and Uncountable Nouns

CB page 9

Revise Countable and Uncountable Nouns. Ask learners to guess the correct quantifiers for different kinds of things, such as boxes, books, rice, hair and stars.

You may divide the class into teams and do this exercise as a quiz competition.

Go Grammar: Collective Nouns

CB pages 10–11

Revise the concept by going through the definition and the examples of collective nouns, given in the table. 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

CB page 10, WB page 6

Ask learners to learn the list of collective nouns given in their coursebook. You may take an oral text in the next class.

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.

Divide the class into groups. Give them a few minutes to practise. Ask them to refer to the tips. Encourage each group to come to the front and build a chain story from a prompted line.

Homework

CB page 11

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.

For the Speak Well activity, tell the learners: Access the QR code for the Speaking projects in your CB and WB. You will present any one of those exercises as the same group in the next class.

Period 8: Writing

Speak Well: Activity

CB page 11, WB page 7

Begin the class by asking learners to present their Speak Well projects. You are free to choose whether the learners present the exercise in the CB or the WB.

Write Well

CB page 12

Explain the concept of informal letters to the learners. Tell them that it is written to one’s friend and family. Go through the definition and the sample letter given in the book.

Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.

Homework

WB pages 7–8

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.

2 Family Comes Together

Learning Objectives

Students will be able to:

 read and appreciate a poem on family bonding.

 practise their reading and comprehension skills.

 correctly use family-related vocabulary.

 understand the use of poetic devices such as opposites and repetition.

Period 1: Reading

Get Set

CB page 13

Begin the class by asking a few questions on how they spend time with their family. For example, you can ask: How do you spend time with your family? What do you like to do together, as a family?

Ask learners to write the name of the poem and the poet in their notebooks.

Explain the Get Set activity. Then, divide the class into pairs and let them first discuss the questions between themselves and then present as a team.

Let’s Read

Read the brief of the poem, at the bottom of the page, with proper pauses and expression.

CB pages 13–14

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 questions.

Homework

CB pages 15–16

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 page 14

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 15–16

Discuss the answers to Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Discuss Q3 of Read and Respond. Help learners to first orally answer and then write their answers in 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 acrostic poems.

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 page 17

Tell learners that the words in Across and Down are hints. Ask them to first guess the answers for Across and then the answers for Down.

Then, they must write the answers in the respective puzzle lines on the crossword map.

Call out the answers and let learners mark their own work in pencil, once they finish doing the exercise on their own.

Poetry Appreciation

CB page 17

Tell learners: Poetic devices are words or expressions that are used in poems and stories to make it more interesting for the readers.

Then, read the text about poetic devices used in the poem and ask learners to attempt the exercise. Guide them to refer to the correct stanza.

3 We Call Her Ba

Learning Objectives

Students will be able to:

 read and understand a biographical story.

 practise their reading and comprehension skills.

 learn to use words related to patriotism, and from the dictionary, correctly.

 correctly use types and order of adjectives.

 listen to a text and answer questions correctly.

 give a speech on a national holiday

 write short messages to convey information.

Period 1: Reading

Get Set

CB page 18

Introduce the theme to the learners and ask them general questions on India’s independence, our freedom fighters and our national holidays.

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. Help them form complete sentences.

Let’s Read

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB pages 18–21

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 the learners to bolster their IQ.

Read and Respond

CB page 22

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 and Q2 in class. Call out the answers and let the learners mark corrections in pencil, if any.

Homework

CB page 22

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? What did Kasturba teach the women of India? to recap the story.

Let’s Read

CB pages 19–21

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: Do you think it is important to love one’s country? What did you learn from the life of Kasturba Gandhi? to gauge the learners’ depth of understanding.

Read and Respond

CB page 22

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 23

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 page 23

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about Kasturba Gandhi. It tells us about her as a person and a freedom fighter.

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 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.

Ask learners to bring a pocket dictionary or bring a dictionary yourself for the next class.

Period 4: Vocabulary

Recap

Ask questions such as: What did Kasturba Gandhi do for women? to recap the story.

Vocabulary: Words on Patriotism

CB pages 23–24

Read the definition of patriotism given at the bottom of page 23. Then, ask learners to solve the crossword puzzle on page 24. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.

Vocabulary: Using the Dictionary

CB page 24

Show learners how to search for words in a dictionary. Then, search for the word “Honour”, read out the meaning, and guide learners to match it with the right meaning in Q3.

Let them attempt the rest on their own, call out the answers, and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.

Homework

CB page 24, WB pages 11–12

Ask the learners to attempt Q2 in their coursebook. Tell them that the sentences will be reviewed in the next class.

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

Recap: Sentence Writing

CB page 24

Begin the class by asking learners to share their sentences for the words in Vocabulary Q2. Help them revise their sentences wherever correction is required. Appreciate them for their effort.

Go Grammar: Types of Adjectives

Read out the definition for adjectives in the Remember! box.

CB pages 25–26

Explain each type with examples given in the book and with real-life context. For example, say: When we go to a grocery store, we say, ‘I need half a kilo of potatoes’. The phrase ‘half a kilo’ is describing how many potatoes we want. Encourage learners to give examples on their own as well.

Ask learners to attempt Q1. 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 12–13

Ask the learners to attempt the Go Grammar Q1 given in their workbook. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Order of Adjectives

CB pages 26–27

Tell the learners: Today we will learn about placing multiple adjectives in the correct order. Write an example on the board: I have three, small, square, brown, wooden boxes to keep spices. Draw their attention to the order of the adjectives that have been listed.

Ask them to rearrange the order and say the sentence aloud. After a few learners try, ask them if they noticed something wrong in the meaning of the sentence when they rearranged the order. Explain the definition and go through the examples. Then, ask them to attempt Q2 and 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 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 7: Listening & Speaking

Listen Well

CB page 27

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 answer the questions 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 pages 27–28

Read the definition on making a speech and go through each step required for writing a speech, as given in the book.

Give them a sample speech. You may use the one given below: Today, we celebrate Republic Day, one of the most important days in our country. On this day, we became a republic. Today, we remember the values of justice, liberty, equality, and brotherhood towards each other. Our freedom fighters and leaders worked hard to give us this day, and it is our duty to honour them. Let us salute the Tricolour and promise to make India proud!

Divide them into groups and give them a few minutes to practise. Ask them to use the tips given, when presenting. Then, ask each group to come to the front and talk about their selected national holiday.

Homework

WB pages 14–15

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 pages 29–30

Explain the importance of taking messages accurately to the learners. Read out the examples and the model answer to them. You may even divide the class into pairs and ask them to prepare a short skit where one learner calls and the other one takes the message. Then, 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.

4 Food Adventures in Sikkim

Learning Objectives

Students will be able to:

 read and understand a graphic story.

 practise their reading and comprehension skills.

 use words related to food, culture and the story.

 correctly use subject, object and reflexive pronouns.

 listen to a text and fill in a chart.

 converse about a festival.

 write a diary entry.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Help them match the food to their regions correctly. Have a short discussion on the learners’ favourite food/cuisine. Ask them to share their view on food from other states or regions of India, if they have eaten it.

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 32–35

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 36

CB page 36

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? Where did Alisha and her family go? Name two things that Alisha ate in Sikkim? to recap the story.

Let’s Read CB pages 33–35

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

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

page 36

page 37

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 37–38

Discuss the Think and Answer questions with the class. Call out the answers to Q1 after the discussion and let learners check their own work.

For Q2, ask learners to share their answers and help them speak in complete sentences. Explain the Big Idea activity. Then, ask them to attempt it on their own.

Ask learners to share their answers and help them speak in complete sentences.

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

Ask learners to attempt all the questions.

After they complete each question, call out the answers and let learners check their own work.

After Q3, ask learners to use the words in the left column to make sentences of their own in their notebooks. Once they complete this exercise, ask them to share their answers. Correct their sentences, if required.

Homework

WB pages 20–21

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: Subject, Object & Reflexive Pronouns

Revise pronouns with learners. You may refer to the definition given in the Remember! box.

CB pages 39–41

Explain each type of pronouns to learners. Highlight the words that are used for each type (Subject—I, you, he; Object—me, them; and Reflexive—myself, yourself).

Tell learners that ‘you’ can be used for both Subject and Object pronouns.

Read the examples given in the book.

Conduct a pop quiz in class where learners guess the correct pronoun for the sentence or the noun you give them.

Then, ask them to attempt the questions. 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 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 41

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 complete the table when they listen for the second hearing.

Help them guess the riddles, if required.

Speak Well

CB page 41

Explain the activity to the learners. Tell them that they must talk about a festival that was memorable to them.

Ask them to talk about their experience—how it was celebrated, what they did, and what made it so memorable.

Then, divide the class into pairs and give them time to prepare.

Ask each pair to present their conversation. Help them speak in complete sentences and appreciate their effort.

Homework

page 24

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. You are free to choose whether the learners present the exercise in the CB or the WB.

Write Well

CB pages 41–42

Explain diary writing to learners. You may use the definition, the steps and the examples given in the book. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise. Ask a few learners to share their diary entries. Correct their sentences, wherever required and appreciate their effort.

Homework WB page 25

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.

5 Against All Odds

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary, sports-related vocabulary, and idioms.

 understand and correctly use different types of prepositions and modal verbs.

 listen to a narration and sequence it correctly.

 give sports commentary

 write a descriptive paragraph.

Period 1: Reading

Get Set

CB page 45

Introduce the theme to the learners and ask them general questions, such as: What kind of games do you like to play? Do you have a favourite sportsperson? Would you like to be a sportsperson when you grow up?

Draw their attention to the title of the story and the name of its author. Explain the meaning of the title. Say: If something happens against all odds, it means that it happens even though it was not possible earlier.

Then, ask them to guess why the story has this as its title. Encourage them to link the theme and the title. Do not tell them the answer yet as that will be discussed later, after the reading of the story.

Ask the learners to do the exercise on their own. Once they complete it, ask individual learners the answers to the exercise.

At the end of this exercise, call out the answers. Learners may correct their answers in pencil.

Let’s Read

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB pages 45–48

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 out the Did You Know? factoids to the learners to bolster their IQ.

Once the reading is complete, ask the class to try to relate the story to its title again. This will enable learners to relate the story to its title in a better way.

Read and Respond

CB page 49

Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Ask them to mark the correct answers in the CB.

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

CB page 36

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 do Read and Respond Q3 in their notebooks.

Period 2: Reading

Recap

Ask a few questions, such as: What was Kartik’s favourite sport? Was Kartik allowed to join the football team in his new school? Which famous football player visited Kartik’s school? to recap the story.

Let’s Read

CB pages 46–48

Read or play the story, 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

Discuss the answers of Read and Respond Q3. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Homework

CB page 50

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 questions.

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 50–51

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 a few of them to share their answers with the class.

Homework

WB pages 26–28

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 practise.

Period 4: Vocabulary

Recap

Ask questions such as: What is the theme of the story ‘Against All Odds’? Who is its writer? What did you learn from the story? to recap the story.

Vocabulary: Text- & Sports-related Words

Ask learners to go to the Vocabulary section in page 51.

Tell them that the words in the Hint Box in Q1 are from the keywords in the story.

CB pages 51–52

Ask them to attempt Q1. Allow them to refer to the glossary section in the story to check the meanings of the words and use them correctly in the questions.

Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Then, explain Q2 to the learners and ask them to attempt it on their own.

Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary: Idioms

CB page 52

Write the following idioms on the board: Piece of cake, Spill the beans, and Under the weather. Ask the learners what they understand by these phrases as they are.

Once a few learners have answered, put these idioms in sentences and write them on the board. Here are a few examples:

o The final match was a piece of cake for the well-practised team.

o Ravi did not want to spill the beans about the surprise party that his sister had planned for their father.

o Navjot felt under the weather so he did not go out with his friends.

Draw the learners’ attention to the sentences and ask them to guess the meanings of the phrases again. Explain that these phrases made a different sense when used within a sentence (or context) than just by themselves. Such phrases are called idioms.

Then, ask the learners to go to page 52. Read the definition and the example to them. Then, ask them to attempt Q3.

Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, in pencil.

Homework

WB pages 28–29

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: Types of Prepositions (Revision)

CB pages 53–54

Begin with the revision of the Prepositions of Time, Place and Movement given in the table on page 53.

For every type, ask a few learners to come up with sentences of their own. Then, 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: Preposition of Direction

Write these sentences on the board:

o Sheetal ran to the park.

o The bucket was lowered into the well.

o I walked across the room to the dining table.

CB page 54

Divide the class into three teams. Ask each team to try to identify the nouns in the sentence, first. Then ask them to identify the preposition in the sentence.

When each team has had its turn, then tell them that the words “to”, “into” and “across” are the prepositions, and they show in which direction the first noun moves, with respect to the second.

Ask the learners to go to page 54. Read the definition and the examples to them. Then, 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 page 30

Ask the learners to attempt exercises on the types of prepositions given in their workbook. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Recap

Play a short quiz to revise the four types of prepositions taught in the previous period.

Go Grammar: Modals

Begin the class by asking: What do you say when you want to ask for my permission to drink water?

CB page 55

Listen to learners’ replies. Then, write the words can, must, may and should on the board, preferably in large and capital letters.

Ask a few learners to guess which part of speech these words could be. After a few learners have attempted to answer, tell the class that these words are a type of helping verb called modals.

Ask the learners to go to page 55. Read the definition and the examples to them. Then, ask them to attempt Q3 and Q4.

Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB page 31

Ask the learners to attempt the exercises on modals 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 56

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 answer the questions when you play the audio/read aloud the text a second time.

Call out the answers and let the learners review their own work, marking corrections in pencil wherever required.

Speak Well

CB pages 56–57

Tell the class that sports events always have a commentary, which is a running description of that event by the commentator, when watched on TV or heard over the radio.

Then, tell them that a commentary has a certain style, where the commentator changes their expression and pace depending on what they are describing about the match. This helps in retaining the audience’s attention and makes the event more enjoyable.

You may enact a live commentary, or play a short video clip of a commentary, if possible. Then, divide the class into pairs. Explain the Speak Well task to them. Give them a few minutes to practise softly. Finally, ask each pair to present their commentary.

Homework

WB page 32

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 commentary 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 commentary that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.

Write Well

CB pages 57–58

Using an example paragraph from the story, talk about the way the author describes a situation or Kartik’s feelings at important points in the story.

Ask the learners to go to page 57. Read the definition to them. Then, read the Model Answer given in page 58 to them. Draw their attention to the descriptive nature of the paragraph.

Finally, ask them to attempt the writing exercise. Advise them to refer to the sentence starters and use them in their paragraph, if they like.

Homework

WB page 33

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 A Good Play

Learning Objectives

Students will be able to:

 read and understand an imaginative poem.

 practise their reading and comprehension skills.

 correctly use sports-related vocabulary.

 use rhyming words correctly.

Period 1: Reading

Get Set

CB page 59

Begin the class by asking questions, such as: How do you spend your free time? Do you imagine being a superhero? Do you use any items around you to dress up as a superhero?

Let all the learners get a chance to answer these questions and participate in the discussion.

Draw their attention to the title of the poem and the name of the poet. Ask them to guess what the title may mean. Listen to a few replies.

Then, ask the learners to do the Get Set activity on their own. Once they complete it, ask any four learners to share their answers.

Let’s Read CB pages 59–60

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 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 two Think and Tell questions.

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 name of the poet? What is the poem about? to recap the poem.

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 page 61

Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and make corrections, if any, in pencil.

Discuss Q3 of Read and Respond. Help learners to refer to the correct stanza 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

CB page 61

Ask the learners to write the answers to Read and Respond Q3 in their notebooks. They need to submit their notebooks to you for checking on the next day.

Period 3: Vocabulary

Vocabulary

CB page 62

Tell the learners that they will solve a crossword puzzle today for their vocabulary learning and practice. Ask learners to go to Q1 in page 62. Explain the exercise to them. You may either let them attempt the exercise on their own or have the class answer the Across and Down hints and solve it together.

Poetry Appreciation

CB pages 60, 62

Ask the learners to open page 60 and look at the last word in each line. Draw their attention to the fact that the last word in sentence 1 rhymes with the last word in sentence 2. Tell them that this pattern is followed in the entire poem.

Then, ask learners to go to page 62 to the Poetry Appreciation section. Read out the Remember! information to them.

Then, ask them to attempt Q1 and Q2. Call out the answers to Q1 and ask learners to share their answers for Q2. Correct them wherever necessary.

Homework

CB page 62

Ask the learners to make sentences with the words in the crossword puzzle, in their notebooks. They need to submit their notebooks to you for checking on the next day.

Theme 5: Adventure and Imagination

7 The Cyclone

Learning Objectives

Students will be able to:

 read and understand an adventure story.

 practise their reading and comprehension skills.

 correctly use suffixes -er, -ment and -ion.

 correctly use adverbs of manner, frequency and time.

 listen to a story and summarise it.

 talk about their favourite adventure activity.

 write a report of a story.

Period 1: Reading

Get Set

Divide the class into pairs and 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 63–66

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 CB page 67

Ask them to attempt Read and Respond Q3.

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 tornado do to the house? to recap the story.

Let’s Read

CB pages 64–66

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 67

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 68

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? to recap the story.

Think and Answer & Big Idea

CB pages 68–69

Discuss the Think and Answer questions. Ensure that learners have written the qualities correctly in Q1. For Q2, ask learners to share their description of the setting. Correct their phrasing wherever necessary.   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 34–36

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.

Vocabulary: Suffixes

CB pages 69–70

Explain suffixes to learners. You may use 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.

For Q2, ask learners to make sentences with the words (after their correct suffixes have been added) after all three questions are done. They must submit their notebooks to you for checking.

Homework

WB pages 36–38

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: Types of Adverbs

Revise adverbs. You may use the definition given in the Remember! box. Then, explain adverbs of manner, frequency and time to learners.

pages 71–72

Explain their correct usage with the help of the examples given in the book. Then, ask them to attempt the questions. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 38–39

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

page 73

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 fill in the blanks on the second hearing. Call out the answers and let learners mark their own work in pencil.

Speak Well

Divide the class into groups of four.

Ask them to choose any one of the adventure activities given in the book.

Tell them to prepare a short talk on that activity keeping in mind the points given in the book.

Give them time to prepare. Then, ask each group to present their talk.

Help them speak in complete sentences and appreciate their effort.

Homework

CB page 73

WB page 40

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 a friend or a family member 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 74

Explain how a report of a story is written with the help of the model answer given in the book. Draw their attention to the various parts of the format as well as to the language that is used to write a report. Ask them to attempt writing a report for the story ‘The Cyclone’ and submit their notebooks to you for checking.

Homework

WB page 41

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 5: Adventure and Imagination

8 Going Down Hill on a Bicycle

Learning Objectives

Students will be able to:

 read and appreciate an imaginative poem.

 practise their reading and comprehension skills.

 correctly use suffixes -er, -ment and -ion.

 understand the use of enjambment as a poetic device.

Period 1: Reading

Get Set

Divide the class into groups.

CB page 75

Explain the exercise to learners and ask them to make notes on the categories listed in the table. They may make notes in the book or in their notebooks. Then, ask them to share one point on each of the categories. Help them speak in complete sentences and appreciate their effort.

Let’s Read

CB pages 75–76

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 77

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 76

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 77–78

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 to learners. Then, ask them to fill in the blanks and share their answers. Help them speak in complete sentences and appreciate their effort.

Homework

Ask learners to practise reading the poem to improve their poetry reading skills.

Period 3: Vocabulary

Vocabulary

CB page 79

Explain to learners that in the Vocabulary exercise, they must circle noun forms of root words after the correct suffix is added.

Once they have circled the words, call out the answers and let them mark their own work in pencil. Next, ask them to make sentences with those words in their notebooks. Once they have written the sentences, ask them to submit their notebooks to you for checking.

Poetry Appreciation

CB page 79

Explain enjambment to learners with the help of the definition and example given in the book. Discuss Q2 with learners. Encourage them to share their views and help them speak in complete sentences. Ask them to attempt Q3. Once they complete it, call out the answers and ask them to check their own work.

Homework

You may ask learners to read the other poems that they have done so far and identify the use of enjambment in them, if any.

Theme 6: Science and Technology

9 Panipuri Inside a Spaceship

Learning Objectives

Students will be able to:

 read and understand an informational text.

 practise their reading and comprehension skills.

 correctly use prefixes and compound words.

 correctly use conjunctions.

 listen to a text and fill in the blanks correctly.

 debate on a given topic.

 write a character sketch.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Once they complete it, ask them to show their drawings.

Ask them to explain briefly any one of the drawings and say why they drew that.

Let’s Read

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB page 80

CB pages 80–83

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 84

CB page 84

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 would happen to food on a plate in space? What keeps things in place on Earth? to recap the story.

Let’s Read

CB pages 81–83

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 84

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 84–85

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

Discuss the Think and Answer questions with the class.

For Q1, help them write in complete sentences.

CB pages 84–86

For Q2, explain the author’s purpose and ask learners to answer the two questions. Help them speak in complete sentences.

Explain the Big Idea activity. Then, ask them to say what their suggestion to Chikki would be if they were a scientist. Help them speak in complete sentences.

Homework

WB pages 42–44

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.

Vocabulary: Idioms

CB pages 85–86

Explain the definition and use of prefixes to learners with the help of the definition and the examples given in the book.

Then, ask learners to attempt Q1. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

For Q2, first explain compound words to learners and then ask them to attempt the question. 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 44–46

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: Conjunctions

CB pages 87–88

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 refer 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 47–48

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 88

Scan the QR code to play 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. Ask the learners to fill in the blanks.

You may play the audio or read the text again if the learners cannot do the exercise in the first hearing.

Speak Well

CB page 89

Explain the process of debating to learners. You may use the definition, the steps and the examples given in the book.

Ask learners to use the tips given in the book when they speak for or against the topic. Then, divide the class into two teams. Team A should work together to write points supporting the topic while Team B should do the opposite. Then, each team must nominate a few speakers who say the salient points to support or oppose the topic. Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 48–49

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 they practise debating. 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 character sketches are written with the help of the tips given in the book. 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

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.

10 My Mouse is Misbehaving

Learning Objectives

Students will be able to:

 read and appreciate a humorous poem.

 practise their reading and comprehension skills.

 use prefixes correctly.

 understand the use of personification in poetry.

Period 1: Reading

Get Set

Ask learners to read the clues and complete the crossword. Once they complete it, call out the answers and ask learners to check their own work.

Let’s Read

CB page 91

CB pages 91–92

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 meanings. At the end of the poem, ask the two Think and Tell questions.

Homework

CB page 93

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 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 92

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

Discuss the answers of Read and Respond Q1. Instruct the learners to mark their own work and write the corrections, if any, in pencil. Then, discuss Q2 and Q3 of Read and Respond. Help learners write complete sentences. Explain the Big Idea activity. Then, ask them to write the acrostic poem. Once they complete it, ask a few learners to share their poems.

Homework

Ask learners to practise reading the poem to improve their fluency and pronunciation.

Period 3: Vocabulary

Vocabulary

Ask learners to attempt Q1. Call out the answers and let them mark their own work in pencil. Then, revise prefixes with learners and ask them to attempt Q2. Once they complete it, call out the answers and let them mark their own work in pencil.

Poetry Appreciation

CB page 96

Explain personification to learners. Say: In poetry or in stories, we sometimes imagine non-living things to behave as if they were human. This is called personification. Give them an example. Write on the board: The breeze whispered softly by as it skipped among the leaves. Read this out to learners and draw their attention to how you have personified the breeze to make it whisper and skip like humans do.

You may ask learners to come up with their own examples of personification. Explain the definition and read the examples given in the book. Then, ask learners 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 personification in them, if any.

Theme 7: Empathy Towards Animals

11 Henry: A Chameleon

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 use words related to kindness.

 use words similar in meaning but different in intensity.

 correctly use different types of sentences.

 listen to a text and fill in the blanks.

 read a scene with appropriate expression and voice modulation.

 write a research report.

Period 1: Reading

Get Set CB page 99

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 99–102

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 pages 102–103

Read out the answers for Q1. Let them check their own answers. Ask learners to share what they have filled in the graphic organiser. Correct their sentences, if required.

Homework

Ask them to attempt Read and Respond Q3.

CB page 103

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 Henry’s most remarkable feature? to recap the story.

Let’s Read

CB pages 100–102

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 103

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 103

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 103–104

Discuss the Think and Answer questions with the class. Call out the answers after the discussion.

Explain the Big Idea activity. Then, divide the class into groups and ask them to discuss the points among themselves first. After that, each group must present a small talk on the topic.

Ask learners to attempt Q2 at home. They may look up stories or films where the main character is helpful towards animals on their own or take help from you, the library, the internet or from their parents / family members.

Homework (incl. Big Idea)

WB pages 51–54

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.

Ask learners to attempt Big Idea Q2 and share the completed exercise in a class in the following week.

Ask learners to get their pocket dictionaries for the next class. Alternatively, you may arrange for a dictionary that the learners can share and use.

Period 4: Vocabulary

Recap

Ask questions such as: What is the theme of the story? What is the story about? to recap the story.

Vocabulary: Idioms

CB pages 157–158

Ask learners to attempt Q1 and complete the crossword puzzle. They need to read the hints given in the Across and Down boxes.

Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

For Q2, ask learners to use the dictionary and write the words next to the correct meaning. After that, they need to use any two words and make sentences with them in their notebooks.

Ask them to submit their notebooks to you for checking.

For Q3, first explain to learners that the words big, huge and enormous all mean big, but huge and enormous are used to inform readers how big something is. Therefore, it makes more impact on readers.

Ask learners to attempt Q3 and then 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 54–55

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: Types of Sentences

CB pages 106–107

Begin the class by revising sentences and then explain the four types of sentences to learners. Explain the use, and the punctuations used for, declarative, interrogative, imperative and exclamatory sentences.

You may use the examples from the book and you may also ask learners to come up with their own examples to test their comprehension.

Then, 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 55–56

Ask the learners to attempt Q1 and Q2 to practise types of sentences. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Forming Questions

CB pages 107–108

Begin the class by revising the types of sentences and then explain how declarative sentences can be changed to interrogative sentences.

Explain the change in the position of auxiliary verbs and the use of the question mark instead of the full stop.

You may use the examples from the book and you may also ask learners to come up with their own examples to test their comprehension.

Then, 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

Ask the learners to attempt Q3 and Q4 to practise conversion of sentences. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

CB page 108

Scan the QR code to play the audio. You can also read the listening script 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 when they listen to the text for the second time.

Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Speak Well

CB pages 108–109

Show how this exercise is to be done by reading out a paragraph or a passage from the text. Use appropriate voice modulation and expression.

Then, divide the class into pairs and ask them to practise reading the scene given in the book to each other with appropriate voice modulation and expression.

Once they have practised for some time, ask each pair to narrate their story to their partner. Appreciate their effort.

Homework

WB pages 57–58

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 partner when practising this exercise.

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 how a research report is written with the help of the steps given in the book.

CB pages 109–110

Draw their attention to the various parts of the format as well as to the language that is used to write a research report.

Read the model answer to the learners and ask them to focus on the structure and language.

Homework

CB page 110, WB page 91

Ask the learners to attempt the writing exercise given in their CB and WB in their notebooks. They need to submit their notebooks to you for checking on the next day.

Theme 7: Empathy Towards Animals

12 A Minor Bird

Learning Objectives

Students will be able to:

 read and appreciate a poem on nature.

 practise their reading and comprehension skills.

 understand the word ‘kindness’ in different contexts.

 understand palindromes.

 understand the use of themes in poetry.

Period 1: Reading

Get Set

Explain the exercise to learners.

CB page 111

Ask them to go for walks (with an adult) in parks or in areas that are close to nature (nature parks, fields, farms, etc.) and listen to sounds in nature.

Ask them to note four sounds they heard and share them in class the next day.

Let’s Read

CB pages 111–112

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 Think and Tell question.

Homework

CB page 113

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 112

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 113–114

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 write complete sentences.

Explain the Big Idea activity. Then, divide the class into groups of four and ask each group to share their thoughts.

Help them speak in complete sentences and appreciate their efforts.

Homework

Ask learners to practise reading the poem to improve their fluency and pronunciation.

Period 3: Vocabulary

Vocabulary

Ask learners to attempt Q1. Help them fill in the word web.

Then, explain palindromes to learners. After that, ask them to attempt Q2.

CB pages 114–115

Once they complete it, call out the answers and let them mark their own work in pencil. Also ask them to share the two other palindromes that they had to write. Appreciate their effort.

Poetry Appreciation

Explain the concept and use of themes in poetry.

CB page 115

Then, discuss the three themes given with the learners and ask them to say which they think is the most appropriate for the poem they have studied.

Encourage them to express their views confidently and help them speak in complete sentences. After that, ask them to write what they think the message of the poem is and share it with the class. Correct their sentences, if necessary.

Homework

You may ask learners to read the other poems that they have done so far and identify the themes in them.

Theme 8: Art and Creativity

13 Manu Mixes Clay and Sunshine

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 use collocations as well as words for different types of artists.

 use words in the simple tense forms—present, past & future.

 listen to a text and choose correct answers.

 make suggestions and give feedback.

 add appropriate dialogues in a comic strip.

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 116–119

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.

Call 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 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? What did Manu make for Sushma and his brother? to recap the story.

Let’s Read

CB pages 117–119

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, 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 to write their answers in complete and correct sentences.

Homework

CB pages 121–122

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 121–122

Discuss the Think and Answer questions with the class. Call out the answers for Q1 and ask learners to share their thoughts for Q2.

Explain the Big Idea activity. Then, ask them to attempt it on their own and share their answers in class. Help them speak and write in complete sentences.

Homework

WB pages 60–62

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.

Vocabulary

CB pages 157–158

Ask learners to attempt Q1. If there is a dictionary available, then ask learners to use that to find out the right name for the type of artists.

Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Then, explain collocations to learners and ask them to attempt Q2. 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 62–63

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: Simple Tense (Present, Past & Future)

Revise tenses with learners and then explain the simple form of verbs in all three tenses.

CB pages 123–125

Then, ask them to attempt all three questions. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 63–65

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 125

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 question when they hear the text the second time.

Call out the answers and let learners mark their own work in pencil.

Speak Well

Ask a learner to volunteer reading a conversation with you.

CB page 126

Explain to the rest of the class what a conversation means and how one must modulate their voice and tone when reading conversations.

Then, present a demo by reading out the example in the book with the volunteer learner. Then, divide the class into pairs and ask them to attempt the exercise. Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 65–66

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. You are free to choose whether the learners present the exercise in the CB or the WB.

Well

Explain to learners the activity given in the book. Then, ask them to attempt the exercise. Ask them to submit their notebooks to you for checking.

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.

Theme 9: Focussing on Goals

14 The Inspiring Journey of Sumit Antil

Learning Objectives

Students will be able to:

 read and understand an interview.

 practise their reading and comprehension skills.

 correctly use idioms and antonyms.

 correctly use the continuous tense.

 listen to a poem and fill in the blanks.

 interview a famous personality.

 write a story.

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 brief of the interview, at the bottom of the page, with proper pauses and expression.

page 130

pages 130–133

Play the Talking Book or read the text 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 text. 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 work.

Homework

Ask them to attempt Read and Respond Q3.

Instruct the learners to practise reading the text 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? Where is Sumit Antil from? How did Sumit Antil lose his leg? to recap the text.

Let’s Read

CB pages 131–133

Play the Talking Book or read the text 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 134

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 135

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? What is the story type? What is the name of the interviewee? to recap the text.

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

Ask the learners to share their answers in class and correct them wherever required.

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

CB pages 135–136

WB pages 68–70

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 type of text did you read? Who is the interview about? to recap what the learners have read.

Vocabulary: Idioms & Antonyms

CB page 136

Revise idioms and ask learners to attempt Q1. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Then, ask learners to attempt Q2. Tell them that they must fill in the blanks with the correct pair of antonyms from the ones given in the Hint Box.

Homework

WB pages 70–72

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: Continuous Tense (Present & Past)

CB pages 137–139

Revise the continuous form of verbs in present and past tense with learners. Explain the use of auxiliary verbs (is and was), as well as the adding of the ‘ing’ suffix when changing verb forms to the continuous. Then, ask them to attempt Q1 to Q4. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 72–73

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 139

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 fill in the blanks when they hear the text the second time.

Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Speak Well

Walk the learners through the steps on conducting an interview. Ask them to refer to the tips when they attempt the exercise.

Then, divide the class into pairs. Give them some time to decide who the interviewer and the interview will be. Ask them to also decide the questions that they will ask and the answers they give to those questions. Then, ask each pair to present their interview. Appreciate their effort and give them constructive feedback on their performance.

Homework

WB pages 73–74

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 either the interviewer or the interviewee when practising the exercise. 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 141

Explain how a story is written. 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 story they wrote. Ask them to submit their notebooks for checking.

Homework

WB page 75

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.

15 The Baker’s Dozen

Learning Objectives

Students will be able to:

 read and understand an American folktale.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary and phrasal verbs.

 agree the verb with the subject in their sentences.

 listen to a text and choose the correct answer.

 retell a story that they have already read.

 write a poem.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Once they complete it, ask them to share their answers.

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.

Pause to read aloud 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

pages 147–148

Ask them to attempt Read and Respond Q3. 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? How much is a baker’s dozen—twelve or thirteen? to recap the story.

Let’s Read CB pages 143–146

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 147–148

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 148

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

Discuss the Think and Answer questions with the class.

CB pages 148–149

Revise themes with the learners. Then, discuss Q1 with them and help them write in complete sentences. Discuss Q2 with learners. Encourage them to express their views and help them speak in complete sentences.

Ask learners to attempt Q3 and Q4 and then submit their notebooks to you for checking.

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.

Check for the learners’ insight and originality when reviewing their answers to these questions.

Homework

WB pages 76–78

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.

Vocabulary

CB pages 157–158

For Q1, provide a dictionary to learners if they do not have their own. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

For Q2 and Q3, first explain phrasal verbs to learners. Then, ask them to attempt the questions. 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 78–79

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: Subject–Verb Agreement

CB pages 150–152

Explain subject–verb agreement to learners. Tell them that if the subject is in singular, the verb form that follows must be singular as well. Similarly, for a plural subject noun, the verb form should be plural.

Go through the table to explain to learners the different cases of agreement between the verb and multiple nouns.

Hold a pop quiz and ask learners to guess the correct verb form for each subject type. This may help them grasp the concept in a better way.

Then, ask them to attempt the questions. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 80–81

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 153

Scan the QR code to play the audio. You can also read the listening text aloud to the learners. Ensure that they pay attention when listening to the text.

Play the audio or read the text again. Ask the learners to attempt the question when hearing the text the second time.

Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Speak Well

CB page 154

Explain the activity to learners. Then, ask them to tell the class a story, in brief, that they have already heard or read.

Help them speak in complete sentences and appreciate their effort.

Homework

WB page 82

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.

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 pages 154–155

Explain how a poem is written by going through the points given in the book. Draw their attention to the key aspects as well as to the language that is used to write a poem. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise. Tell them that their poem may be of any genre: humorous, scary, sad, etc. Then read their poems in class with appropriate expression and voice modulation.

Homework

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. Period 7: Writing

WB page 83

Answer Keys

Coconut Barfi with Ammachi

Read and Respond

1. Ammachi

Coursebook

Sooraj Both

Gently shakes the coconut tree Begs Ammachi to make coconut barfi Pick coconuts from the tree

Uses a sharp tool to remove the husk from the coconut Grates the coconut

Make coconut barfi together

2. Action in the story Sound

The sound of a coconut falling through the air  PLEEEEEAASE

Sooraj begging his grandma to make coconut barfi   WHOOOSH

The sharp sound as the coconut shell cracks   WHUMP

The sound of the knife cutting and sticking in the coconut barfi   GRRRRRR!

The sound of a coconut falling on the ground   KHATAK!

Sooraj’s tummy growling with hunger   SQUELCH, SQUELCH!

3. a. Sooraj asked Ammachi if they could make coconut barfi. Ammachi replied, ‘Only if you help me make it.’

b. Ammachi told Sooraj that they should only pick the coconuts that were ripe, which meant they were brown all over.

c. Besides coconut, they added sugar, cardamom and a bit of ghee to make the barfi.

d. Ammachi giggled and teased Sooraj, saying, ‘Someone’s hungry already!’

e. Sooraj helped Ammachi by grating the coconut, although his arm got tired. He also helped with picking the coconuts and mixing the ingredients.

Think and Answer

1. Answers may vary. Suggested answer: Ammachi

• Quality 1: Experienced

o Reason: Ammachi knew exactly what to do, from picking the ripe coconuts to removing the husk and cracking the shell. She also handled the tools with ease.

• Quality 2: Helpful

o Reason: Ammachi helped Sooraj when he had trouble removing the husk and showed him how to safely grate the coconut.

Sooraj

• Quality 1: Determined

o Reason: Sooraj kept grating the coconut even when his arm got tired. He didn’t give up and continued to help Ammachi with the process.

• Quality 2: Impatient

o Reason: Sooraj became impatient as he watched the barfi set, feeling like the minutes were stretching out as he waited for it to cool.

2.

• Pick the coconuts: Ammachi and Sooraj pick ripe coconuts from the garden.

• Remove the husk: Ammachi uses a sharp tool to remove the husk from the coconut.

• Crack the coconut shell: Ammachi cracks the shell of the coconut open.

• Grate the coconut: Sooraj learns how to grate the coconut and tries to help despite his tired arm.

• Add ingredients: Ammachi and Sooraj mix the grated coconut with sugar, cardamom and a bit of ghee in a pan.

• Cook the mixture: Ammachi stirs the mixture over the stove, filling the kitchen with a delicious aroma.

• Set the barfi: They pour the mixture onto a tray and wait for it to cool.

• Cut the barfi: Once cooled, Ammachi carefully slices the barfi into neat little squares.

• Taste the barfi: Sooraj and Ammachi enjoy their homemade coconut barfi together.

Big Idea

Answers may vary. Suggested answer:

I feel happy, safe and loved when my parents help me.

a. They help me with my homework.

b. They make my favourite meals.

c. They take me to fun places, like the park or the zoo.

a. I can help with washing the dishes after dinner.

b. I can water the plants in the garden.

c. I can help fold the laundry and put it away

Vocabulary

1. a. Tom is Sanchana’s uncle and Rakesh’s brother-in-law.

b. Roohi is Chandani’s aunt and Sita’s sister-in-law

c. Aryan is Sita’s nephew and Vivek’s cousin.

d. Meetu is Rakesh’s niece and Chandani’s sister.

e. Amit is Tom’s father-in-law and the children’s grandfather.

2. Use the words below and the names of your own family members to make sentences. Answers may vary. Suggested answer:

a. My cousin, Tinu, and I love playing video games together.

b. I bought a cute dress for my niece, Shivani, on her birthday.

c. Rajesh took his nephew to the zoo.

d. Sam’s sister and brother-in-law just moved into a new house.

e. The family welcomed their daughter-in-law with great joy.

3. Answers may vary. Suggested answer:

a. stirred

• She stirred the soup to make sure it didn’t burn.

b. husk

• The farmer removed the husk from the coconut before grating it.

c. aroma

• The aroma of fresh bread filled the house.

d. squelch

• The knife made a squelch sound as it sliced through the barfi.

e. grater

• I used a grater to shred the cheese for the salad.

1. a. Sooraj was happy to meet his friends.

b. Ammachi sang as she grated the fruit.

c. They lived in Chennai.

d. The brown one is their pet, Minty.

e. Sooraj is reading Gulliver’s Travels.

2. a. They picked coconuts from the trees.

b. They added a bit of ghee.

c. We crack the shell like this.

d. Coconut water is very refreshing.

e. The smell is so good.

Countable: coconuts, trees, shell

Uncountable: ghee, coconut water, smell

3. a. many b. much c. a few d. Several e. a little

4. a. squad b. crew c. pride d. murder e. panel

Listen Well

a. In a small village, there was a wise old man named Ramu.

b. He had three sons named Arjun, Ravi and Siva.

c. Ramu called his sons to the bamboo forest.

d. The brothers could not break the bamboo bundle, but they easily broke the single bamboo stick.

e. Ramu said, ‘Alone we are broken easily, but together we are strong.’

Speak Well

Answers may vary. Suggested answer:

At the center of a lush green forest, there once was a lively village. The villagers lived happily, surrounded by tall trees, colourful flowers and a sparkling river. Birds chirped, and children played in the fields.

One day, a curious boy named Aarav was walking near the oldest tree in the village when he noticed something strange—a small wooden door carved into its trunk! With excitement, he pushed the door open and saw a staircase leading underground. Aarav carefully stepped down and found himself in a glowing cave filled with sparkling crystals. In the centre of the cave stood a giant book on a stone table. The cover read: “The Secret of the Village.”

As he flipped through the pages, he discovered that their village was protected by magic! The trees, the river and even the wind carried a spell that kept the village hidden from harm. Aarav felt proud of his discovery and promised to protect the village's secret forever.

Write Well

Answers may vary. Suggested answer:

A5-702, Green Appartments

Shanti Nagar, Indore

Madhya Pradesh – 546733

09 July 2025

Dear Arnab,

I hope you are doing well! I wanted to tell you about the fun day I had with Grandma and Grandpa last Saturday. It was the best day ever, and I can't wait to share it with you!

In the morning, we went to my grandparents’ house. They live in the village, and it's always so peaceful there. Grandma gave me a big hug and some yummy fresh buttermilk as soon as I arrived. After that, Grandma said we were going to make something special together. She taught me and Rohan how to make butter using fresh milk. It was so much fun! We took turns churning the milk, and after a while, we had our very own homemade butter. Grandma was so happy and proud of us!

For lunch, she made aloo parathas. They were soft and warm, and Grandma put lots of her homemade butter on them. It was so tasty, and we ate so many that we felt full and happy! After lunch, Grandpa took us to the garden. He showed us how to plant seeds and water the flowers. He told us that flowers are like family, and we should treat them with love and care. I can't wait to see the plants grow! In the evening, Grandma made her famous kheer, which is a sweet rice pudding. It was the perfect way to end the day. We all sat together and talked about how special family recipes are.

I had so much fun, and I can't wait for you to visit Grandma and Grandpa with me next time!

I hope to see you soon!

Love, Raunak Family Comes Together

Read and Respond

1. a. ii. The strength of family bonds

b. iii. At all times

c. ii. ‘Family comes together ’

d. iii. They are forever.

e. iv. Youth and old age

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

3. The poet means that regardless of the situation, whether a person is able to see or not, family will always come together to support one another. This shows that family is there for each other, no matter what difficulties or challenges they face.

Big Idea

Answers may vary. Suggested answer: Filled with love, laughter and care, Always together, no matter where. Memories made, both big and small, In every moment, we cherish them all. Loyal and strong through thick and thin, You make my world bright from within.

Vocabulary

Poetry Appreciation

Answers may vary. Suggested answer:

Across:

1. My mother’s daughters are my sisters. (7 letters)

2. My brother’s daughter is my niece. (5 letters)

3. My sister’s son is my nephew. (6 letters)

Down:

1. My mother’s brother is my uncle. (5 letters)

2. My father’s father is my grandfather. (11 letters)

3. My aunt and uncle’s children are my cousins. (7 letters)

Three opposites that show different situations:

1. Sickness and health

2. Poverty and wealth

The lines that are repeated in every stanza: “Family comes together, For always and forever.”

3. Happiness and strife

Theme of the poem: It does not matter what the situation is, whether it’s a happy time or a difficult one, family will always come together and stay united, supporting each other forever.

We Call Her Ba

Read and Respond

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

2. Detail Description Ba

Porbandar

Self-reliant

Salt March

Untouchability

Kasturba Gandhi’s birthplace

Kasturba Gandhi’s nickname

Unfair practice Ba fought against

Able to do things without help from others

Famous protest against the British salt tax

3. a. Kasturba taught Indians how to be self-reliant, which meant doing things without depending on others, especially the British. She also taught women how to read and write. She spoke about cleanliness and health.

b. Ba joined Mahatma Gandhi in a protest in South Africa, where they fought against the unfair treatment of Indians. She supported him by participating in the protest, but was arrested for her involvement. She showed her dedication to the cause even when faced with arrest.

c. Kasturba did not directly join the Salt March of 1930, but she supported it. She encouraged others to participate in the march and was an important figure in the movement. Her support and encouragement helped spread awareness about the protest.

d. Kasturba strongly opposed untouchability, the practice of treating people unfairly based on their birth. She worked hard to help untouchables and fought against this unfair practice, showing her belief in equality and justice.

e. Kasturba’s relationship with her family was loving and supportive. She was a devoted mother to her four sons and a strong support to her husband, Mahatma Gandhi. Despite the challenges she faced, she always put her family’s needs and the freedom movement first.

Think and Answer

1. Answers may vary. Suggested answer:

• Kasturba was jailed many times for protesting against British rule.

• She joined her husband, Mahatma Gandhi, in a protest against the unfair treatment of Indians in South Africa, despite being arrested.

• Kasturba supported the Salt March of 1930 and encouraged others to join the protest against the British salt tax.

• Even though she had breathing problems, Kasturba continued to work for India’s freedom and supported Mahatma Gandhi.

• She worked to end untouchability and helped those who were treated unfairly due to their birth.

2. Kasturba's Actions

Reason for Action

Personality Traits

Taught women self-reliance To help women be independent and contribute to the freedom struggle Empowering, caring, determined

Stood up against the unfair treatment of Indians To fight for equality and justice for all Indians Brave, courageous, just

Continued to fight despite her breathing problems

Big Idea

To fulfill her duty for India’s freedom and support her husband

Answers may vary. Suggested answer:

Strong, dedicated, firm

One problem I see that many Indians face every day is pollution. In many cities, there is a lot of garbage on the streets and the air is not clean. This can make people sick and harm the environment.

One thing I can do to help solve this problem is to always throw my garbage in the trash can and not litter. I can also tell my friends and family to keep the environment clean by recycling and planting more trees. Every little action can help make our world cleaner and healthier!

Vocabulary

2. Answers may vary. Suggested answer:

• The people started a peaceful protest to show their love for the country.

• The freedom fighters worked hard to make India self-reliant and strong.

• Many people joined the freedom movement to make India independent.

• A peaceful nation grows when its citizens work together with kindness.

• Mahatma Gandhi believed in non-violence to fight for freedom.

3. Word Meaning

Honour the state of being united Unity to hold someone in high respect or esteem Loyalty feeling of satisfaction about something good Pride the right to act, speak or think freely Liberty being faithful and devoted

Honour, Liberty, Loyalty, Pride, Unity

Go Grammar

1. a. Kasturba Gandhi was an important person in our country.

b. Ba was a 14-year-old girl with little education.

c. She was a courageous woman and took part in several movements.

d. This march was famous.

e. Many people walked far to get their salt from the sea.

many important our this little courageous theirseveral famous -

14-year-old

2. a. The five, courageous, old soldiers told us many stories.

b. Many brave Indians protested against the British.

c. Her three patriotic songs made her parents proud.

d. This big, beautiful country is India.

e. That small, soft, rectangular cloth is a flag.

3. a. Pick any three pink lotuses.

b. The tiger is a big, orange animal.

c. The Taj Mahal is a magnificent, white, marble monument.

d. There are many great poets in India.

e. Five beautiful, blue peacocks were dancing in the forest.

Listen Well

a. Two emotions people feel on Independence Day are pride and happiness.

b. Different cultures and ideas make India special.

c. The speaker sets the goal of creating a country where everyone can achieve their dreams.

Speak Well

Answers may vary. Suggested answer: Hello everyone! Today, I want to talk about why celebrating Gandhi Jayanti is important. We celebrate Gandhi Jayanti because it’s the birthday of Mahatma Gandhi, who fought for India's freedom through non-violence.

It’s a special day because we remember his teachings and how he worked for peace and equality. I think it’s important because it reminds us to be kind, honest and peaceful in our daily lives. I believe that we should follow his example and help others, making the world a better place. Let's all celebrate it together!

Write Well

Answers may vary. Suggested answer:

18 May 2025 4:15 p.m.

Hi Priya,

MESSAGE

Your teacher, Ms Grover called to remind you that you have to wear a white kurta and a tricolour sash for the Independence Day celebrations tomorrow. If you have any tricolour accessories like bangles or hair bands, you can wear them too. Also, make sure to be at school by 7:10 a.m. for rehearsal, as the celebrations will begin at 8:15 a.m. sharp.

Mom Food Adventures in Sikkim

Read and Respond

1. a. ii. Sikkim

c. ii. Thukpa

b. ii. Fresh vegetables and unique spices

d. iv. Gundruk e. ii. A sweet rice bread

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

3. a. Aisha first notices the beautiful mountains when they arrive in Sikkim. The family plans to explore the local food and culture.

b. Gundruk is prepared by fermenting mustard, cabbage or radish leaves and cooking them in an earthen pot.

c. Aisha describes Sinki as tangy. It is prepared by fermenting radish roots that are stored in a container covered with straw and mud for months.

d. The family stays at a homestay and enjoys eating Chhurpi. Aisha helps the hosts with cooking and learns to cook new dishes.

e. The family has an exciting adventure in Sikkim, where they try new foods and learn about local traditions. Aisha loves the unique dishes, especially the momos and Thukpa, and enjoys learning about the cooking methods.

Think and Answer

Answers may vary. Suggested answers:

1. • Name of the place: Sikkim

• Capital city: Gangtok

• Traditional clothes: Women wear a honju and pangden and men wear a bakhu.

• Staple food: Thukpa (a noodle soup)

• An important cultural event: Losar (Tibetan New Year)

• A famous landmark: Tsomgo Lake

2. Mangoes are grown locally and used in many traditional dishes in my region. One popular dish is mango chutney, which is sweet and sour. Another is mango pickle, where mangoes are mixed with spices and oil. People love eating it with their meals. Mangoes are also made into a drink called aam ras, which is very sweet.

Aam ras and mango kheer are used in festival offerings. Another locally grown item in my region is wheat. Wheat is harvested during the festival of Baisakhi and is used to make chapatis and puris.

Big Idea

Answers may vary. Suggested answer:

My state’s name: Maharashtra

Three must-visit places:

1. Gateway of India

Three must-taste dishes:

1. Pav Bhaji

Two must-attend events:

1. Ganesh Chaturthi

Vocabulary

2. Ajanta and Ellora Caves

2. Vada Pav

2. Gudi Padwa

3. Mahabaleshwar

3. Puran Poli

1. a. dish b. culture c. ingredient d. recipe e. spices

2. a. We went on an adventure to the mountains.

b. My mom is a great chef.

c. Yoghurt is fermented.

d. We bought vegetables locally.

e. People like trying food that is traditional.

3. grill to cook food quickly in a bit of oil sauté a dish served before the main meal appetiser nutritious and good for health wholesome to cook food directly under a heat source

Answers may vary. Suggested answer:

• I like to grill vegetables on the pan with my dad.

• Mom taught me how to sauté onions for the curry.

• We had a yummy soup as an appetiser before dinner.

• Eating fruits and vegetables is wholesome for your body.

Go Grammar

1. a. I wonder what Sikkimese food tastes like.

b. Let’s order different dishes and share them.

c. They tried some momos.

d. We decided to cook a dish ourselves.

e. People eat it as a pickle.

2. a. The host at the homestay praises Aisha and says, ‘You will be a great chef.’ Subject Pronoun

b. I can’t wait to tell them about all the amazing food in Sikkim. Object Pronoun

c. Sel Roti is sweet and tasty. It is served during festivals.

Subject Pronoun

d. I hear that Sinki is tangy. I would like to try some myself Reflexive Pronoun

e. The host at the homestay complimented us Object Pronoun

3. a. She finds the Chhurpi hard and chewy.

b. The host served them Thupka.

c. They are cut and stored for months.

d. The family shared the momos among themselves.

e. She wants to share her experience with them

Listen Well

Category Three Things You Will Find There

International Food Stalls

• pasta

• tacos

• sushi

• Misal Pav

Indian Cuisine Section

• Sambar Vada

• Dhokla

Speak Well

Answers may vary. Suggested answer: One festival day I will always remember is Diwali. We decorated the house with lots of lights and candles. My family made yummy sweets like laddoos and barfis. We also had a feast with rice, curry and chapati. On Diwali, I wore a new suit. We also made rangoli and spent time with family. It was so much fun!

Write Well

Answers may vary. Suggested answer: 17 August 2025

09:00 p.m.

Friday

Dear Diary,

Today, I tried something new! I had mango ice cream for the first time. My friend brought it to school, and I was really curious to taste it because I love mangoes, but I’ve never had mango ice cream before. I felt a little unsure, but then I took a bite, and it was so yummy!

The ice cream was smooth and creamy, and it tasted just like mangoes! It was cold and refreshing, and I felt happy when I ate it. It was a treat for mango lovers. I shared it with my friend because it was so good, and we both agreed it was the best ice cream ever. Now, mango ice cream is my favourite flavour, and I can’t wait to have it again. I’m glad I tried something new today. It was a fun experience!

Ishita

Read and Respond

1. a. i There were no good football academies in Rourkela.

b. ii He loved discussing and playing football.

c. ii. The moment when Kartik could either be successful or fail.

d. i. He saw Kartik’s potential.

2. a. Mirza Sir suggested that Kartik join Wasim Sir’s club. 2

b. Kartik created openings for the team to score goals. 4

c. Kartik played a match in front of Sunil Chhetri. 3

d. Kartik made it to the school football team. 5

e. Wasim Sir told Kartik that he had bigger plans for him. 6

f. At first, Peter Sir would not let Kartik join the football team. 1

3. a. Kartik was worried because he would have to leave his friends and everything familiar in Kolkata. He was also afraid of how people would treat him because of his arm. His pillar of support was his twin sister, Kavya, who stayed by his side.

b. Peter Sir 's initial reaction was to refuse Kartik, as he thought football would be too tough for him because of his arm. He believed that Kartik might not be able to handle the challenges of the game.

c. Wasim Sir was supportive and believed in Kartik’s potential, encouraging him to join the club and guiding him. In contrast, Peter Sir was initially dismissive of Kartik and didn't believe he could play football because of his arm.

d. The biggest challenge Kartik faced was being judged because of his arm and not being allowed to join the school football team. He took action by joining Wasim Sir's club, where he worked hard to improve his skills and prove his worth.

e. Excelling in the match would help Kartik prove to everyone that he was capable of playing football, despite his arm. It would allow him to be seen as a normal talented player rather than someone with a disability, giving him a chance to join the school football team.

Think and Answer

Answers may vary. Suggested answer:

1. If Mirza Sir had been the football coach instead of Peter Sir, he might have been more supportive of Kartik from the start. He would have believed in Kartik’s potential and allowed him to join the team right away, helping him gain confidence and improve his skills faster.

2. Wasim Sir’s ‘bigger plans’ for Kartik could involve giving him an opportunity to play at a higher level, perhaps training for a professional football career or guiding him to be a key player in a major tournament. Wasim Sir likely saw a lot of potential in Kartik and wanted to help him succeed.

3. b. To teach that one should never give up despite the challenges in life.

The author ’s purpose is to show that Kartik faced challenges, especially with his arm, but he didn’t give up on his dream of playing football. His dedication and hard work helped him succeed, teaching readers the value of determination.

Big Idea

Answers may vary. Suggested answer:

I want to be better at: Math

I will do the following things to get better:

• Practice my multiplication tables every day.

• Ask my teacher for help when I don’t understand something.

• Work on math problems from my homework without skipping any.

• Play fun math games online to make learning more exciting.

Vocabulary

1. a. bustling b. relocate c. awkwardness d. stamina

2. a. Helmet: a hard or protective hat

b. Trophy: a prize you win in a competition

c. Goalkeeper: a player who stops the ball in soccer or hockey

d. Referee/Umpire: a person who makes sure that the players follow the rules in a game

e. Athlete/Sportsperson: a person who plays sport

3. a. i. achieving a major success

b. ii. good luck for the performance or competition

c. ii. to face many challenges

d. ii. work hard for success

e. ii. to defend or side with someone

Go Grammar

1. a. The ball is on the field. (Place)

b. The footballer ran around the field with the ball. (Movement)

c. The boys even practised at night. (Time)

d. The basketball fell through the net. (Movement)

e. The ball is under his foot. (Place)

2. a. to b. across c. out of d. away from e. into

3. a. can b. must c. can d. must e. must

4. a. may

should

may

should e. may

c. The stadium is packed with cheering fans.

d. The bowler from Team Red runs up and bowls the first ball.

e. The captains of both teams walk to the centre for the coin toss. 2

f. The batsman from Team Blue hits the ball towards the boundary.

g. Team Blue's opening batsmen walk to the crease with their bats. 4

Speak Well

Answers may vary. Suggested answer:

Event 1

The player jumps up high into the air, her eyes focused on the hoop. She flies towards the basket, gripping the ball tightly. With great confidence, she throws the ball towards the basket—it spins in the air and falls right into the basket! What an incredible shot! The crowd erupts in loud cheers!

Event 2

The weightlifter firmly holds the heavy bar with both hands, his muscles tensing. He bends down, gathering all his strength. With a deep breath, he lifts the weight above his head in one powerful motion! What an amazing display of strength! He stands up straight, balancing the weight perfectly. The audience bursts into loud cheers, praising his great effort!

Write Well

Answers may vary. Suggested answer:

One of my favourite sports to watch is badminton. The excitement begins the moment the players step onto the court. Yesterday, I watched an amazing match between the Red Rockets and the Blue Eagles at the local badminton tournament. The court was perfectly set, with the white lines marking the boundaries and the net stretched tightly in the middle. Players hit the shuttlecock with incredible speed and accuracy, sending it flying across the court.

The sound of the cheering crowd echoed through the court as the game became more intense. During the second set, Rina Patel of the Red Rockets stood out as the star of the game, making incredible smashes and winning three important points. Her performance was so impressive that the audience couldn't stop talking about it. In the end, the Red Rockets won 2-1, and the crowd erupted into loud applause.

A Good Play

Read and Respond

1. a. ship b. billows c. water d. tea e. days

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

3. a. The two children are likely siblings, as they are building the ship together and playing in the nursery.

b. The speaker is a child who is building the ship and sailing with Tom.

c. The children used pillows to fill the ship and make it soft and comfortable for their sailing adventure.

d. They took a saw, several nails and water in the nursery pails.

e. Tom fell out of the ship and hurt his knee, leaving the speaker to sail alone.

Big Idea

Answers may vary. Suggested answer:

One day, I wanted to play with a toy car, but I didn’t have one. So, I decided to make my own car using things from my house! I took an old cardboard box and cut it into the shape of a small car. Then, I used bottle caps as wheels and stuck them on with glue. I drew windows and headlights with my crayons to make it look real. When my car was ready, I pushed it around the floor, making ‘vroom vroom’ sounds like a real car!

Vocabulary

1. Across:

5 s 1 w e t s u i t a

4 r d 6 l

2 u n i f o r 7 m n u s e n m e d e r a

3 r i n k l

Answers may vary. Suggested answer:

• I wore a wetsuit to swim in cold water.

wetsuit

uniform

rink

runner

medal

• The football team wore their uniform during the match.

• We went to the rink to skate on ice.

• The runner finished the race first.

• We sat in the stadium to watch the game.

• The loser felt sad after the match.

• She won a medal for her great performance.

Poetry Appreciation

1. a. stairs - chairs b. pillows - billows c. nails - pails

d. cake - take e. days - plays

2. Answers may vary. Suggested answer:

a. sail - mail, tail b. best - rest, test c. slice - ice, nice

d. water - daughter, hotter e. hurt - dirt, shirt

The Cyclone

Read and Respond

1. a. The house was lifted into the air, carried by the cyclone.

b. Dorothy felt lonely and deafened by the wind, but soon, she and Toto fell asleep.

c. Uncle Henry ran to the shed to look after the animals while Aunt Em called Dorothy to the cellar.

d. Dorothy caught Toto and followed Aunt Em, but the house began to shake.

e. Dorothy pulled Toto back into the room after he almost fell through the open trapdoor.

f. The sky turned grey, and Uncle Henry noticed a cyclone approaching.

g. At the top of the cyclone, Dorothy felt as if she was being rocked gently in a cradle.

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

3. a. After Uncle Henry warned the others about the cyclone, he ran to the shed to look after the animals. Aunt Em called Dorothy to the cellar, and Dorothy caught Toto and followed her aunt to the cellar.

b. When Dorothy realised the house was flying, she sat still on the floor and waited calmly to see what would happen. After a few spins, she felt as if she was being rocked gently like a baby in a cradle. Toto, however, ran around the room, barking loudly and showing signs of fear.

c. Dorothy stopped worrying after several hours when nothing terrible happened to the house. She then crawled over the swaying floor to her bed and lay down, feeling calm. Toto followed and lay beside her. Dorothy closed her eyes and fell fast asleep.

d. The house rose into the air, whirled a few times before rising higher and higher, carried by the wind. It stayed at the top of the cyclone and was blown miles away, moving easily as if it were a feather. The cyclone carried the house far away from the Kansas grasslands.

4

7

2

3

6

1

5

e. Dorothy dreamt of strange lands and colourful places, not knowing what she would find when the house finally came to rest.

Think and Answer

Answers may vary. Suggested answer:

1. Dorothy's Actions

Her Qualities

Dorothy pulled Toto from under the bed before following her aunt. Caring

As the house rocked, she sat still and waited to see what would happen. Calm

She saved Toto from falling through the hole and closed the trapdoor to prevent further accidents. Quick-thinking

Dorothy decided to lie on the bed and sleep, as it was no use worrying. Sensible

2. • Place: The story takes place in Dorothy's small house in Kansas. The house is surrounded by grasslands and has only one room and a cyclone cellar.

• Time: The events occur on a day when the sky turns grey, signalling an approaching cyclone. This is a specific moment during a storm, which lasts for hours as the house is carried away.

• Environment: The environment is harsh, with strong winds and a cyclone threatening to destroy everything. The house, though small and simple, gets caught in the powerful forces of nature.

• Mood: The mood shifts from anxiety and fear to calmness. Dorothy initially feels frightened by the storm but later remains calm and sensible, accepting the situation as the house floats away.

Big Idea

1. Answers may vary. Suggested answer: Situation

You're about to give a presentation in class, and you are nervous.

You're writing a test and come to a question you don't understand.

You get lost in a shopping mall while out with your parents.

Your best friend falls off the slide at school, and her head is bleeding.

Vocabulary

Why is it important to be calm?

If I stay calm, I can think better and talk clearly to everyone.

Staying calm will help me focus and figure out the answer without getting worried.

If I stay calm, I can look for help or find my parents without getting scared.

If I stay calm, I can help my friend and get help faster without panicking.

1. Words with -er Words with -ment words with -ion skier enjoyment direction runner excitement connection rower movement action player agreement exhaustion

2. a. amaze ➞ amazement

b. fly ➞ flyer

c. improve ➞ improvement

d. travel ➞ traveller

e. instruct ➞ instruction

• I was filled with amazement when I saw the beautiful fireworks.

• The traveller told us about her adventures in Africa.

• The coach gave us proper instruction to complete the task.

3. a. explorer b. achievement c. creation d. invention e. climber

Go Grammar

1. terribly rarely tomorrow beautifully regularly Time Manner Frequency

2. a. finally - Adverb of time

b. slowly - Adverb of manner

c. always - Adverb of frequency

d. never - Adverb of frequency

e. easily - Adverb of manner

3. a. The wind howled loudly.

b. They climbed the hill carefully.

c. Leopards were seen on this hill occasionally.

d. The children need to exercise daily.

e. They set up camp quickly.

Listen Well

What is the character’s name? Tara

What does she set out to find?

hidden treasure in the nearby forest

Where does the map lead her? a dark cave

What does she find?

Who does Tara take back with her?

Speak Well

Answers may vary. Suggested answer:

big wooden boxes filled with gold coins and jewels

some of the strongest men and women in the village

a. My favourite adventure activity is exploring a forest. I like it because I can see tall trees, colourful birds and different animals. I love the fresh smell of leaves and the sound of birds chirping. The best part about it is finding hidden paths, crossing small streams and listening to the sounds of nature. Sometimes, I even spot squirrels running up trees or butterflies flying around. It makes me feel excited and happy because I love discovering new places and enjoying the fresh air. I feel like an explorer on a big adventure!

b. My favourite adventure activity is going on a treasure hunt. I like it because it feels exciting and mysterious! Searching for hidden clues and solving puzzles makes me feel like a real explorer. The best part about it is following maps, decoding secret messages and finding the hidden treasure. Sometimes, my friends and I make our own treasure hunts with riddles and small surprises at the end! It makes me feel curious and adventurous because I love discovering new places and solving challenges.

c. My favourite adventure activity is camping under the stars. I like it because I get to spend time outdoors, far away from the city. The cool breeze and the twinkling stars make it feel so special. The best part about it is setting up a tent, lighting a campfire and roasting marshmallows. I love telling stories to my friends and family while sitting around the fire. Sometimes, we even hear owls hooting in the night! It makes me feel happy and free because I love sleeping under the open sky and waking up to the sound of birds chirping.

Write Well

Answers may vary. Suggested answer: The Cyclone

Name of the author:

L Frank Baum

Rate the story:

Main characters: Dorothy, Toto, Uncle Henry, Aunt Em

My favourite character: Dorothy

Two words to describe her:

Brave and caring

Describe the setting:

The story takes place in Kansas, where Dorothy lives with her Uncle Henry and Aunt Em. The grasslands are dry and the house is small. The cyclone begins when the sky turns grey, and the house gets swept up into the air, taking Dorothy to a strange land far away.

Beginning:

Dorothy lives in Kansas with her aunt and uncle. A cyclone is coming, and her aunt asks her to rush to the cellar for safety.

Middle:

The cyclone whirls the house two or three times and lifts it higher until it is at the top of the cyclone. Dorothy calmly sits on the floor to see what would happen.

End:

The cyclone carries the house far away. Dorothy is fast asleep in her bed, dreaming of strange lands and colourful places.

My favourite event in the story:

I loved reading about the cyclone lifting Dorothy’s house and whirling it.

Going Down Hill on a Bicycle

Read and Respond

1. Body parts Action

Feet  still

Hands  lifted

Lungs  laugh

Throat  lifts

Heart  cries

2. a. quiet b. alive c. excitement

d. crying e. light f. floating

3. a. The boy compares himself to the bird and feels as if he is flying in the air. He feels free and joyful. He experiences the same happiness that a bird might feel while flying.

b. The boy says flying down the hill is better than roller skating because it gives him a sense of freedom and joy that he cannot get from skating on the ground. The speed and the feeling of being in the air make it even more thrilling.

c. • Courageous

I think the boy is courageous because he is not afraid to ride down the hill at high speed, enjoying the thrill and excitement.

• Fun-loving

The boy is fun-loving because he enjoys the joy of speeding down the hill, talking to the bird and feels a sense of happiness in the adventure.

• Adventurous

The boy is adventurous because he loves taking risks.

d. The boy means that after putting in hard work and effort (climbing with toil), he found reward and freedom (wings waiting there). It’s like saying that the hard work he put into reaching the top of the hill gave him the joy and thrill of flying down, which is worth the effort.

Big Idea

Answers may vary. Suggested answer:

I would like to try parachuting.

While doing it, I would be able to see the entire landscape below, clouds and the ground far away.

I would be able to feel the cool air rushing past me and the wind pulling my clothes.

I would be able to hear the sound of the wind rushing past my ears and maybe the quiet hum of the parachute.

Vocabulary

1. a. i. climber b. ii. adventurer c. i. navigation d. ii. merriment e. ii. equipment

Answers may vary. Suggested answer:

• The climber reached the top of the mountain after a long and hard journey.

• The adventurer travelled to many countries in search of new experiences.

• The sailor used a map for navigation to find his way through the storm.

• The room was filled with merriment during the birthday party, as everyone danced and laughed.

• We need to pack all the camping equipment before we leave for the trip.

Poetry Appreciation

1. Children will read the poem aloud.

2. The run-on lines help the poet express the boy’s actions in a continuous and fast-paced manner, just like the movement of the boy riding downhill. By not stopping at the end of each line, the poet creates a sense of speed, excitement and breathlessness, similar to the boy’s thrilling experience.

3. O bird, then I, though a boy, For a golden moment share Your feathery life in air!’

Say, heart, is there aught like this In a world that is full of bliss?

‘Tis more than skating, bound Steel-shod to the level ground.

Speed slackens now, I float Awhile in my airy boat;

Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.

Panipuri Inside a Spaceship

Read and Respond

1. a. float away b. crumbs, spaceship's engines c. gravity d. vegetable, fruit e. canned food, nuts, protein bars

2. a. Mummy explains that over time, scientists improved food that can be eaten in space. 5

b. Chikki complains about having mooli parathas for dinner. 1

c. Chikki and Ninu come home from school to try `astronaut food'. 3

d. Daddy explains why astronaut foods are mashed up to make a paste. 4

e. Mummy promises to make astronaut food the next day. 2

3. a. Chikki wants to become an astronaut because she wants to study science and fly higher than her father, who was a fighter pilot. She is also inspired by her mother, who is a scientist.

b. Mummy mashes up the astronaut food and puts it in a tube so that it can be squeezed into the children's mouths. She wants to show how it becomes easy to eat in space without the food floating away.

c. If food floats around in the spaceship, it could end up in the spaceship’s engines and make a mess. It would take a lot of time to finish eating it.

d. On Earth, gravity keeps everything from floating, but in space, there is almost no gravity, which causes things to float. Astronauts and other things almost weigh nothing in space.

e. Scientists solved the problem by creating foods that astronauts could eat easily in single bites without leaving crumbs, such as canned food, nuts and protein bars.

Think and Answer

Answers may vary. Suggested answer:

1. It is not possible to eat panipuri in space the same way we do on Earth. The puris, fillings and spicy water would float away, making it difficult to eat properly. The pani (spicy water) could spill and float into equipment, which might damage the spaceship.

2. a. The author wants us to learn to be grateful for the things we have, especially food. While Chikki initially complains about her food, she realises that astronauts don’t always get to eat what they like. This teaches the importance of appreciating what we have.

b. Chikki learns the lesson when Mummy gives her mashed-up food in a tube, just like astronauts eat. She realises that astronauts don’t have the luxury of eating fresh, tasty food like she does.

Big Idea

Answers may vary. Suggested answer:

As a scientist, I would help Chikki by explaining that panipuri can't be eaten in space because it has liquid and could float around. I would suggest turning the panipuri into a special space food. We can make small, chewy balls made with mashed potatoes, chickpea flour and pani puri spices. They would have a burst of tangy flavor and can be eaten in one bite. This way, Chikki could enjoy a space-friendly version of panipuri while flying in space!

Vocabulary

1. a. unwell b. rewrite c. misspell d. preheat e. disagree f. antibacterial g. semifinal

2. a. telescope b. microphone c. smartphone d. photograph e. thermometer

Answers may vary. Suggested answer:

1. I used a telescope to look at the stars last night.

2. The teacher used a microphone so everyone could hear her.

3. My smartphone has many fun apps to play with.

4. I took a photograph of my family at the park.

5. The thermometer shows that it's really hot outside today.

Go Grammar

1. a. because b. if c. so

d. when e. although f. but

2. a. Ninu will treat poor people free of charge when he will become a doctor.

b. Chikki and Ninu were playing inside because it was raining.

c. Chikki ate five more panipuris although she was quite full.

d. Chikki will get an ice-cream treat if her science project is selected.

e. Chikki was selected for the space program because she studied hard.

Listen Well

a. Thomas Edison

d. safer

Speak Well

b. light bulb

e. filament

Answers may vary. Suggested answer: “Should smartphones be used in schools?”

For:

c. candles, oil lamps

f. 1879

Good morning! Today, I am going to speak in favor of using smartphones in schools. I believe that smartphones should be allowed in class because they help students learn new things in a better way. One of the main benefits of using a smartphone is that it gives us easy access to the internet. We can search for information quickly and find answers to questions that we might not know. Because of smartphones, we are now able to learn in many different ways. For example, there are educational apps that can help us with math, science and reading. Smartphones can also help teachers by allowing them to share videos and lessons that make learning more exciting. Thus, smartphones can be beneficial for students in schools.

Against:

Good morning! Today, I am going to speak against the topic of using smartphones in schools. One of the main drawbacks of using smartphones is that they can be very distracting. Students might start playing games or watching videos instead of paying attention to the lesson. Smartphones are the main cause of students not focusing on their studies, and this can lead to poor grades. Using smartphones will make students lazy. Instead of reading books or writing notes, students might rely on their smartphones to find everything they need. This can stop us from thinking and learning on our own.

To conclude, while smartphones can be helpful, they can also be distracting and harmful to our learning and health. Therefore, smartphones should not be used in schools during lessons.

Thank you.

Write Well

Answers may vary. Suggested answer:

Character Sketch: Spider-Man (Peter Parker)

1. Name of the Character: Peter Parker (Spider-Man)

2. What does the character looks like

Peter Parker is a young man in his late teens, usually seen in his red and blue Spider-Man suit with a web pattern. He has brown hair and wears glasses, giving him a shy appearance when not in his superhero outfit. He lives in New York City and works as a photographer.

3. What their Words and Actions Tell Us About Them:

Peter Parker is humble, kind and always tries to do the right thing, even when it’s difficult. He often cracks jokes, showing his light-hearted nature. However, he struggles with balancing his superhero duties and personal life, and his actions reflect his responsibility. His famous motto, ‘With great power comes great

responsibility’, shows that he values helping others and feels a deep sense of duty. His actions often show his loyalty to his friends and family.

4. Their Special Talents or Qualities:

Spider-Man has amazing superpowers, including wall-crawling, super strength and the ability to shoot webs from his wrists. His spider-sense gives him the ability to sense danger, making him quick and alert. Besides his powers, Peter is also very smart and inventive, often coming up with clever ways to defeat villains. His determination, bravery and selflessness make him a true hero, willing to make sacrifices for the greater good.

My Mouse is Misbehaving

Read and Respond

1. a. iii. It’s on the fritz

b. ii. Bytes and bits

c. iv. Memory

d. ii. It would be funny

e. i. The computer might stop working

2. a. ‘My ’ refers to the speaker, the person talking about the computer problems.

b. The hard drive is making a ‘click-click-click’ sound.

c. The printer is spitting ink.

d. The mouse misbehaving caused the keyboard to stop working, the computer to lose data, the hard drive to make strange noises, the printer to spit ink, the screen to blink the memory to fail and the entire system to slow down.

3. a. The computer 's memory is referred to in the above lines.

b. ‘Grinding to a halt’ means that the computer is slowing down and almost stopping completely.

c. The girl says it is her fault because she fed the mouse cheese, which caused all the computer problems.

Big Idea

Answers may vary. Suggested answer:

Crashing and freezing, it just won’t start,

Once it was quick, now it’s falling apart.

My tablet is grumpy, it just wants to sleep,

Problems and errors, it's too tired to beep.

Unresponsive buttons, no touch at all,

Tired of waiting, it just makes me stall.

Every time I try, it’s still not right,

Restarting again, hoping for light.

Vocabulary

1. Object Human Action/Feeling

Answers may vary. Suggested answer:

• The camera blinks every time I press the button to take a photo.

• The blender roars loudly when I mix my smoothie ingredients.

• The pen drive hides my files, refusing to show them.

• The air conditioner shivers when I turn it on after a long time of not being used.

2. a. i. to do again

b. ii. to stop freezing

c. iii. to fly by itself d. i. to move far away quickly

e. iii. school before grade 1

Poetry Appreciation

• Line: “The hard drive’s click-click-clicking”

Explanation: The hard drive is given the human quality of making a sound, as if it’s talking or calling for attention.

• Line: “The screen is on the blink”

Explanation: The screen is given the human quality of “blinking,” which is something humans do with their eyes, making it seem as though the screen is tired like a person.

Henry: A Chameleon

Read and Respond

1. a. body

d. principal

b. fireman’s helmet

e. garden

c. red

2. Problem at school What happened because of it? How was the problem solved? Henry was found in the basket of papayas at the nursery school.

Mrs Ghosh screamed, and the assistant teacher also screamed. Children ran in different directions.

Henry fled the office, ran down the corridor, and eventually escaped through the window and disappeared in the garden.

3. a. Chameleons are extraordinary because they can change their colour and have a long tongue, as well as eyes that move independently from each other. Their fingers and toes look like parrots’ claws.

b. Henry became the narrator’s pet when Grandfather saved him from being killed by the people in northern India. He brought Henry home to live with them.

c. The author would tease Henry by gently tickling him in the ribs with his finger. Henry would get very angry and blow himself up to an enormous size, changing colour from green to red and hissing.

d. Henry ended up at the nursery school when he was hiding in a basket of papayas that was taken to Mrs Ghosh’s office. Mrs Ghosh was the friend of the narrator’s Grandmother. Henry accidentally startled the staff and children when he popped out of the basket.

e. After his adventure, Henry spent his days in the garden, keeping the insect population under control.

Think and Answer

1. What Happens

Character’s Reaction

The boy tickled Henry. Henry turned red and blew himself up in size.

The boy watched Henry's reaction.

People shouting and throwing stones at the chameleon.

Mrs Ghosh saw Henry in the basket.

The grandfather quickly saved the chameleon.

Mrs Ghosh screamed and was terrified.

Character’s Thoughts

Henry thought, ‘This boy is so annoying.’

The boy thought, “This chameleon is so funny!”

The grandfather thought, “I must save this chameleon from harm.”

Mrs Ghosh thought, “What is this creature doing here?”

Big Idea

1. Answers may vary. Suggested answer:

Student 1:

I was surprised by a snake when I went hiking with my family. It was on a path in the forest. I was scared and didn’t know what to do. I quickly backed away. This was like Mrs Ghosh when she saw Henry. She screamed because she was scared, just like I did.

Student 2:

I was scared of a big dog once. It was in my neighbourhood. The dog barked really loud, and I got scared. I quickly ran away. My reaction was like the children in the school, who ran in different directions after seeing Henry!

Student 3:

I was surprised by a squirrel in the park. It jumped down from a tree and ran right past me. I was shocked, but then I laughed. Mrs Ghosh screamed when she saw Henry. I wasn’t scared, just surprised.

Student 4:

I was scared when a big bird flew near me. It was at the zoo, and I didn’t know it would come so close. I was scared it might hit me. I stood still, and this was like the narrator in the story who made Henry angry.

2. Answers may vary. Suggested answer:

Name How Did the Character Show Kindness?

The Jungle Book Mowgli showed kindness by caring for Baloo the bear and other animals in the jungle.

Charlotte's Web Fern showed kindness by saving Wilbur the pig from being sold and kept him as a pet.

Vocabulary 1.

2. a. Compassion

d. Gentle

Answers may vary. Suggested answer:

b. Thoughtfulness

e. Mercy

c. Consideration

1. She showed great compassion when she helped the stray dog find a home.

2. Her thoughtfulness was shown when she brought me my favourite soup when I was feeling sick.

3. After much consideration, Seema decided to accept the job offer.

4. The gentle touch of the nurse made the child feel calm and safe.

5. The judge showed mercy by giving the man a second chance instead of a harsh punishment.

3.

A afraid scared terrified

B happy joyful ecstatic

C angry annoyed furious

D cold chilly freezing

Go Grammar

1. a. Declarative b. Exclamatory c. Imperative d. Interrogative e. Imperative

2. a. Was the cause of the uproar a chameleon?

b. Has the gardener left the basket in Mrs Ghosh’s office?

c. Is an assistant teacher chasing the chameleon?

d. Was Mrs Ghosh scared of the chameleon?

e. Are the papayas ripe?

Listen Well

a. Keeping wild animals like chameleons or snakes as pets can be dangerous and harmful.

b. Chameleons need to be kept at a specific temperature and level of light.

c. Having snakes at home can be very expensive.

d. Wild animals belong in the wild, where they can live freely and help keep nature balanced.

e. By leaving them in their natural habitat, we help protect them and the world they live in.

Speak Well

Answers may vary. Suggested answer:

Rohan: (worried) Doctor, I found this puppy near the park. It looks like it hurt its leg and is limping. Can you help?

Dr Mehta: (calmly) Oh dear! Let me check. It seems like a small sprain.

Rohan: (concerned) Is it serious? Will the puppy be okay?

Dr Mehta: (reassuring) Don’t worry! I’ll wrap its leg with a bandage and give you some medicine. With rest, it will heal soon.

Rohan: (relieved) That’s great! Thank you, Doctor! I’ll take care of the puppy until it gets better.

Dr Mehta: (smiling) That’s very kind of you, Rohan! Make sure to keep it warm and feed it soft food.

Rohan: (determined) I will! And once it's better, I’ll help find it a loving home.

Write Well

Answers may vary. Suggested answer:

Koalas:

Koalas live in Australia, where they spend most of their time in eucalyptus trees. They eat eucalyptus leaves and sleep for a lot of the day. Koalas are very good at climbing trees and moving between branches.

Koalas are cute animals with round, fluffy ears and a big black nose. They have soft, grey fur that keeps them warm and dry. Koalas have strong paws that help them climb trees easily. They are small animals, usually about 60–85 cm long.

Koalas feed on only certain types of eucalyptus leaves because some are not good for them. Even though they spend a lot of time in trees, they move slowly and sleep a lot to save energy.

Koalas are in danger of disappearing because their homes are being destroyed. People are working hard to protect them and make sure they have safe places to live.

Koalas sleep up to 18-22 hours a day because the leaves they eat don't give them a lot of energy. They need a lot of rest to stay healthy and digest their food.

Koalas can make loud noises! Males make deep grunts and bellows to talk to other koalas.

Koalas have a very special nose! It helps them smell the best leaves to eat. Their noses are very good at picking out which leaves are fresh and safe for them.

A Minor Bird

Read and Respond

1. a. fly away b. house c. door d. the bird e. silence

2. a. False b. True c. False d. True

3. a. The word ‘minor’ in the title means something small or less important. The minor bird’s song was annoying to the poet and caused irritation. Gradually, the ‘minor’ bird became an agent of change, making the speaker realise that it was wrong to silence the bird.

b. In the poem, the word ‘key’ refers to the bird's song or the sound it makes, which the poet finds bothersome. The bird's “key” is the note or tone of its song.

c. The speaker thinks it is wrong to want to silence the bird's song because songs are natural, and silencing them is like silencing the beauty of nature. The poet realises that it’s wrong to stop the bird from singing just because he doesn’t like it.

Big Idea

Answers may vary. Suggested answer:

Step 1: Discussion of the Poem

• The speaker feels annoyed. He wants the bird to stop singing.

• The speaker realises it is wrong to want the bird to stop. He knows the bird is not to blame.

• The poem suggests we should think before getting upset. We should understand that some things are not others’ fault.

Step 2: Personal Experience Discussion

• My little sister once made noise while I was studying. I got mad but later I understood she was just playing.

• We can try to see the good side of the thing. For example, we can enjoy a bird’s song instead of being annoyed by it.

• Being patient helps us not to get upset. It also helps us get along with others better.

Vocabulary

1. Answers may vary. Suggested answer:

Category

Words that mean the same

Two people who are kind

Words that mean the opposite

How being kind makes you feel

Kind actions

Examples

Compassion, Generosity

My mother, My father

Unkindness, Cruelty

Happy, Proud

Helping someone, Sharing with others

c s v h t u r n

2. Two more palindromes: Answers may vary. Suggested answer:

i f e d e d e m

v r h n e b d k

i b r e e r f a

c n k n f r d y

b v z w n q p o p t o g h r i v y l k n j a k a

Poetry Appreciation

Answers may vary. Suggested answer:

a. level

b. nun

The most appropriate theme of the poem ‘A Minor Bird’ is Self-Reflection.

The poem talks about how the speaker felt annoyed by the bird, but later realised that it was his own feelings causing the problem.

The message of the poem is: We should think about our feelings and try to understand why we feel a certain way. It's important to realise when something is bothering us, and see if it's something we can change in ourselves.

Manu Mixes Clay and Sunshine

Read and Respond

1. a. ii. a day when they bake pottery in the kiln

b. iii. Ganesha and Lakshmi statues

c. ii. break, sieve, knead

d. iv. all of the above

e. ii. He helped an old man and got it in return.

2. Event 1:

a. Dada and Manu went to the river to dig up the clay. (B)

b. Baba and Dada shaped the clay into pots on the wheel. (A) Event 2:

a. Manu shared his experiences with Ma and Sushma. (A)

b. Baba and Manu sold all their pots and toys at the market in the city. (B)

3. a. Manu started learning about clay when he was a baby. He played with lumps of clay, and by the time he was three, he could shape it into balls. He learnt the basics of pottery from a young age.

b. Ma said that potters have special hands that turn clay into wonderful things. This is true because in the story, Manu and his family make many different pottery items, such as pots, teacups and statues, with their skilled hands.

c. Manu and Sushma enjoyed jumping on the wet clay because it made a funny sound. They found it fun to play with and helped with the pottery process in a playful way.

d. Ma is a skilled potter because she makes beautiful pottery items that are sold during festivals. People buy her Ganesha and Lakshmi statues, and Manu and his family use her pottery items in their everyday life.

e. The next day, Manu and his family will continue making pottery items. They will dig clay, shape it into pots and fire them in the kiln. They will also sell their pots and toys in the market.

Think and Answer

1. Event Sensory detail

Manu loved the cool touch of clay in summer.

He and Sushma loved jumping on the wet clay which made a funny sound.

Baba and Dada shaped the clay into pots on the wheel, as if by magic.

They made tea in a big clay pot and watched the sky turn pink and orange.

Manu excitedly shared his experiences with Ma and Sushma.

2. Actions from the Story

Manu made an owl for Sushma and a toy car for his brother.

Manu helped Baba break the dried clay into small pieces, sieve it, and knead it with water.

Manu helped an old man with some work and got an umbrella for Baba.

Big Idea

Answers may vary. Suggested answer:

Seeing a pot appear from a lump of clay.

Feeling the wet coolness when it was hot outside.

Seeing the beautiful colours of the sunset.

Hearing Manu’s voice babbling away.

Hearing it squish and squelch under their feet.

Effect on Other Characters Qualities Shown by Manu

Sushma and his brother hugged Manu. thoughtful, caring

Baba was able to prepare the clay for pottery. helpful, hardworking

Baba was surprised and happy to receive the umbrella. kind, generous

One day, I helped my mom bake cookies. She was busy, so I decided to mix the ingredients and shape the dough into little balls. I was careful not to make a mess. When the cookies were done, they smelled really good! I felt happy because I was helping my mom and it was fun. Mom smiled and said, ‘Thank you, you did a great job!’ She gave me a big hug. I think she felt proud and happy that I helped her. It made me feel good because I knew I did something nice for her.

Vocabulary

1. a. author b. musician c. sculptor d. actor e. potter

2. a. The artist wanted to ( paint / start / design) a portrait of his grandmother.

b. My sister likes to (sculpt / write / do) poems in her free time.

c. We learnt how to ( sculpt / make / design) clay figures in art class.

d. Can you help me (build / put / design) a costume for the school play?

e. The art teacher showed us how to (find / blend / stir) colours to make new shades.

Go Grammar

1. a. future b. future c. past d. present e. past

2. a. They went to the market last week.

b. Ma will make clay diyas tomorrow.

c. Manu watches the sun come up each morning.

d. Yesterday, Sushma designed a beautiful dress.

e. Painters express their feelings through colours.

3. a. Yesterday, Manu dug for clay with Dada.

b. Next month, Riya will visit an art exhibition in Delhi.

c. Modern sculptors usually use polymer clay.

d. Last year, Baba sold 200 pots at the market.

e. I always admire the murals on these walls.

Listen Well

a. iv. Sculpture

c. ii. It looks similar to the real thing.

e. iii. To express their creativity

Speak Well

Answers may vary. Suggested answer:

b. i. Clay, wood, metal or stone

d. iv. Shapes and forms

• I really like your drawing! How about adding some more colours to make it brighter?

• Your painting is amazing! Maybe you could add a few more details to the background?

• I love your art! How about adding some shadows to make it look more realistic?

• Your design is great! Maybe you could make the lines a bit smoother.

Write Well

Answers may vary. Suggested answer:

Raj: Hi Neeta, look at my new sculpture! I am trying to make a dragon.

Neeta: Wow, Raj! It looks great!

Raj: Thanks, Neeta! I used clay and shaped it carefully.

Neeta: That’s really cool! Did you make the wings on your own?

Raj: Yes, I moulded the wings with a special tool and then added details.

Neeta: Your dragon looks so real! Can I try making one too?

Raj: Thank you! Of course! I’ll show you how to make it.

Neeta: Thanks, Raj! Let’s make some together!

The Inspiring Journey of Sumit Antil

Read and Respond

1. a. javelin throwing b. Khewra

d. New Delhi, Naval Singh

2. Event Sequence

Early life

c. wrestler

e. gold, 68.55

Grew up in Khewra village in Haryana Dream

Life-changing event

New beginnings

Dreamt of becoming a champion wrestler

Accident in 2015 where left leg was amputated

Met coach Naval Singh and he introduced to javelin throwing Training

Qualified

Performance at the Olympics

Moved to New Delhi to train seriously

Qualified for the Tokyo Paralympic Games in 2020

Broke the world record three times in the same competition and won a gold medal with the throw of 68.55m

3. a. The Paralympic Games are a major international sporting event for athletes with physical disabilities. Athletes compete in various sports, just like the Olympic Games, but the events are specially designed for people with disabilities.

b. After his accident, Sumit Antil felt sad and lost. His dream of becoming a wrestler was gone, and he felt unsure about what to do next, as his friends were moving forward with their lives.

c. No, it was not easy for Sumit Antil. He missed his family and the comfort of home, but he knew he had to stay dedicated to his new dream and work hard for his training in javelin throwing.

d. Sumit Antil believes that understanding his body and making the right choices played a major role in his success. For example, choosing a prosthetic foot that suited him best for javelin throwing helped him improve his performance.

e. Sumit Antil advises aspiring sportspersons to never give up and to stay dedicated to their training. Javelin throwing or any other sport requires skill and technique, which only comes with practice. He emphasises the importance of training in different conditions and staying focused on achieving their goals.

Think and Answer

Answers may vary. Suggested answers:

1. Event Sequence

He is involved in an accident. Sumit Antil might have felt shocked when he was involved in the accident as his left leg was amputated.

He meets his coach. He might have felt hopeful when he met his coach for the first time as he showed him a new path.

He gets a prosthetic leg. He might have felt determined when he received his prosthetic leg as it helped him give his best.

He wins a gold medal at the Paralympics. He might have felt overjoyed when he won a gold medal at the paralympics as it was a proud moment.

2. Main message:

The main message of Sumit Antil’s story is that determination and resilience can help overcome challenges and achieve greatness, no matter how difficult life may seem.

Event 1:

Sumit Antil’s accident led to the amputation of his left leg, which changed his life. Despite this, Sumit did not stop believing in himself and his abilities. This event shows his determination.

Event 2:

When Sumit met his coach and discovered javelin throwing, he found a new passion and purpose. This shows how finding something you love can help you move forward in life, even after a big loss.

Event 3:

Winning the gold medal at the Tokyo Paralympic Games shows that Sumit's hard work, resilience and determination paid off. It proves that no matter what challenges we face, if we keep trying, we can achieve our goals and even break records.

3. • Avani Lekhara: Defended her title in the women's 10m air rifle event and won a gold medal.

• Praveen Kumar: Won gold in the men's high jump T64 event.

• Harvinder Singh: Secured India's first-ever Paralympic gold in archery.

Big Idea

Answers may vary. Suggested answer:

Sumit Antil is a great role model because he is determined, hardworking and never gives up. I would like to imbibe his qualities. Just like Sumit, I want to keep trying my best, even when things get tough. My goal is

to become better at sports, especially running. If I stay determined like Sumit, I will practice every day and improve my skills. His hard work and dedication inspire me to keep pushing myself, even when I feel tired. I believe that by having these qualities, I can achieve my goal and get better at running!

Vocabulary

1. go the extra mile to set higher standards than there were before raise the bar  to achieve your aim break new ground to set goals that you will have to stretch to achieve hit the mark to do something totally new or different aim high  to put in extra effort

2. a. It is possible to climb the mountain, but it is impossible to fly without wings.

b. Those athletes who trained in similar conditions were not as prepared as Sumit Antil, who trained in various conditions.

c. Shreya felt hopeful about winning, but after her injury she thought her chances were hopeless.

d. She set a realistic goal, but he set an unrealistic goal that he could not achieve.

e. The firefighter who saved the child was very brave, but the child was afraid.

Go Grammar

1. a. Who is going to accept the award? Oh wait, the coach is going up.

b. Why is the captain not going?

c. He is representing India in the Olympics at the moment.

d. I see the members of the team are looking very pleased with themselves. Look, those two team members are hugging each other.

e. Everyone is cheering with them.

2. a. swims b. is preparing c. are recording d. are watching e. is

3. a. What were you all doing? I could not get hold of anyone!

b. Why were you looking for us so urgently?

c. I was sitting in a traffic jam, and I wanted to let you know I would be late.

d. I am sorry, we were training when you phoned.

e. Rocky was practicing on the rowing machine and I was lifting weights.

4. a. Everyone in the gym was working out. Sai wasn't, he was napping in the office.

b. The others were all working hard. Why weren't they?

c. They were preparing for the Olympics. No, they weren't, but for the Paralympics.

d. Sumit was throwing the discus. No, he wasn't, he is a javelin thrower.

Listen Well

a. Reach for the stars, touch the sky

b. Work with passion, give it your all, you’ll find your way, you won’t fall.

c. Believe in yourself, take each day, step by step, you’ll find your way.

d. Keep your dreams bright, never lose sight, with effort and heart, you’ll shine bright.

Speak Well

Answers may vary. Suggested answer:

Interviewer:

Hello! Today, I am so excited to be talking to P.V. Sindhu, one of India’s greatest badminton players. Thank you for joining me!

P.V. Sindhu:

Hello! It is my pleasure to be here.

Interviewer:

Ma’am, how did you feel when you started playing badminton? Was it easy for you?

P.V. Sindhu:

When I started playing, it wasn’t easy at all. I had to practice a lot, and there were times when I felt like giving up. But I kept practicing because I loved the sport. Hard work made me better.

Interviewer:

What a great attitude! Can you tell us about one of your proudest moments?

P.V. Sindhu:

One of my proudest moments was when I won the silver medal at the 2016 Rio Olympics. It felt amazing to represent my country and bring home a medal.

Interviewer:

We are very proud of you too! Talk to us about the role of your family and coaches in your success.

P.V. Sindhu:

My family and coaches have played a huge role in my journey. My parents, have always supported and encouraged me to pursue sports. My coaches, have been instrumental in shaping my game. Their guidance, discipline and constant motivation have helped me push my limits.

Interviewer:

That’s incredible! What advice would you give to kids who want to pursue sports?

P.V. Sindhu:

My advice is to always believe in yourself, work hard and stay focused. Even when things get tough, never give up. Keep trying and you will succeed!

Interviewer:

Thank you so much for sharing your story with us, Sindhu! You are a true inspiration to all of us.

P.V. Sindhu:

Thank you! It was great talking to you. Remember, always chase your dreams and keep working hard!

Write Well

Answers may vary. Suggested answer: The Big School Race

Once upon a time, in a small town, there was a boy named Arjun. Arjun loved to run. Every day, he would race his friends in the playground. But there was one problem. Arjun was not the fastest runner. His best friend, Raghav, always won the races, and Arjun felt a little sad.

One day, the school announced a big race. The winner would get a shiny gold medal. Arjun decided he wanted to win the race, but he knew he had to work very hard.

Arjun knew it wouldn’t be easy. Every morning, before school, he would run around the park. At first, he was slow and felt tired. But Arjun didn’t give up. Sometimes, his legs would hurt, but he remembered his goal and kept going.

Raghav noticed how hard Arjun was working. He cheered for him, saying, ‘You can do it, Arjun!’ The race day finally arrived. Arjun was nervous, but he remembered how hard he had worked. The race started, and Arjun ran with all his strength. At first, Raghav was ahead, but Arjun didn’t stop. In the end, Arjun crossed the finish line first! He was so happy and proud to win the race!

The teachers gave Arjun a shiny gold medal. Arjun smiled and said, ‘I did it because I worked hard every day.’ Raghav came to him and said, ‘Great job, Arjun! You really earned it.’ Arjun learned that with hard work and determination, anything was possible.

The Baker’s Dozen

Read and Respond

1. a. baker

d. problems

2. The Baker's Dozen

b. Saint Nicholas

e. gifts

Main characters Van Amsterdam, the old woman

c. dozen

Problem Van Amsterdam's bakery began to fail after the old woman's visit.

Special occasion Saint Nicholas Day

Special dish Saint Nicholas cookies

Setting (Place) Dutch colonial town, later known as Albany, New York

Solution Van Amsterdam starts giving thirteen cookies for a dozen, and his business improves.

3. a. Van Amsterdam ensured he was honest by always giving his customers exactly what they paid for—not more and not less. He checked and balanced his scales every morning to make sure his measurements were correct.

b. The Saint Nicholas cookies were made of gingerbread and iced in red and white. They were shaped to look like Saint Nicholas, tall and thin, with a high, red bishop’s cap and a long, red bishop’s cloak.

c. These lines mean that although Van Amsterdam was honest, he was too focused on being exact and tight with his measurements and did not give generously. The woman is suggesting he should learn to be more generous and open-hearted, and not just stick strictly to the rules.

d. After the old woman’s visit, Van Amsterdam’s business went downhill. His baked goods became ruined, and customers stopped coming. The bakery became nearly empty as the quality of his products declined.

e. After his dream, Van Amsterdam realised that he could still be honest with his customers but could also be generous by giving a little more. He decided to give thirteen cookies instead of twelve for a dozen.

Think and Answer

Answers may vary. Suggested answers:

1. b. To teach a lesson about the importance of generosity.

2. b. Generosity

3. The message of the story is that sometimes being generous, even when you are already honest and fair, can lead to greater rewards and happiness. The story encourages thinking beyond strict rules and being open to giving more than what is expected.

4. In the story, Van Amsterdam’s bakery starts to fail because he only gives exactly what customers pay for, and he isn't generous. After the old woman’s visit and his dream, he learns that giving a little extra, like thirteen cookies instead of twelve, helps his business grow. This shows that being generous can bring rewards, which supports the theme of generosity.

Big Idea

Answers may vary. Suggested answer: If I had just enough sweets for everyone to have one, and one friend asked for an extra piece, I would think carefully. I would want to be kind and share, but I also don’t want to be unfair to the others. I might tell my friend that I really want to give them an extra piece, but I also have to make sure everyone gets one. If there are any extra sweets left after sharing, I’d happily give them another piece. Sharing is about making everyone happy, and I’d try to find a way to be fair to all.

Vocabulary

1. a. shelves b. cloak c. dough d. trick e. scale

2. The children look up to Saint Nicholas because he is kind.  to enter a place

The old woman set off on her journey after buying the cookies. to admire or to respect someone

Saint Nicholas’ white horse can take off its saddle. to change into something else

The baker’s dream turned into a lesson about giving.  to start a journey

The old woman came in to buy the cookies.  to remove

3. a. The baker was sad when he ran out of customers in his shop.

b. Van Amsterdam went on with his business, even when times were tough.

c. The children always looked forward to Saint Nicholas Day because of the special cookies.

d. The baker had to put on his apron before starting to bake.

e. The old woman wanted to find out if the baker had learnt his lesson.

Go Grammar

1. a. pays b. notices c. appears d. smile e. prepare

2. a. An old man and his wife are praying for a child.

b. A basket of peaches is sitting on the table.

c. Both gasp when a boy pops out of a peach.

d. Neither the dog nor the monkey leaves the boy.

e. There is a castle with demons and monsters.

3. The Chinese Emperor declares that the boy whose plant grows best will be emperor after him. Each boy gets seeds from the palace. Jun waters his seeds every day. But his hard work yields no result. His plant does not grow. A crowd gathers to see the plants. All the plants except Jun’s look healthy and tall. The emperor and his minister select Jun as the winner. The emperor had given the boys boiled seeds to test their honesty.

Listen Well

c. The son

b. He wanted his father to recognise his talent.

a. The father asked his son to leave the house.

c. The son used his talent to help others.

a. The father accepted that he had made a mistake.

Speak Well

Answers may vary. Suggested answer:

One day, a little rabbit named Benny was hopping through the forest, looking for food. He came across a big, juicy carrot and decided to take it back to his burrow. But as he was hopping, he saw a tiny bird with a broken wing. The bird looked so sad, and Benny wanted to help, but he was hungry and wanted to eat the carrot.

After thinking for a moment, Benny decided to share the carrot with the bird. He carefully broke it in half and gave one part to the bird. The bird chirped happily and said, ‘Thank you, Benny! I have a special gift for you.’ The bird then used her good wing to fly and gets a tiny magical flower. ‘This flower will give you good luck!’ the bird said.

Benny smiled, realising that by helping someone else, he had found an even bigger reward. From then on, Benny always helped others in need.

Write Well

Answers may vary. Suggested answer:

The Secret Room

At the pyramids, big and tall, Kwame led the group through all.

Tales of rulers, gold and sand, Sharing stories oh so grand!

Then one day, a hidden door, Lay unnoticed there before. With a push and with a sound, A secret room was finally found!

Golden treasures, shining bright, Sparkled in the dimmest light. Kwame cheered, so proud, so true, For history gave a gift so new!

Workbook

Family Bonding

Read and Respond

1. a. oak b. stories about his travels and youth.

c. curry d. Rahul and Priya e. sandwiches

2. a. The Patel family ’s daily ritual is gathering around the oak tree every evening. They spend time together, sharing stories and enjoying each other’s company.

b. Rahul and Priya, the parents, share stories about their busy day at work. They enjoy the family time and telling their children and parents about their experiences.

c. Rohan is disappointed because he has an important football match on Saturday. This means he cannot join the family picnic, which makes him feel sad as he was looking forward to it.

d. The Patels decide to go to Rohan’s football game to support him and have the picnic on Sunday instead. They work together to adjust their plans so everyone is happy.

3. Answers may vary. Suggested answer:

a. Yes, I would love for my family to have a tradition of having a family game night every Friday. We could play board games, card games or even have a movie marathon together.

b. This new tradition would bring my family closer together and help us bond. It would create fun memories and strengthen our relationships by spending quality time together every week.

Vocabulary

1.

Answers may vary. Suggested answer:

a. My parents take care of me every day.

b. My uncle is my legal guardian when my parents are away.

c. I have a sibling, my brother, who is two years older than me.

d. My aunt makes the best cookies for our family gatherings.

e. My grandmother tells me wonderful stories from her childhood.

2. Answers may vary. Suggested answer: You Father

RAVI MATHUR

PAYAL MATHUR

Go Grammar

Grandfather

KISHAN MATHUR

Mother Grandmother

NEERA MATHUR

1. a. The city has beautiful buildings.

b. The girl loves to eat sweets.

c. Our teacher teaches two subjects.

d. Look at the planet in the sky.

e. The farmer brought the cow to the fair.

SUNITA MATHUR

Grandfather

HARI MATHUR

Grandmother

VIMI MATHUR

2. Column A

3. a. a group of monkeys fleet troop herd

b. a group of vehicles fleet army galaxy

c. a group of stars fleet bouquet galaxy

d. a group of flowers galaxy bouquet cluster

e. a group of soldiers army bouquet cluster

Answers may vary. Suggested answer:

a. A troop of monkeys swung through the trees in the jungle.

b. A fleet of cars zoomed down the highway.

c. As I looked up at the night sky, a galaxy of stars twinkled above me.

d. She gave me a lovely bouquet of flowers for my birthday.

e. The army of soldiers marched proudly during the parade.

Listen Well

a. Maya and Rohan loved visiting their grandparents.

b. Grandma welcomed them with warm hugs and fresh buttermilk.

c. Maya and Rohan had aloo parathas for lunch.

d. After lunch, Grandpa took them to the garden

e. Grandpa said that the flowers are like family.

f. Grandma said that the best recipes are made with love and care.

Speak Well

Answers may vary. Suggested answer:

Aarav’s family was all set for a fun movie night at home.

But just as they sat down, the TV suddenly went blank!

‘Oh no! What will we do now?’ cried Aarav.

Grandpa smiled and said, ‘Let’s make our own movie!’

Dad grabbed a blanket and became a superhero.

Mom put on sunglasses and said, ‘I’m the secret spy!'

Aarav and his sister, Ria, turned into mischievous talking cats.

Grandma wrapped a towel around her shoulders and became a flying wizard!They acted, danced and laughed so much that their cheeks hurt.

By the end, they all agreed—this was the best movie night ever!

Answers may vary. Suggested answer: No. 10, Green Park, Chennai - 600 100, Tamil Nadu, India.

13 March 2025

Dear Zoya,

I hope you are doing well. I wanted to tell you about the last time I went out with my family. It was a very special day and we had so much fun together. Last weekend, my family and I went to Marina Beach in Chennai. It was a sunny day, and the sea breeze made everything feel so fresh. We played some games on the sand, and I built a big sandcastle with my little brother. My parents took us for a boat ride, and we saw a lot of birds and fishing boats. We even bought some ice cream and coconut water to cool down. After that, we went to a nearby restaurant and had a tasty meal of dosa and idli. It was so yummy! We all laughed and shared funny stories.

I had such a great time, and I wish you were with us. I hope we can plan something like this when you come to visit.

Looking forward to hearing from you soon!

Take care,

Ishaana

Patriotism

Read and Respond

1.

a. iii. A novelist

b. ii. The Nightingale of India

c. ii. The Golden Threshold

d. i. Salt March

e. i. Digital India

2. a. Sarojini Naidu’s poems are mostly about India’s culture, freedom and fairness.

b. Sarojini Naidu travelled around India to help people and talk about women’s rights.

c. Sarojini Naidu was a leader in the Civil Disobedience Movement and the Quit India Movement. She became the first woman to lead the Indian National Congress in 1925.

d. Sarojini Naidu showed bravery by joining peaceful protests like the Salt March and fighting for India’s freedom. She was arrested multiple times and spent over 21 months in jail, but she continued to inspire people with her courage and leadership.

3. Answers may vary. Suggested answers:

Patriotism today means loving and serving your country by working to improve it. It means contributing positively to society, respecting others and working together for a better future.

We can display patriotism by keeping our surroundings clean, helping others in need, respecting national symbols and participating in community activities.

Vocabulary

1. a. flag b. courage c. pledge d. independence e. spirit

2. Answers may vary. Suggested answer:

a. democracy

In a democracy, everyone has the right to vote.

b. equality

All people should be treated with equality, no matter where they come from.

c. respect

We should always show respect to our teachers and parents.

d. pride

I feel a lot of pride when I see my country ’s flag.

e. motherland

I love my motherland and I am proud to live here.

Go Grammar

1. a. The brave soldiers defended the country with great courage.

• Adjective of quality: brave, great

b. Many citizens attended the national celebration.

• Adjective of quantity: many

c. Our history is filled with many inspiring freedom stories.

• Possessive adjective: our

• Adjective of quantity: many

• Adjective of quality: inspiring, freedom

d. This flag symbolises our nation’s strength and unity.

• Demonstrative adjective: this

• Possessive adjective: our

e. A few students wrote descriptive essays on national heroes.

• Adjective of quantity: a few

• Adjective of quality: descriptive, national

2. a. Six patriotic students sang the national anthem.

b. I like sweet, soft, brown gulab jamuns

c. That graceful dancer performed beautifully.

d. The shady, tall, green tree is giving us shade.

e. Those three traditional men are wearing colourful dresses.

3. a. The three little yellow ducks lived in the pond.

b. Those two blue vases are on the table.

c. The sky is filled with a million bright shining stars.

d. His big round eyes looked at me.

e. Look at that beautiful square blue painting.

Listen Well

a. The Indian Constitution was drafted seventy-five years ago.

b. Two areas where we have progressed as a nation: i. Better schools ii. New technology

c. The collective effort and determination of all our people is needed to solve modern-day problems.

Speak Well

Answers may vary. Suggested answer:

Speech on A National Hero: Dr A.P.J. Abdul Kalam

Good morning everyone,

Today, I would like to talk about one of the greatest national heroes, Dr A.P.J. Abdul Kalam, who is known as the ‘Missile Man of India’ and was the 11th President of India.

Dr Kalam was born on October 15, 1931, in a small town called Rameswaram, Tamil Nadu. He worked very hard and became one of the most respected scientists in India. He played a key role in India’s missile and space programs, making our country stronger and more advanced in technology. Dr Kalam also contributed to the development of India’s nuclear weapons, which were a huge achievement for our country.

Apart from being a scientist, Dr Kalam was also a kind and humble person. He inspired millions of children and adults with his speeches and writings. He always encouraged young people to dream big and work hard to achieve their goals.

Dr Kalam was a true hero not only because of his achievements but also because of his love for the country and his dedication to make India a better place.

Thank you for listening. I hope we all remember Dr Kalam’s hard work and determination and strive to be better individuals for our nation.

Thank you.

Write Well

Answers may vary. Suggested answers:

20 June 2025

5 p.m.

Dear Ma,

MESSAGE

Mr Rakesh Duggal called from Sunshine Academy. He informed me that Harmanpreet Kaur, the captain of the Indian Women’s Cricket team, will be visiting the school on Friday to celebrate Women’s Day. They plan to honour all women who have contributed to the nation. Mr Duggal requested that you make arrangements for Harmanpreet Kaur to meet the school teams.

Maya Food and Culture

Read and Respond

1. a. The Gill family was excited when they arrived in Bangkok. Their eyes were wide with excitement, and they were amazed by the delicious smells of street food and spices.

b. At the morning market, the Gill family tried som tam, a spicy green papaya salad. Priya found it tangy and crunchy.

c. In the afternoon, the family saw people in traditional Thai clothes and beautiful jewellery. They took photos of the busy market and pretty canals and bought handmade crafts as souvenirs.

d. The family tried sticky rice with ripe mango later at a floating market. They loved it, and it was a special treat they enjoyed.

e. Mr Gill described Thai food as being all about balance—sweet, sour, salty, and spicy. He found it to be a perfect mix of flavours.

2. Answers may vary. Suggested answer: I want to visit Japan.

Food that I want to try:

a. Sushi

b. Ramen

c. Mochi Places I want to see:

a. Mount Fuji

b. Kyoto temples c. Tokyo Disneyland Cultural things I want to experience:

a. Tea ceremony

b. Traditional kimono wearing c. Cherry blossom festival

Vocabulary

1. Word Meaning garnish to cook food by baking it in an oven or over a fire buffet food that is salty or spicy, not sweet roast a decoration added to a dish for extra flavour or to make it look good pastry a self-serve meal where people choose from a variety of dishes savoury a small individual tart or piece of cake

a. The chef prepared a delicious roast for the family dinner.

b. The chef used nuts and honey as a garnish for the pancakes.

c. The hotel served a buffet with many different dishes.

d. I prefer savoury snacks like namkeen over sweets.

e. She bought a pastry from the bakery.

2.

Across: 1. Dessert 2. Unique Down: 3. Pickle 4. Beverage 5. Dumpling

Go Grammar

1. a. Stay back or you will hurt yourself

b. Let’s all go and eat. Mom made dosas for us.

c. We are a family of foodies. We like to eat local dishes.

d. After the swim, the kids dried themselves.

e. Sia smiled because the teacher gave her a star.

2. a. i. John made breakfast for himself.

b. i. They love to play football.

c. ii. It ran towards him.

d. ii. Neeta passed the soup to him.

e. i. Indian food is popular among them.

3. a. He is a kind man.

b. Father bought them sweets.

c. I got a pen for him. What did you get?

d. You can say the speech aloud to yourself before doing it in class.

e. Maharashtra is a big state. It is known for its good food.

Listen Well

Category Dishes

Two North Indian Delights Paneer Butter Masala, Naan

Two South Indian Treats Dosas, Idlis

Two East Indian Favourites Litti Chokha, Pakhala

Two West Indian Specialties Pav Bhaji, Dkokla

Two Sweet Desserts Gulab Jamun, Jalebi

Speak Well

Answers may vary. Suggested answer: Hello everyone! Today, I’m going to talk about my family’s traditional food and culture. In my family, we follow some very special traditions. One of the most important ones is celebrating festivals together. We celebrate Diwali, Holi and other festivals with a lot of joy and fun. During these times, our house is decorated with lights and colourful rangolis. We also wear new clothes and visit relatives. During Diwali, my mother makes sweets like ladoos, barfi, seviyan and jalebis. These sweets are very tasty and are shared with friends and neighbours. In my family, we also follow a tradition of eating dinner together at the dining table. It helps us bond and talk about our day. I am proud of my family’s traditions and the food we make. They make our celebrations special and full of happiness.

Thank you!

Write Well

Answers may vary. Suggested answer:

2 October 2025

9 p.m.

Monday

Dear Diary,

Today was such a special day! It was the last day of the festival of Durga Puja, and my family celebrated it with a lot of joy and happiness. We went to the pandals, sang songs and prayed together. But the best part of the day was when my grandmother made payesh, a sweet rice pudding that is a traditional food in our family. She cooked the rice in milk and added sugar, cardamom and raisins. The smell was so delicious that I couldn’t wait to taste it. When it was ready, my grandmother served it in small bowls, and I was the first one to try it! It was so sweet and creamy. The rice was soft and the raisins gave it a little surprise in every bite. We all sat together and ate the payesh, talking and laughing. It felt so warm and comforting, just like the love in our family. It’s my favorite food, and I can’t wait to have it again next year at the festival! Sharmistha

Games

Read and Respond

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

2. Answers may vary. Suggested answer:

a. Hard work and dedication to cricket.

b. Balancing education and sports, studying while practicing cricket.

c. Choosing her passion for cricket over job offers.

d. Never giving up on her dream, even after joining the Indian Air Force.

3. Answers may vary. Suggested answer:

a. My schoolwork:

• Set a study schedule and stick to it.

• Prioritise tasks and focus on important assignments.

• Avoid distractions while studying.

• Use free time for hobbies or activities that help me relax.

My hobbies and activities:

• Playing football

• Drawing and painting

• Reading books

How I can balance my schoolwork and hobbies:

• Follow a daily routine by setting aside specific time for study and hobbies.

• Set clear goals for both school and hobbies to stay focused and organised.

• Use time management techniques, like making a to-do list, to ensure everything gets done.

Vocabulary

1. team referee finish line basketball racket

Answers may vary. Suggested answer:

• The team celebrated their victory after the match.

• The referee made sure the game was fair.

• Riddhi was the first to cross the finish line.

• I love playing basketball with my friends.

• John forgot his racket at home before the tennis match.

2. a. The singer was nervous but decided to give it her best shot during the talent show.

b. The batsman hit the ball out of the park by scoring a 6 in the first over.

c. The race was down to the wire as the two cyclists raced towards the finish line.

d. With only one more chapter to read, Riya was on the home stretch. She would finish her book before bedtime.

e. The soccer team set the ball rolling when they won the championship with a last-minute goal.

1. Column A Column B

a. The students met the coach the class. over b. The sports academy is the museum. in

c. The player hit the ball the rope line. after

d. There will be practice the morning. around

e. Kartik ran three laps the field. behind

2. Answers may vary. Suggested answer:

a. The cat jumped into the box.

b. Vanya took the books out of her bag.

c. The child ran away from the loud noise.

d. We walked across the street to reach the park.

e. The teacher stood in front of the class and spoke.

f. The rabbit hopped through the tunnel.

3. Shikha can bat as well as bowl. They say she may be selected for the Indian cricket team. But, she must first prove herself as one of the best players. Her coach has advised that she should focus only on cricket. She has increased her practice hours. Shikha believes that dedication can make dreams come true!

4. Answers may vary. Suggested answer:

a. I may go to the park after school.

b. I can swim very fast.

c. You should finish your homework before playing.

d. May all your dreams come true.

e. You must wear your helmet while riding a bike.

f. Can we visit the museum this weekend?

e. The crowd is buzzing with excitement, and the players are ready to go. 1

f. Payal serves, sending the ball over the net. 5

g. Payal and Mithra are walking onto the court now, waving to the cheering crowd. 2

Speak Well

Answers may vary. Suggested answer:

• Welcome, everyone! We’re here at the local sports event, and the javelin throw competition is about to begin. Here comes the athlete, wearing a yellow jersey. He is preparing to throw the javelin. The crowd is cheering loudly! The athlete stands tall, focuses and takes a deep breath. He runs up and... whoosh – the javelin flies through the air! It’s sailing far and high. The audience is on the edge of their seats, watching eagerly. It lands well beyond the mark. What a fantastic throw! Let’s see if they beat the current record.

• It's time for the high jump! The athlete in red is ready for the challenge. He takes a few steps back to get a running start. The crowd is excited. The bar is set at a high level. The athlete runs towards the bar, jumps and... wow, he goes over the bar! The crowd erupts in cheers! The athlete clears the height with ease. He

lands smoothly on the mat. This is amazing! The bar remains in place, and now they are preparing for an even higher jump. Let’s see if he can do it again!

• The race is about to start! There are three runners lined up at the starting line. The whistle blows, and they’re off! The runners are speeding down the track. The athlete in purple is leading, but the one in red is not far behind. The crowd is cheering them on, shouting their names. As they approach the final stretch, the runner in purple is making a strong push. It’s neck and neck! The finish line is just ahead. With a burst of speed, the runner in purple crosses the finish line first! What a thrilling race!

Write Well

Answers may vary. Suggested answer:

My favourite computer game is Minecraft. In this game, I get to explore a big world made of blocks! The graphics are simple but fun, and the bright colours make everything look amazing. I love how I can build anything I want, like houses, castles and even roller coasters! The sounds in the game are cool too – you can hear animals like cows mooing and the wind blowing in the trees. Sometimes, when it’s night, scary creatures like zombies and skeletons appear, and it makes the game exciting. What I like most is that I can play the game however I want, whether it’s building, exploring, or surviving. It’s my favourite game because I feel like I can be creative and do anything I imagine!

Adventure and Imagination

Read and Respond

1. a. Sahir packed snacks, water, and a map for his journey.

b. Sahir first saw turtles sunbathing on rocks, fish jumping out of the water and birds flying above.

c. Sahir held on tight and used his paddles to steer the boat to safety.

d. Sahir discovered unusual plants and a beautiful waterfall on a mysterious island in the middle of the river.

e. Sahir felt like a true explorer after his adventure and was even more determined to continue his adventures.

2. a. Sahir was brave when he set off on his journey alone, navigating through large rocks and rushing water.

b. Sahir showed that he was curious and adventurous by exploring the mysterious island and discovering plants he had never seen before. He even saw a beautiful waterfall.

3. Answers may vary. Suggested answer:

a. I was curious about the forest near my house and what kind of animals lived there.

b. I decided to go on a small adventure through the forest, looking for animals and taking pictures of interesting plants and flowers.

c. During the adventure, I felt excited and curious. Afterward, I felt proud of myself for exploring and discovering new things.

d. My experience was similar to Sahir’s because both of us explored nature, but Sahir went on a boat and discovered an island, while I explored a forest on foot.

Vocabulary

1. a. Write + -ment / -er ➞ -er ➞ Writer

b. Treat + -ion / -ment ➞ -ment ➞ Treatment

c. Educate + -ion / -er ➞ -ion ➞ Education

d. Require + -ment / -er ➞ -ment ➞ Requirement

e. Divide + -sion / -ment ➞ -sion ➞ Division

2. Words ending with -ment

Appointment

Payment

Treatment

Answers may vary. Suggested answers:

Words ending with -er

Baker

Reader

Performer

a. Words ending with -ment: 1. Enjoyment 2. Development

b. Words ending with -er: 1. Teacher 2. Farmer

c. Words ending with -ion: 1. Celebration 2. Action

3. a. The adventurer found a hidden treasure.

b. We were all in agreement that it was a great adventure.

c. Animals need our protection

d. It was interesting to watch the movement of the animals.

e. I was surprised by his reaction to the news.

Go Grammar

Words ending with -ion

Attraction

Discussion

Completion

1. a. weekly b. attentively c. later d. next e. courageously

2. a. I will finish my homework today.

b. I sometimes visit my grandparents on weekends.

c. The flowers bloomed beautifully in the garden.

d. He runs daily to stay fit.

e. She spoke softly to avoid waking up the baby.

3. a. She shared her story excitedly.

b. Rina plans to visit the caves soon.

c. Usually, Sara and Rina go on adventures together.

d. The two friends waited eagerly for Sunday ’s outing.

e. They asked us to pick them up late.

Listen Well

The king asked Leo, a brave knight, to save the villages from a dragon. Leo set out on his adventure. On his way, he heard stories of the dragon’s fire and its sharp claws. He attacked the dragon in its cave and defeated it with his sword. Leo returned to the kingdom as a hero

Speak Well

Answers may vary. Suggested answer: If I could go on an adventure in an imaginary world, it would be a magical forest filled with sparkling trees and colourful flowers. The sky would be purple, with fluffy, floating clouds that change shapes like animals. The ground would be soft and glowing, like a giant pillow under my feet. There would be rivers of rainbow-colored water, and the animals in this world would talk!

In this world, I would meet friendly creatures like talking rabbits, flying foxes and a wise old owl who knows everything. The rabbits would invite me to play games and the flying foxes would take me on rides above the forest. I would also meet a gentle dragon who loves to tell stories and can make it rain candy!

The adventure would be full of fun, with treasure hunts and mysterious caves to explore. I would follow a map and discover hidden secrets like glowing crystals and magical flowers.

At the end of the adventure, I would find a magical chest that grants one wish. I would wish to visit this amazing world again and again, with my friends and family. The adventure would end with us flying home, smiling and happy, ready to share our exciting stories!

Write Well

Answers may vary. Suggested answer:

Name of the story: The Adventures of Tom Sawyer

Name of the author: Mark Twain

Name of the illustrator: Norman Rockwell

Main characters:

• Tom Sawyer  • Huckleberry Finn  • Aunt Polly

My favourite character: Tom Sawyer

Two words to describe the character:  • Adventurous  • Clever

Describe the setting of the story:

The story takes place in a small town near the Mississippi River, long ago. There are lots of woods, fields and a river. Tom often has adventures near the river or in the village.

Beginning:

Tom Sawyer lives with his Aunt Polly. He is always getting into trouble, like skipping school and playing pranks on others. One day, Tom finds a way to get other boys to do his chores for him.

Middle:

Tom and his friend Huck Finn go on a big adventure. They witness a crime and run away to an island. But they have fun and explore new places.

End:

Tom and Huck return home after their adventure. They are heroes in their town for solving the mystery and helping catch the bad guys. Tom is happy to be home, and Aunt Polly is glad to see him safe.

My favourite event in the story:

My favourite event is when Tom and Huck find treasure on the island. It’s quite exciting!

Science and Technology

Read and Respond

1. a. Raj turned on the robot and it worked. 3

b. Raj found an old robot in his garage. 1

c. Raj and his club won first prize at the science fair. 5

d. Raj started the ‘Tech Wizards’ club at school. 4

e. Raj worked day and night to fix the robot. 2

2. a. The story describes Raj as ‘curious’ and ‘passionate about science.’

b. Raj found an old robot in the garage. It was rusty and broken.

c. Raj and his friends made a robot that could help in emergencies, like finding people trapped in buildings.

d. Raj was happy because his team won first prize at the science fair, and he was using science for good purposes.

3. Raj loved science because he read books about inventors, tinkered with gadgets and used his knowledge to fix the robot and create new things with his friends.

4. Answers may vary. Suggested answer:

a. My brother loves to tinker with his toy cars to see how they work.

b. I always keep a spare pencil in my bag in case I lose one.

c. The school has a special plan for emergencies, like when there is a fire drill.

Vocabulary

1. a. microscope b. rainfall c. spaceship d. bluetooth e. earthquake

2. a. desktop = desk + top

b. backspace = back + space

c. keyboard = key + board

d. laptop = lap + top

e. download = down + load

Amisha was working on the laptop when she spilled some milk. The milk splashed on her keyboard and she was not able to type properly. The backspace key was not working. She had to download her projects from her email. She asked her mother if she could use her desktop computer.

3. pre-  pilot auto-  biotic re-  way anti-  set sub-  view

Answers may vary. Suggested answer:

a. The pilot put the aircraft on autopilot.

b. The doctor gave him an antibiotic for the infection.

c. The scientist used the subway to reach the station.

d. She had to reset the clock after changing the battery.

e. The scientist gave a preview of the new invention. Answers may vary. Suggested answer:

a. The computer eagerly awaited my command.

b. The engine roared to life, growling with excitement as it prepared to race down the highway.

c. The smartphone patiently sat on the table.

d. The train whistled loudly to its passengers.

Go Grammar

1. a. because b. When c. If d. Although e. so

2. Make sentences of your own using the following conjunctions. Answers may vary. Suggested answers:

a. I went to bed early because I was tired.

b. I will help you if you need it.

c. We can play outside when it stops raining.

d. Although it was cold, we went for a walk.

e. I like ice cream, but I don’t like chocolate.

3. a. The computer will crash if we run too many programs on it.

b. The robot moved quickly because it was programmed to do so.

c. We forgot to add a chemical, so the experiment failed.

d. The telescope is pointed to the left, so it will show the planet.

e. The scientist was in the laboratory although it was late at night.

Listen Well

a. Marie Curie discovered that polonium and radium gave off a lot of energy

b. This energy is called radioactivity

c. Marie Curie’s discoveries helped doctors use radium to treat cancer.

d. In 1903, she won a Nobel Prize for Physics and in 1911, she won a Nobel Prize for Chemistry.

e. She was the first woman to win a Nobel Prize.

Speak Well

Answers may vary. Suggested answers:

In Favor of Using Calculators in Schools

In my opinion, calculators should be allowed in schools because they can make math easier and faster. I strongly believe that using calculators helps students to focus on learning how to solve difficult problems instead of spending too much time on simple calculations. For example, if you have to multiply big numbers, a calculator can help you get the answer quickly so you can spend more time understanding the question. Another point to consider is that in the real world, we often use calculators for many things, like shopping or at work, so it’s important for students to practice using them. In conclusion, calculators can help students learn better and faster, and they should be allowed in schools.

Against Using Calculators in Schools

I am here to argue that schools should not allow students to use calculators. Firstly, using a calculator all the time can stop students from learning how to do calculations in their heads. When students practice math without a calculator, they get better at solving problems on their own. One important reason is that math is about thinking and problem-solving, and a calculator can make you lazy. In addition, if students depend on calculators too much, they might not know how to solve problems if the calculator is not available. To sum up, it is better for students to learn math by practising without a calculator so they can be confident in their skills.

Write Well

Answers may vary. Suggested answers:

Character Sketch of Dexter from Dexter’s Laboratory

Book/Film/Programme: Dexter’s Laboratory

What the character looks like: Dexter has short orange hair and wears glasses. He usually wears a white lab coat and black gloves. He looks like a small scientist, always ready to do experiments!

What the character says and does: Dexter is a young genius who has a secret laboratory. He loves to invent new things. He often tries to impress his friends and family with his inventions. Sometimes, his inventions go wrong, and he gets into trouble.

How the character is different: Dexter is very smart for his age, and he can create robots and machines. He is always thinking about new inventions, which makes him different from other kids. He has a secret lab that no one knows about, except for his sister Dee Dee, who always causes chaos in his lab.

Words to describe character: Clever, curious, inventive, determined, sometimes stubborn.

Empathy towards animals

Read and Respond

1. a.  ii. To take care of the animals

b.  iv. The shelter was overcrowded

c.  iii. By organising a fundraiser

d.  ii. Cookies, lemonade, and crafts

e.  ii. Local musicians

2. a. We know Emily loves animals because she spends her weekends at the local animal shelter taking care of the dogs and cats. She feeds them, cleans their cages, and gives them love and attention.

b. The shelter was in chaos because it was overcrowded with new animals that had just been rescued. There were not enough cages for all the animals, and they had run out of food.

c. Emily decided to organise a fundraiser to gather donations for the shelter. She created flyers and posters, and set up a booth in the town square, selling homemade cookies, lemonade, and crafts.

d. Emily ’s efforts helped the shelter by raising enough money to buy new cages, food, and supplies. The animals were much happier in their new, spacious cages.

3. Answers may vary. Suggested answer:

Actions

What It Tells Us About Emily

Emily visits the shelter every weekend to take care of the animals. She is caring and compassionate.

She came up with a plan to raise funds for the shelter. She is creative and responsible. She organised a successful fundraiser to help the shelter. She is determined and hardworking.

Vocabulary

1. Word Meaning courtesy  wanting to be kind and help others goodwill  being polite and respectful to others selflessness  staying calm and not getting angry patience  thinking about others before yourself

a. Donating clothes to those in need is an act of selflessness.

b. It is good courtesy to say please and thank you.

c. You need a lot of patience when waiting for your turn.

d. The neighbours showed their goodwill by helping us fix our fence after the storm.

2. Group Least Intense

Moderate Intense

Most Intense

A small tiny microscopic

B clever intelligent brilliant

C warm hot scorching

D sad sorrowful heartbroken

E tired weary exhausted

Answers may vary. Suggested answer:

• The microscopic bacteria are so small that they can only be seen under a powerful microscope.

• I found a tiny crack in the wall, but it didn’t seem like a big problem.

• The small puppy wagged its tail excitedly when I walked in the room.

Go Grammar

1. a. Exclamatory b. Declarative c. Interrogative d. Imperative e. Imperative

2. Tom visits his Uncle Ben’s farm.

Tom: May I help you, Uncle?

Uncle: Carry the hay to the cow shed, young man. Tom feeds the cows.

Tom: Wow! The cows eat their feed so quickly.

3. a. Is Tim searching for a kitten?

b. We are searching for it at the right place.

c. Was the kitten in pain?

d. Is Jill pulling out a small piece of glass from her paw?

e. The adults are here to help them.

4. Answers may vary. Suggested answer:

a. Declarative: The nurse is carrying the injured dog to the hospital.

b. Interrogative: Is the dog going to be okay?

c. Imperative: Please take care of the dog right away.

d. Exclamatory: Oh no! The dog looks so hurt.

Listen Well

a. Endangered animals are at risk of disappearing forever.

b. Special areas called wildlife reserves help protect endangered animals.

c. Scientists study endangered animals to learn more about their needs.

d. Laws are made to stop people from hunting or selling endangered animals.

e. Everyone can help by learning about endangered animals and spreading awareness.

Speak Well

Answers may vary. Suggested answer:

Prompt 1: Two children find an injured bird.

Aarav: Mom, Dad! We found a bird with a hurt wing. What should we do?

Mom: Oh dear, let me see. Yes, it looks injured. We should be very gentle with it.

Meera: Can we keep it as a pet?

Dad: No, Meera. Wild birds need to be free. But we can take care of it until it heals.

Aarav: How can we help it?

Mom: First, we’ll place it in a small box with soft cloth. Then, we’ll give it some water and a few grains.

Meera: Should we take it to a vet?

Dad: If its wing is badly hurt, yes. But sometimes rest is all it needs.

Aarav: Okay! We’ll check on it every day until it’s ready to fly again.

Prompt 2: An older sibling teaches the younger sibling how to take care of their new pet dog.

Aanya: Rohan, I’m so excited! Our puppy is so cute!

Rohan: I know, Aanya! But taking care of a puppy is a big responsibility.

Aanya: What do we need to do?

Rohan: First, we have to feed him at the right times. He needs healthy food, not just biscuits!

Aanya: Okay! What else?

Rohan: We must give him fresh water and take him for walks every day.

Aanya: That sounds fun! Can I play with him too?

Rohan: Of course! But gently. And we need to train him so he learns good habits.

Aanya: Yay! I’ll help you take care of him every day.

Write Well

Answers may vary. Suggested answer:

The Black Rhino

Physical Features: The Black Rhino has thick skin that helps protect it from the sun and thorns. It has two horns on its nose. One is bigger than the other, and they are made of keratin, the same material as our nails. It has big ears that can move in different directions to hear well.

Information 1: The Black Rhino is found in parts of Africa, like Kenya and South Africa. It lives in grasslands, savannas, and forests. These rhinos are herbivores, which means they only eat plants. They mainly eat grass, leaves, and shrubs.

Information 2: Black Rhinos are very endangered. There are only a few thousand left in the wild because people hunt them for their horns. Their natural habitat is also being destroyed by human activities, which makes it harder for them to survive.

Interesting Facts:

1. Black Rhinos can weigh up to 1,400 kilograms!

2. They have a great sense of smell and can smell food from far away.

3. Unlike other rhinos, they like to live alone, except when they come together to mate.

Art and Creativity

Read and Respond

1. a. Gayathri’s room was vibrant and colourful, filled with paintings, sculptures, and crafts. It reflected her artistic personality and creativity.

b. Ms Arur praised Gayathri’s unique style, telling her, ‘You have a gift.’ She encouraged Gayathri to enter a local art contest to showcase her talent.

c. Gayathri’s masterpiece was a forest scene, full of magical creatures and hidden details. Each brushstroke was a glimpse into her imagination. It had a fantastic, imaginative quality that showcased her creativity.

d. Gayathri felt nervous and out of place when she saw the realistic landscapes and animal paintings. She felt her fantastical forest didn’t fit in with the others.

e. Gayathri’s painting stood out because of its originality and imagination. It was different from the other realistic works, and the judges appreciated her creativity.

2. Answers may vary. Suggested answers:

a. If Ms Arur had not encouraged Gayathri, she might have... ...kept her art to herself and might not have entered the contest, possibly never realising her full potential.

b. If the judges had not been interested in how Gayathri did her painting, she might have… ...felt discouraged and disappointed, thinking that her unique style was not appreciated or valued.

c. If Gayathri had seen another student’s fantastical painting, she might have... ...felt more confident and inspired, knowing that there were others who shared her vision.

3. Answers may vary. Suggested answers:

a. One time, I felt different when I was the only one in class who didn’t know how to play soccer. All my friends were really good at it, but I wasn’t. I felt kind of left out, but then my friend asked me to play a game of tag instead, and I felt better.

b. I learnt that it’s okay to be different. Not everyone has to be good at the same thing, and it’s important to try new things. Also, my friends are nice and involved me in other games.

Vocabulary

1. a. Write a novel b. Direct a film c. Paint a canvas

d. Plan an art festival e. Play a song

Answers may vary. Suggested answers:

a. I love to play a song whenever I feel happy.

b. The director will direct a film about superheroes next year.

c. The artist decided to paint a canvas of a beautiful sunset.

2. Teressa loves art class at school. Her teacher showed the class how to shape wood. Teressa wants to be a sculptor when she grows up.

Her friend Ameya likes to write stories. He wants to be an author. Their classmate Alam loves music and wants to be a singer.

During recess, they watched Simran practise for the school show. She’s a dancer

The next day, a cartoonist visited their class and showed them how to draw fun characters.

Go Grammar

1. a. I (will draw/draw) a cartoon tonight.

b. Last year, he (carved/will carve) a beautiful figure from marble.

c. I always (will enjoy/enjoy) watching Gayathri paint.

d. They (presents/will present) a new play next month.

e. The art society (conducts/will conduct) an art competition every year.

2. a. Manu gets up early every day because there is a lot of work.

b. Tina studied art last year.

c. Madhubani art has geometric patterns.

d. In the future, Harry will paint portraits.

e. Yesterday, I attended a pottery class.

3. a. Last week, Trisha made a clay sculpture.

b. Tomorrow, he will paint folktales and stories.

c. Usually, Warli art shows scenes of tribal life.

d. Yesterday, I drew sketches of nature.

e. A crowd of people gathers to see his artworks every day.

Listen Well

a. ii. Bihar

b. i. Rich colours and fancy patterns

c. iv. Natural dyes

d. iii. Nature, mythology, and daily life

e. i. Twigs, brushes, fingers

Speak Well

Answers may vary. Suggested answers:

1. The artist has made a sculpture of a dog.

Artist: Here’s my sculpture of a dog!

Student 1: It looks good! But maybe you could make the ears a little bigger?

Student 2: Yes! And how about adding a tail? Dogs have tails!

Student 3: Even I like the sculpture a lot! But, I think you should make the dog’s eyes look more friendly, like it’s smiling!

Artist: Great ideas! I’ll make the ears bigger, add a tail, and change the eyes to a smiling face!

2. The artist has made a collage of a city.

Artist: Here’s my collage of a city! I tried to include different types of buildings and streets.

Student 1: You did a great job with the collage! I love how you used different materials to create the buildings.

Student 2: Yes! The details in the roads and windows make it look very realistic.

Student 3: I really like how you've added trees and cars. Maybe adding some people walking on the streets would make it look even more lively!

Student 1: Maybe you could add a little more contrast between the buildings so they stand out more.

Student 2: Yes, and you could also include some streetlights to make the city look more complete.

Artist: Thank you! Those are great ideas. I’ll try adding more elements to make the collage even better.

3. The artist has painted a beautiful sunset.

Artist: Here’s my painting of a sunset! I tried to blend different colours to make the sky look beautiful.

Student 1: Wow! You did a great job with the colours. The orange and pink shades make the sunset look very realistic.

Student 2: Yes! The way you blended the colours makes the sky look so natural and soft.

Student 3: I really like how you painted the reflection of the sunset on the water. Maybe you could add a few birds flying in the sky to make it more dynamic!

Student 1: You could also make the clouds stand out a little more by adding some shading.

Student 2: Yes, and maybe darken the lower part of the sky to show that it’s getting darker.

Artist: Thank you! Those are great ideas. I’ll try adding more details to make the sunset look even more stunning.

Write Well

Answers may vary. Suggested answers:

Hi Seetha, I just saw your drawing! It’s

Thanks Ravi, I wanted to amazing. make it look colourful and lively.

You did a great job with the shapes and patterns!

Thank you! Do you think I should add more details?

Maybe you could add some shading to make it look more realistic.

Also, you could make the background a bit more detailed to match the main drawing.

That's a great idea! I'll try that.

Yes, that would make it even better. I'll work on it.

Thanks for your suggestions!

Chapter 9: Focussing on Goals

Read and Respond

1. a. Preet was different from most other girls because, instead of following the tradition of marrying young, she had the ambition to become a doctor and pursue her dream.

b. Preet earned money for books by tutoring younger children after school.

c. Preet’s first goal was to be the best student in the board exams.

d. Mr Deshmukh, Preet’s science teacher, mentored her and supported her in achieving her goals.

e. Preet balanced her study schedule with her household responsibilities by waking up early to study before helping with chores, and she created a strict study schedule to manage both.

2. Answers may vary. Suggested answers:

a. Hope: Preet might have felt hope when she received the scholarship offer from the local NGO, as it meant she could continue her studies.

b. Anxiety: Preet might have felt anxiety before the board exams, as she was aiming to be the best student in her district.

c. Excitement: Preet might have been excited when she cleared the NEET exam and got admission to a medical college in Mumbai.

d. Pride: Preet might have been proud when she scored 95% in her board exams, the highest in her district.

e. Determination: Preet showed determination when she created a strict study schedule to balance her studies with her household chores.

3. Answers may vary. Suggested answer: Preet’s story can inspire other young people, especially girls, by showing that with hard work, determination and the right support, they can overcome financial and societal challenges to achieve their dreams. Preet’s journey depicts that setting clear goals and making sacrifices can lead to success, and it encourages girls in similar communities to strive for their aspirations, even if the path seems difficult.

Vocabulary

1. a. to push the limits

ii. try to do more than is expected

b. shoot for the moon

i. try to achieve something very difficult

c. hit the target

ii. achieve the goal

d. set your sights high

iii. set high goals

e. overcome the odds

i. succeed despite difficulties

2. Answers may vary. Suggested answers:

a. responsible – irresponsible

• Viji is a responsible student who always completes her homework on time, unlike her irresponsible classmate who forgets everything.

b. inspire – discourage

• Mr Kaushal’s encouraging words inspire me to work harder, while negative comments of others tend to discourage me.

c. motivated – demotivated

• After seeing her improvement, Shweta felt motivated to keep going, but after the setback, she felt demotivated.

d. dedication – laziness

• Rohit’s dedication to his studies helped him get good grades, while his friend’s laziness caused him to struggle in school.

e. success – failure

• Vinita’s success in the competition was the result of hard work, but many believed that Vivek’s failure was due to lack of preparation.

Go Grammar

1. a. Colin is playing football.

b. They are packing their kits.

c. Is she bouncing the ball towards the basket?

d. You are playing at the forward position today.

e. Why isn’t she wearing gloves?

2. a. They were doing football drills.

b. Was she practising badminton?

c. I was swimming for 2 hours.

d. Why weren’t you batting well at the start?

e. Everyone was dancing with joy after our win.

Listen Well

a. Maya dreamed of becoming an architect and building tall towers.

b. She worked hard and learned about shapes and angles in school.

c. Despite making mistakes, Maya stayed strong and kept trying.

d. In college, Maya found her stride and continued to work hard.

e. Maya’s story shows that with drive and hard work, you can achieve your dreams.

Speak Well

Answers may vary. Suggested answers:

1. Question: Sunil, when did you start playing football?

Answer: I started playing football when I was very young. I loved the game from the beginning.

2. Question: Who inspired you to play football?

Answer: My family, especially my parents, inspired me. My father played the sport during his younger days and my mother was a part of the Nepal national football team.

3. Question: What is your favourite football memory?

Answer: My favourite memory is when I scored my first international goal for India. It was a proud moment!

4. Question: What advice do you have for young players who want to play like you?

Answer: Always practice hard, stay focused, and never give up. Keep working towards your goal!

5. Question: What are your plans for the future in football?

Answer: I will continue to support the Indian national team even after retirement. I want Indian football to reach heights.

Write Well

Answers may vary. Suggested answers:

The Brave Cyclist

Once upon a time, there was a young girl named Mia who loved to cycle. She lived in a small village surrounded by tall, green mountains. Every day, Mia would cycle through the village, dreaming of riding all the way to the top of the mountain to watch the beautiful sunset.

One evening, Mia decided to make her dream come true. She grabbed her bright red bike and set off, her heart full of excitement. As she rode along the dirt path, the golden sun began to dip behind the mountains.

But the journey wasn’t easy. First, the path became very steep, and Mia had to pedal harder with all her might. Her legs ached, but she didn’t stop. ‘I can do this,’ she whispered to herself.

Soon, dark clouds gathered above, and a strong wind started to blow. Mia’s bike wobbled, and rain began to fall. She could barely see through the rain, but Mia didn’t give up. She took shelter under a large tree until the rain slowed down, and then she continued her ride.

Finally, after what felt like hours, Mia reached the top of the mountain. The sun had just set, but the sky was still glowing with soft colours. Mia smiled and took a deep breath. She had faced many obstacles, but her determination had helped her achieve her goal. Mia knew that with hard work and perseverance, she could overcome any challenge.

As she rode back down, the stars began to twinkle above, and Mia felt proud of her amazing adventure.

World Story

Read and Respond

1. a. The Sun and Moon were known for being warm and bringing joy to everyone. They were loved by everyone for their kindness and brightness.

b. Water asked if there was enough room for all of his people, including fish, turtles and other water creatures, before accepting the Sun’s invitation.

c. When Water and his people entered the Sun and Moon’s house, the water started to rise slowly at first and then faster, eventually flooding the house.

d. As the Sun and Moon looked down from the sky, they saw that their home had turned into seas and oceans, with the water rising and covering the land.

2. Values Meanings

Hospitality Hospitality means being welcoming and offering kindness to guests.

Friendliness Friendliness means being kind and approachable to others.

Sacrifice Sacrifice means giving up something for the benefit of others.

Examples/Incidents

The Sun and Moon invited Water to their home and were happy to host Water and his friends.

The Sun and Moon were known for being warm and bringing joy to everyone, showing kindness to Water.

The Sun and Moon sacrificed their comfort and safety. Climbing higher into the sky to stay dry, to allow Water to stay.

Vocabulary

1.

• Creature: a living being, especially an animal, real or imaginary

• Storyteller: a person who tells stories

• Conflict: a serious disagreement or struggle

• Enchant: to cast a spell on or to delight someone

• Mythical: relating to or involving myths, often with magical or supernatural elements

Once upon a time, a talented storyteller told tales of amazing adventures. One of these stories was about a mythical dragon that lived in a faraway land. The tale was filled with conflict as the hero faced many challenges. The dragon’s magical powers could enchant anyone who heard its roar. The man explained how the strange creature was defeated using wit and teamwork.

2. built up to cause or result in something went on to invent a story or details bringing out to establish the scene or background of the story make up to reveal or highlight certain elements of the story led to to continue the quest or an activity set up to continue doing something carried on to gradually increase tension

Once upon a time, in a small village, a wise old storyteller decided to make up a story about a hidden treasure buried deep in an enchanted forest. She set up the scene by describing a magical forest where mystical creatures roamed. As the story went on, she added the details about magical creatures and their secretive ways, bringing out the mystery and excitement in her voice.

The plot led to an unexpected twist where the hero found a map. The hero carried on an adventure to a forgotten castle. The tension in the story built up to a point where the hero faced many challenges and dangers.

Go Grammar

1. a. Silkworms build/builds a cocoon around themselves.

b. A bunch of mulberry leaves look/looks eaten.

c. The queen’s curiosity result/results in the discovery of silk.

d. The Queen and the Emperor rear/rears silkworms in their garden.

e. The world admire/admires silk fabric.

2. a. Aladdin lives on the streets of Agrabah.

b. Many merchants sell their goods in the market.

c. Either Aladdin or his monkeys steal some goods.

d. Princess Jasmine visits the market in disguise.

e. A troop of soldiers enters the market.

3. 1. Aladdin holds the magic lamp tightly in his hand.

2. The genie grants Aladdin three wishes.

3. Aladdin looks amazed as the genie appears from the lamp.

4. The magic lamp shines brightly.

Listen Well

The main character is the crow.

The crow wanted the shiny, colourful ribbon

The crow left its bread and flew after the small bird.

When the bird came back to the tree, his bread was not there.

The hawk had taken away the bread because the crow was greedy.

Speak Well

Answers may vary. Suggested answers:

Write Well

Answers may vary. Suggested answer: Ming’s Adventure

Ming loved stories of the Great Wall, Of hidden paths that no one could recall. One day, he found a scroll so old, A secret garden, its story told.

Through the Wall, he searched with care, A hidden place, flowers rare. He learned of history, strong and deep, And why these stories we must keep.

With every step, his heart would race, To find the garden, a special place. Ming knew the past would always stay, In his heart, to guide his way.

Practice Time

Practice Time–1

Section – A (Reading and Vocabulary)

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

2. Word Meaning

honey the thing bees produce from nectar waggle dance the sweet liquid collected by bees from flowers nectar the ritual bees perform to share information about a food source pollination the place where bees store their food and live hive the process that helps plants reproduce

3. a. interesting b. vital

4. a. A farmer is a producer of fruits and vegetables.

b. We communicate with our friends by talking and writing.

c. I was excited to discover a hidden treasure in my backyard.

5. a. blend b. dear c. time

6. a. According to stanza one, every dish has a story in it.

b. Every meal takes us on a special trip through different cultures.

c. The line ‘Colours bright, flavours deep’ brings to mind a sense of sight and taste.

d. Food is more than just taste because it connects people and their traditions. Culture speaks in every meal.

e. A descriptive title for the poem could be ‘Food and Culture’.

7. a. ii. old b. iii. a relationship

Section – B (Grammar)

8. a. Many yellow b. small bright c. those five large d. tasty golden e. beautiful green

9. a. them / him / her / me / herself / us b. They c. me d. ourselves e. us

Section – C (Writing)

10. Answer may vary. Suggested answer:

17 March 2025

4:15 p.m.

Dear Mom,

Mr Kailash Iyer from Green Meadows Farm called while you were away. He wanted to inform you about a local food fair happening next Saturday. He has invited you to give a talk on organic farming and share your knowledge with the community. He also asked you to contact him for details about the venue and time. Please call him back soon.

Love, Naresh

11. Answer may vary. Suggested answer: 17 March 2025

08:00 p.m.

Monday

Dear Diary,

Today, we had a wonderful class potluck where everyone brought traditional dishes from their homes. I tasted delicious food like samosas, idlis, biryani and dal. My friend brought a yummy paneer curry, and I shared homemade aaloo parathas. It was fun learning about different cultures through food. We also shared stories about how these dishes are special in our families. The best part was enjoying the meal together and appreciating our diverse traditions. I hope we have another potluck soon.

Love, Riya

Practice Time–2

Section – A (Reading and Vocabulary)

1. a. True b. False c. False d. True

2. a. Two living things that can produce bioluminescence are fireflies and jellyfish.

b. Bioluminescence helps animals attract prey and scare away predators.

c. Scientists study bioluminescence to develop new technologies like glowing plants, energy-efficient lighting and better medical tools.

3. a. ii. animals that hunt and eat other animals

b. i. do research to learn more about something

4. a. natural b. special

c. attract

5. The poem is about the impact of technology on our lives. Technology can make our dreams come true through coding and clicking. This digital age is like magic because we have satellites soaring high up in space and all kinds of apps that we can share.

6. a. iii. Technology works very quickly

b. ii. Technology helps fulfil our goals

c. iii. Technology is becoming more advanced

d. iii. Technology is present in all aspects of life

e. ii. Using technology wisely is up to us

7. ‘The Power of Technology’

The poem describes how technology is everywhere, helping people code, create and connect quickly.

Section – B (Grammar)

8. a. to b. over c. to d. from e. out of

9. a. can b. must c. can d. may e. should

Section – C (Writing)

10. Answers may vary. Suggested answers: • A Science Day at School

Last Friday, our school celebrated Science Day with great excitement. The classrooms and corridors were decorated with colourful posters and models. Our teacher showed us fun experiments, like making a volcano with baking soda and vinegar. It was amazing to see it bubble and fizz.

There was an exciting science quiz where my team answered many questions correctly. We visited different stalls where students displayed projects like a windmill and a water-cycle model. My favourite part was watching a magic trick with magnets that made objects move without touching them. It was a fun and exciting day. We learnt many new things about science.

• An Award Ceremony for the Best Science Project

Our school had an award ceremony for the best science projects. Students worked hard to create amazing models and experiments. The auditorium was decorated beautifully, and everyone was excited. The judges looked at all the projects carefully. The first prize went to a team that made a solar system model with moving planets. Another student won for making a volcano that erupted using baking soda and vinegar. Everyone cheered as the winners received their medals and certificates. Our principal gave a speech, praising all the students for their creativity. The event ended with happy smiles and lots of pictures. It was a fun and inspiring day for everyone.

11. Answer may vary. Suggested answer:

One of the scariest villains I have read about is the Big Bad Wolf from ‘The Three Little Pigs’. He is big, strong and has sharp teeth. He is always hungry and tries to blow down the pigs’ houses. The wolf is clever because he tricks the pigs, but he is also mean because he wants to eat them. In the end, he gets outsmarted by the pigs. The story teaches us that being clever and hardworking can help us stay safe from danger.

Practice Time–3

Section – A (Reading and Vocabulary)

1. a. The traditional art mentioned in the text is the hand-weaving carpets in Persia (now Iran).

b. The carpets are made using wool or silk. They are dyed with natural pigments of plants and minerals.

c. The patterns tell stories of culture, beliefs and history of the skilled weavers. They also include symbols representing prosperity, happiness or protection.

d. Fewer people are learning this art form because machines now produce cheaper carpets, reducing the demand for handwoven ones. As a result, this traditional skill is slowly disappearing.

e. It is important to save the art form because it helps maintain a connection to the past and preserves history. Each handwoven carpet is a masterpiece with intricate stories, making it a valuable part of the world’s cultural heritage.

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

3. a. disappearing b. created c. cheaper

4. a. The ancient paintings in the museum have been carefully preserved for future generations.

b. Reading my grandmother’s diary helped me form a deeper connection to my family’s past.

5. a. light b. grand c. Mona Lisa d. midnight e. say

6. a. The artists use materials such as brushes, pencils and clay to create their artwork.

b. The phrase ‘turn their thoughts to something grand’ means that artists turn their ideas into beautiful and meaningful works of art.

c. ‘They paint a world we all can share’ means that artists create artwork that everyone can appreciate and connect with.

7. a. ii. tender b. ii. important c. iii. imagine d. iii. twirled

Section – B (Grammar)

8. a. created b. draws c. made d. will learn

9. a. Next year, the artist will paint a beautiful picture on my wall again.

b. Last year ’s students also created colourful drawings in their art class.

c. The famous sculptor creates stunning statues from marble every day.

10. Answer may vary. Suggested answer:

Hello Paul, I liked the

Hi, Jiya! Did you attend ?

What did you ?

Oh, I loved the .

Oh, . I also heard the speech by Did you see the ?

I went to the art fair last week painting a lot! any workshops like the most about sculptures live painting session yes a well-known artist start painting again the workshop

That is wonderful! I’ve got to go. I’ll see you later. Bye. Yes! It inspired me to .

11. Answer may vary. Suggested answer:

Arya Colony 12, Turner Street Mumbai

15 September 2025

Dear Minu,

I hope you are doing well in your new school. I wanted to share an exciting event that recently took place at our school—the Art and Cultural Festival.

The festival took place on 13th September in our school auditorium. The main purpose of the event was to celebrate different forms of art and showcase students’ talents. The highlights of the festival included an art exhibition, a live painting session and cultural performances. A special speech was delivered by Mr Rajnish Sharma, founder of the Art and Culture Convention Centre, whose words inspired everyone. It was a wonderful experience, and I wish you were here to enjoy it with me.

Love, Navin

Section – A (Reading and Vocabulary)

1. a. Usain Bolt won eight Olympic gold medals.

b. He retired from competitive sport in 2017.

c. Usain Bolt faced problems with his spine and injuries.

d. Usain Bolt practised every day to improve his strength.

2. a. Usain Bolt had a curved spine and a hamstring injury. These made running difficult for him.

b. He practised every day, ran up and down hills and did exercises to get stronger. He never gave up and worked hard.

c. Usain Bolt’s story teaches us that, no matter how many obstacles we face, staying focussed and working hard can help us achieve our goals and make our dreams come true.

3. a. injury a goal or ambition you want to achieve

b. dream harm or damage to the body

c. dedication commitment and hard work towards something

4. a. Tough The exam was tough, but I managed to do well.

b. Focussed

Shivani stayed focussed on her studies despite the noise.

5. a. learning

6. a. False

b. fear

b. True

7. a. The poem says that Malala fought for education and the rights of girls. She showed courage and determination in her struggle.

b. Malala’s spirit inspired others because she was brave and never gave up on education. She stood tall, fought for learning and became a guiding light for many.

8. a. cease b. guiding

9. Malala was brave and never gave up on her dreams. She wanted girls to learn and have a bright future. Even when things were hard, she stood strong and kept fighting for education. Her courage and hope inspire people to work hard and never stop learning.

Section – B (Grammar)

10. a. inspires b. sets c. are d. focus e. track

11. a. The team is working hard on preparing for the match.

b. Each of the students has a practice programme.

c. Neither the teacher nor the staff was late for the meeting.

d. The group and its leader are planning a new activity.

e. Many books about focus help in concentrating well.

Section – C (Writing)

12. Answer may vary. Suggested answer:

One day, Taruna was playing in the attic when she saw an old, dusty chest in the corner. She tried to open it, but it was locked. Taruna became curious. ‘What could be inside?’ she wondered. She started looking for the key all around the attic. She searched under boxes, behind old furniture and even inside drawers. But she could not find it.

Then, she noticed a small loose tile on the floor. She lifted it and found a tiny, rusty key. Taruna quickly ran to the chest and unlocked it. As she opened the lid, a soft golden light filled the room. Inside, she found a big glowing book. It was full of magical stories! Taruna smiled and thought, ‘I will read these stories and share them with my friends’.

13. Answer may vary. Suggested answer:

Name of the Book: Grandma’s Bag of Stories

Name of the Author: Sudha Murty

‘Grandma’s Bag of Stories’ by Sudha Murty is a wonderful book filled with fun and exciting tales. The book is about a group of children who visit their grandparents’ house during the holidays. Their grandmother, or Ajji, tells them interesting stories about animals, kings and magical things. Each story has a good lesson, like being honest, kind and brave. The characters in the book are simple and fun, making it easy to read and enjoy. I liked this book because the stories made me smile and think. It is perfect for kids who love listening to bedtime stories. I would give it 5 out of 5 stars because it is enjoyable and teaches good values.

Listening Texts

Coursebook

Ch. 1. Coconut Barfi with Ammachi Page No. 11

A wise old man named Ramu lived with his three sons: Arjun, Ravi and Siva.They liked to do things alone and often fought with one another.

One day, Ramu called his sons to the bamboo forest. He held a bundle of thin bamboo sticks tied with a rope and asked Arjun to break it. Arjun tried but couldn't. Ravi and Sohan also tried but failed.

Then, Ramu untied the bundle and gave each son a single bamboo stick. 'Now, break your stick,' he said. The brothers easily broke their sticks.

Ramu smiled and said, 'Alone we can be broken easily, but together, we are strong. Just like this bundle of bamboo sticks, we must stick together and support each other.'

The brothers understood their father's wisdom. From that day on, they worked together, helped each other and became a strong, united family.

Ch. 3. We Call Her Ba Page No. 27

On this Independence Day, we feel proud and happy as we remember our journey to freedom. We are grateful to those who made it possible. We can face the future with pride and optimism. Let’s celebrate the different cultures and ideas that make India special. Together, let’s remember our goal of creating a country where everyone can achieve their dreams. Happy Independence Day!

Ch. 4. Food Adventures in Sikkim Page No. 41

Good morning, Mumbai! We have some exciting news for you today. Get ready to enjoy a great food journey at our upcoming Food Fair!

This event is packed with fantastic highlights. You’ll taste dishes from all over the globe, like delicious pasta, tasty tacos and mouth-watering sushi. And that's not all! We’ll have live cooking demonstrations by some of your favourite chefs, including the amazing Chef Shyam and the incredible Chef Ali.

But wait, there’s more! There is also going to be an exclusive Indian Cuisine section where you can try Maharashtra’s Misal Pav, West Bengal’s Kosha Mangsho, Gujarat’s Dhokla, Kashmir’s Rogan Josh, Tamil Nadu’s Sambar Vada, Bihar’s Litti Chokha,

Hyderabad’s Biryani, Kerala’s Appam, Goa’s fish curry and so much more.

So, bring your friends and family for a day full of flavour and fun. We can't wait to see you all at the Food Fair!

Ch. 5. Against All Odds

Page No. 56

Welcome to the exciting cricket match between Team Blue and Team Red! The stadium is packed with cheering fans, and the atmosphere is electric as everyone waits for the game to begin.

First, the teams line up on the field. The captains of both teams walk to the centre for the coin toss. The referee tosses the coin, and Team Blue wins the toss. They decide to bat first.

Now, the players are taking their positions. Team Blue's opening batsmen walk to the crease with their bats, while Team Red's bowlers and fielders spread out across the field.

The umpire signals the start of the game by raising his hand. The bowler from Team Red runs up and bowls the first ball. The batsman from Team Blue hits the ball, and it goes flying towards the boundary.

The fielders chase after the ball and throw it back to the wicketkeeper. The batsmen are running between the wickets to score runs. The crowd is cheering loudly for every run scored.

The first over ends, and the players switch positions for the next over. The game continues with excitement and energy, as both teams play their best to win.

Ch. 7. The Cyclone

Page No. 73

Once upon a time, in a small village by the sea, there lived a brave girl named Tara. Tara loved exploring and climbing trees. One day, she heard there was a hidden treasure in the forest nearby and decided to go and find it.

Tara packed some food, water, and a flashlight. Her grandmother gave her an old map. She waved goodbye to her family and set off on her journey.

The map showed she had to cross a river and climb over a hill. She saw many beautiful animals along the way. After walking for many hours, she finally saw the cave she was looking for.

Tara turned on her flashlight and carefully walked into the dark cave. She followed the map deeper into the cave until she found big wooden boxes hidden behind some rocks.

When Tara opened one of the boxes, it was filled with gold coins and jewels. She couldn't believe her eyes! She knew she had to share this treasure with her village.

She put some of the treasure in her backpack and hurried back home. When she returned to the village, everyone celebrated her bravery. The next day, Tara took some of the strongest men and women in the village to collect the rest of the treasure.

Ch. 9. Panipuri Inside a Spacship Page No. 88

Many years ago, a scientist named Thomas Edison invented something very important. He created the first practical electric light bulb. Before this invention, people used candles and oil lamps to see in the dark. Edison's light bulb was safer and lasted longer than candles and lamps. To make the light bulb, Edison used a thin piece of wire called a filament, which glowed when electricity passed through it. His invention was completed in 1879. Today, light bulbs are used everywhere, helping us to light up our homes and communities after dark.

Ch. 11. Henry: A Chameleon Page No. 108

Keeping wild animals like chameleons or snakes as pets can be dangerous and harmful to both the animals and humans. These animals have special needs that are hard to meet at home. Chameleons need to be kept at a certain temperature and level of light and this can be difficult to manage at home. Taking them from the wild can upset nature and hurt their chances of survival. Snakes often need particular diets, temperature control, and habitat setups that can end up being very expensive. Wild animals belong in the wild, where they can live freely and help keep nature balanced. Improper handling of these animals can be dangerous.

In their natural habitat, they can find the right food, shelter, and space to thrive. By leaving them in their natural environment, we help protect them and the world they live in, ensuring that ecosystems remain healthy and diverse.

Ch. 13. Manu Mixes Clay and Sunshine Page No. 125

Sculpture is an art that involves creating threedimensional artworks by shaping materials like clay, wood, metal or stone. Sculptors use various tools to carve, mould and assemble these materials into beautiful shapes and figures. Sculptures can be realistic and show people, animals or objects like they

are or they can be abstract and focus on shapes and forms. Some sculptures are small enough to fit in your hand, while others are as big as buildings! Many famous sculptures can be found in parks, museums and public places. Sculpting is a way for artists to express their creativity and bring their ideas to life in a form you can see and touch.

Ch. 14. The Inspiring Journey of Sumit Antil Page No. 139

When you set your goals, aim high, Reach for the stars, touch the sky.

Work with passion, give it your all, You'll find your way, you won't fall.

Believe in yourself, take each day, Step by step, you'll find your way. Keep your dreams bright, never lose sight, With effort and heart, you'll shine bright.

Ch. 15. The Baker's Dozen Page No. 153

A father had a son who had spent ten years in school. When the son completed his education, the father held a grand banquet. One guest asked the son what he had learnt. He replied that he knew the language of dogs, frogs and birds. The guests laughed and the father, ashamed and angry, ordered his son to leave his house.

The boy found work with a treasurer. One day, he heard a pack of dogs barking. He understood what the dogs were saying and warned the treasurer of an attack. Because of the boy’s help, the castle and its treasures were saved. The boy was asked to marry the treasurer's daughter, but he refused. He promised to return in a year and three days.

In a similar way, he saved a king from danger when the birds told him that an enemy army was on the way. The king made the boy the Pope. He arranged for a meeting with the treasurer, the king and his father. He told his father how he had helped the treasurer and the king with his knowledge. His father wept and asked for his son’s forgiveness.

An Italian folktale

Workbook

Ch. 1. Family Bonding

Maya and Rohan loved visiting their grandparents. One Saturday, they went to Grandma and Grandpa’s house in their village in Punjab.

Grandma welcomed them with warm hugs and fresh buttermilk. She said, ‘Today, we will make special

family recipes together.’ In the kitchen, Grandma taught them how to make butter using fresh milk. For lunch, they made aloo paratha to which they added lots of homemade butter

After enjoying the parathas, Grandpa took them to the garden. He taught them how to plant seeds and water the flowers. ‘These flowers are like family, treat them with love,’ Grandpa said.

In the evening, they enjoyed Grandma’s famous kheer or rice pudding. Grandma said, ‘The best recipes are made with love and care.’ Maya and Rohan agreed.

Ch. 2. Patriotism

Today is Republic Day, and we are here to celebrate how strong and amazing our country is. The Indian constitution, that helps us live fairly and happily together, was drafted seventy-five years ago.

Much has been achieved. We have better schools, new technology, and our country is growing and doing well. This is thanks to the hard work of people from all over India.

But, we still have more to do. We need the collective effort and determination of all our people to solve modern-day problems. As we move forward, let us commit to the values of our Constitution. Every citizen should enjoy equal opportunities so that our democracy remains fair and just.

Today, let’s celebrate our successes and keep working hard to make our country even better.

Jai Hind!

Ch. 3. Food and Culture

Attention food lovers! Get ready for a delicious adventure at the upcoming Indian Cuisine Food Fair!

Enjoy North Indian classics like Paneer Butter Masala, Naan and Samosas, Baingan Bharta and Kadhi Pakora. Savour South Indian treats like Dosas, Idlis, spicy Sambar, Avial and Puttu. Taste East Indian favourites like Litti Chokha, Pakhala, Thukpa and Shukto. Indulge in West Indian specialties like Pav Bhaji, Dhokla, Goan Vegetable Curry, Undhiyu and Bhutte Ka Kees. For dessert, try Gulab Jamun, Jalebi, Rasgulla, Sandesh and Mysore Pak. Experience live cooking sessions by top Indian chefs and participate in tasting sessions. Bring your family and friends for a day of fun and flavour!

Ch. 4. Games

Welcome to the exciting tennis match between Payal and Mithra! The crowd is buzzing with excitement, and the players are ready to go.

Payal and Mithra are walking onto the court now, waving to the cheering crowd. The umpire is explaining the rules and flipping the coin. Payal wins the toss and chooses to serve first.

Payal bounces the ball a few times to get ready. She serves, sending the ball over the net. Mithra quickly hits it back, and they start a rally, hitting the ball back and forth.

Payal hits the ball hard. Mithra tries to return it but misses! The umpire calls the point for Payal, and the crowd claps and cheers.

The match continues with more thrilling points from both players. Stay tuned in for an exciting game!

Ch. 5. Adventure and Imagination

Once upon a time, there was a brave knight named Leo. Leo was known for his courage and kindness. One day, the king called for him. An evil dragon was destroying the villages, and only Leo could save them.

Leo set off on his horse with his sword and shield, determined to defeat the dragon.

Along the way, Leo met villagers who told him stories of the dragon’s fire and its sharp claws. But Leo was not afraid.

Leo reached the dragon’s cave, took a deep breath, and walked inside. The dragon was huge, with black scales and eyes that glowed like fire.

Seeing Leo, the dragon roared and breathed fire, but Leo blocked it with his shield. He attacked the dragon with his sword and fought bravely.

Leo defeated the dragon and the villagers were safe again.

Leo returned to the kingdom as a hero. The king and the villagers celebrated his bravery with a big feast.

Ch. 6. Science and Technology

Marie Curie was a Polish-born French physicist, famous for her work on radioactivity. She discovered two new elements called polonium and radium. These elements are special because they give off a lot of energy. This energy is called radioactivity. Marie Curie worked very hard in her laboratory to learn more about these elements and what they could do. Her discoveries helped doctors use radium to treat cancer.

Marie Curie’s discoveries have helped save many lives and changed the world of science forever. In 1903, she won a Nobel Prize for Physics and in 1911,

she won a Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize. She is also the only woman to win the award in two different fields.

Ch. 7. Empathy Towards Animals

Endangered animals are animals that are at risk of disappearing forever. To help protect these animals, people and organisations work together. One way they help is by creating special areas called wildlife reserves. In these places, endangered animals can live safely without being hunted or having their homes destroyed. Scientists also study these animals to learn more about their needs and how to protect them better. Laws are made to stop people from hunting or selling endangered animals. Everyone can help by learning about endangered animals and spreading awareness.

Ch. 8. Art and Creativity

Madhubani painting, also known as Mithila art, is a traditional Indian art form that originated in the Mithila region of Bihar. These paintings are known for their rich colours and fancy patterns. Artists use natural dyes to create Madhubani paintings on paper, cloth or even walls. Common themes include nature, mythology and daily life, with pictures of flowers, animals and gods and goddesses. The artists often use tools like twigs, brushes or even their fingers to apply the colours. Each painting tells a unique story and reflects the rich cultural heritage of India. Madhubani art is a beautiful art form which celebrates tradition and creativity.

Ch. 9.

Focussing on Goals

The Architect’s Journey

Young Maya dreamed, with paper and pen, To build tall towers, higher than men. She sketched and planned, each night and day, Determined to find her very own way.

Through school she learned, with eyes so bright, Shapes and angles, every height. Mistakes were made, but she stayed strong, Believing she would prove them wrong.

In college halls, she found her stride, With hard work and a heart full of pride. Now cities stand, her dreams come true, An architect who always knew.

So remember Maya, and her great quest, With drive and hard work, you can be your best.

Ch. 10. World Story

One day a crow found a piece of bread on the ground. He picked it up and flew to the top of a tree. While eating his meal, a small bird passed by. She was carrying a shiny, colourful ribbon and was flying very fast.

The crow called to her, and asked, ‘Where did you get that beautiful ribbon?’ The small bird did not answer and she flew away.

The crow was jealous, and he decided he had to have the ribbon by any means. He left the bread he was eating and flew after the small bird. She was too fast for him.

While the crow was chasing the small bird, a hawk passed by the tree where the crow had left his bread. The hawk saw the bread, and picked it up and flew away.

By this time, the crow had given up as he could not catch the small bird. When he returned to the tree where he had left his bread, it was gone.

The hawk who had taken the bread called to the crow, ‘Mr. Crow, I am the one who took your bread and I did it because you are greedy.

The crow did not even answer the hawk, for he was so tired and weak after his long flight that he could hardly breathe.

—A Filipino folktale

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 978-81-983195-1-7