ELT_TM_G5_Final_ebook

5 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 5

ISBN: 978-81-983195-5-5

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 167–168

• 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

Parent’s Name

Student’s Name

Teacher’s Name

Date

Learning Outcomes Beginning of the year

Listening

Understands important ideas in poems, stories and conversations. Follows multi-step instructions independently.

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

Demonstrates understanding by responding with appropriate comments and answers.

Speaking

Describes understanding and experiences using grade-appropriate vocabulary.

Participates confidently in classroom discussions and debates logically and coherently. Expresses opinions using well-constructed sentences and ideas. Presents reports, narrations and conversations with proper tone, clarity and structure.

Engages in meaningful, coherent conversations by staying on topic and asking relevant questions.

Uses non-verbal cues (gestures, facial expressions) to enhance communication.

Paraphrases and explains what others have said to demonstrate understanding.

Criteria:

• Write H for Need Help

• Write G for Getting There

• Write C for Can Do

Reading Tracker: CB pages 169–170

• 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 page 171).

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

DateDay

15/ 04/ 2025 Monday Harry Potter and the Sorcerer’s Stone J.K. Rowling 1-30 Harry Potter

Harry discovers he’s a wizard. 5/5 It’s an exciting magical adventure.

“It does not do to dwell on dreams and forget to live.”

1 The Shawl

Learning Objectives

Students will be able to:

 read and understand a fable to appreciate the importance of community.

 practise their reading and comprehension skills.

 correctly use words from the text, and use the dictionary.

 identify types of nouns such as concrete, material and abstract.

 listen to a text to fill in the blanks.

 describe community workers accurately.

 write the ending of a story.

Period 1: Reading

Get Set

CB page 1

Introduce the theme to the learners and ask them general questions, such as: Do you have something that you really like—such as a toy or a book? Why do you like it so much?

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.

Read and Respond

CB pages 5–6

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 that the animals were right to share the shawl with whoever needed it? Then, do Read and Respond Q1 and Q3 in class. Guide the learners to refer to the correct place in the text to answer the questions.

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 Q2 in their notebooks.

Period

Recap

Ask a few questions, such as: What is the name of the story? What is the story about? 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 with pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: Why did Nicki want a snow-white shawl? What happened to the shawl when Nicki went out with it? to gauge the learners’ depth of understanding.

Read and Respond

CB page 5

Discuss Q2 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.

Homework

CB 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? What is the story about? Who are the main characters in this story? to recap the story.

Think and Answer & Big Idea

CB pages 6–7

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about the importance of a community. In the cold, the different animals find warmth under the shawl. If they were alone, or if one animal were to use the shawl, it would not have helped anyone.

Discuss the questions in Think and Answer. Ask a few learners to answer, and then help them to frame correct and complete answers for each question.

Discuss the questions in Big Idea. Then, ask them to write the answers. Once they finish writing, ask a few learners to share their answers. Help them write 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. Ask them to carry their pocket dictionaries for their next class or you can bring one yourself.

Period 4: Vocabulary

Recap

Ask questions such as: What is the story about? What colour did Nicki want his shawl to be? How did the shawl help the animals? to recap the story.

Vocabulary

CB pages 7–8, WB page 3

Explain Q1 to learners and guide them to match the words in bold to their correct meaning.

Using a dictionary, show learners how to identify the part of speech to which a word belongs. Then, ask them to attempt Q2. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.

Explain the concept of guide words in dictionaries to learners, as given in their workbook.

Ask them to search for a few words on their own.

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: Revision of Types of Nouns

CB pages 8–9

Revise Common, Proper and Collective Nouns with the learners by going through the definition and examples.

You may conduct a pop quiz in class on these types of nouns.

Ask learners to attempt Q1 and Q2. Let them review their partner’s work while you call out the answers in class. They may mark the corrections, if any, in pencil.

Homework

WB pages 4–5

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

Period 6: Grammar

Go Grammar: Concrete, Material and Abstract Nouns

CB pages 9–10

Revise the concept by going through the definition and the examples of Concrete, Material and Abstract Nouns on page 9.

Ask learners to attempt Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.

Next, show learners how to form abstract nouns by adding a suffix to the root word. You may refer to the method given on page 10. Ask them to take note of the examples given.

Next, ask learners to attempt Q4. Let them review their partner’s work while you call out the answers in 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 7: Listening & Speaking

Listen Well

CB pages 10–11

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

CB page 11

Explain the exercise to the learners. Then, divide the class into pairs and give them a few minutes to practise. Ask them to refer to the tips.

Encourage each pair to come to the front and perform their skit.

Homework

WB page 7

Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.

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

Period 8: Writing

Speak Well: Presentation

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

Begin the class by telling them that you will tell them a story. Tell them any story that they may not know and abruptly stop near the end.

Ask the class how they feel since they do not know the end. Listen to a few responses.

Then, explain the concept of a conclusion to the learners. Tell them the importance of writing a proper end to a story or poem.

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

Homework

WB page 8

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

2 The Adventures of Toto

Learning Objectives

Students will be able to:

 read and understand a witty realistic story.

 practise their reading and comprehension skills.

 correctly use suffixes to change singular words to plural.

 identify transitive and intransitive verbs, and subject—verb agreement.

 listen to a text and identify answers correctly.

 present a humorous skit.

 write a summary.

Period 1: Reading

Get Set

CB page 15

Introduce the theme to the learners and ask them general questions, such as: Do you have pets? Do they behave funnily sometimes? Would you ever keep crows, chameleons or monkeys as pets? 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. Tell them briefly about Ruskin Bond.

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 15–18

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.

Read and Respond

CB page 19

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 Toto’s antics were funny? Why?

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 19

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 does Grandpa bring home as a pet? Who was Toto’s companion? to recap the story.

Let’s Read

CB pages 16–18

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.

Read and Respond

CB page 19

Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.

Homework

CB page 20

Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.

Ask them to attempt Think and Answer Q1 and Q2.

Period 3: Reading

Recap

Ask a few questions such as: What is the name of the story 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 20

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about a monkey called Toto that the narrator’s grandfather brought home. The monkey works up mischief and the narrator’s grandmother has to manage it everywhere. This is a humorous story about Toto’s antics.

Discuss the questions in Think and Answer. Guide them to do Q1 and Q2. 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 9–11

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

Encourage them to use the keywords in their regular conversation for better learning and more practice.

Period 4: Vocabulary

Recap

Ask questions such as: What is the story about? Name one funny thing that happens around, or because of, Toto? to recap the story.

Vocabulary: Singular to Plural

CB pages 21–22

Revise the definition of singular and plural nouns. Then, explain the rules of adding suffixes as given in the table. One by one, do Q1 to Q3 with the class. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.

Homework

WB pages 11–12

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: Revising SVO

Revise the Subject – Verb – Object structure of sentences.

CB pages 22–23

Then, ask the learners 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: Transitive and Intransitive Verbs

CB pages 23–24

Explain Transitive and Intransitive Verbs to learners with the help of the definition and examples given in the book.

Encourage learners to give examples of both types of verbs.

Ask the learners to attempt Q2 and Q3. Let them review their partners’ 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 exercises on SVO and Transitive and Intransitive Verbs given in their workbook. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Subject – Verb Agreement

CB pages 24–26

Explain Subject – Verb Agreement to learners with the help of the definition and examples given in the book. Ask the learners to attempt 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 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 26

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 write the answers to the questions when they listen to the text the second time.

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

Speak Well

CB page 26

Explain the exercise to the learners. 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

WB pages 15–16

Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.

Ask the learners to attempt the Speak Well exercise given in their CB and WB. You are free to choose whether the learners present the exercise in the CB or the WB in the next class.

Period 8: Writing

Speak Well: Activity

CB page 26, WB pages 15–16

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 27

Explain the concept summary writing by telling learners that a summary is a shorter form of a text that captures the main theme or message of that text.

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 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.

3 The Life-saving Dog

Learning Objectives

Students will be able to:

 read and understand a biographical story on the importance of compassion.

 practise their reading and comprehension skills.

 correctly use collocations.

 correctly use types of pronouns.

 listen to a text to follow directions on a map.

 give directions to each other based on a map.

 write a notice.

Period 1: Reading

Get Set CB page 28

Introduce the theme to the learners and ask them general questions, such as: How do you feel if someone in your family is unwell or if you see a beggar on the street?

Draw their attention to the title of the story. Ask: How can a dog save someone’s life?

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 28–31

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

Once the reading is complete, ask a few general questions to recap the story.

CB page 32

Then, do Read and Respond Q1 and Q2 in class. Guide the learners to refer to the correct place in the text to answer the question.

Homework

CB page 33

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? What does the story tell us about thinking of others before ourselves? to recap the story.

Let’s Read

CB pages 29–31

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 33

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 33–34

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? Who are the main characters in this story? What is the story about? to recap the story.

Think and Answer & Big Idea

CB pages 33–34

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them.

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 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 story about? What is the main theme of the story? to recap the story.

Vocabulary: Collocations

Explain collocations to the learners with the help of the definition given in the book.

Ask them to attempt Q1 and Q2. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.

Homework

WB pages 20–21

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

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

Period 5: Grammar

Go Grammar: Possessive & Demonstrative Pronouns

CB pages 36–37

Revise Pronouns with learners. You may ask them the different singular and plural pronouns that they would have learnt till now: he, she, it, they, we, us, you and I.

Then, explain Possessive Pronouns and their usage first. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with possessive pronouns.

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

After that, explain Demonstrative Pronouns and its usage. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with demonstrative pronouns.

Then, ask them to attempt Q2. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.

Homework

WB pages 21–22

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

Period 6: Grammar

Go Grammar: Interrogative & Reflexive Pronouns

Begin the class by revising Possessive and Demonstrative Pronouns.

CB pages 36–37

Next, explain Interrogative Pronouns and its usage. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with interrogative pronouns.

Then, ask them to attempt Q3. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.

Finally, explain Reflexive Pronouns and its usage. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with reflexive pronouns.

Then, ask them to attempt Q4. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.

Homework

WB pages 21–23

Ask the learners to attempt Q2 and Q3 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 38

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 trace the route correctly while listening to the text the second time.

Advise them to refer to the tips. Tell the correct route to learners and let them check their own work.

Speak Well

Explain the exercise to the learners. Then, read out the example.

Divide the class into pairs. Give them a few minutes to practise. Ask them to refer to the tips.

CB pages 38–39

Encourage each pair to come to the front and present how they would give directions to each other based on the map that they looked at.

Homework

WB pages 23–24

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 the learners to attempt the Speak Well exercise given in their CB and WB. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 8: Writing

Speak Well: Presentation

CB pages 38–39, WB page 24

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 pages 39–40

Explain the concept of notice writing to the learners. Remind them of the notice board in school or the classroom where important information is put up.

You may even relate it to the modern example of notifications that one receives on the mobile phones. You may ask learners to talk to their parents about notifications in the mobile phones that their parents may use. 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 24–25

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.

Theme 3: Compassion 4 Kindness

Learning Objectives

Students will be able to:

 read and appreciate a poem on kindness & compassion.

 practise their reading and comprehension skills.

 use collocations and synonyms correctly.

 identify the use of personification, themes and main idea in poems.

Period 1: Reading

Get Set

Explain the Get Set exercise to learners and ask them to attempt it. Then, ask them to share their answers. Help them write and speak in complete sentences.

Let’s Read

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

CB page 41

CB pages 41–43

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. Also read the Did You Know? text to the learners.

Homework

CB page 44

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 pages 42–43

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 44–45

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

Homework

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

Period 3: Vocabulary

Vocabulary

CB pages 45–46

Ask learners to attempt Q1. After they match the words, ask them to use the word pairs to make sentences in their notebooks.

Once they complete it, call out the answers and let them mark their own work in pencil.

Then, ask them to attempt Q2. Once they complete it, call out the answers and let them mark their own work in pencil.

Poetry Appreciation

Explain personification to learners. Then, ask them attempt Q1.

Then, tell them what a theme of a poem is and as them to attempt Q2. Finally, ask them to write the answer for Q3 as well.

Ask learners to submit their notebooks to you for checking.

Homework

CB page 46

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

5 Old Jaideep and the Carpenter

Learning Objectives

Students will be able to:

 read and understand a folktale.

 practise their reading and comprehension skills.

 correctly use compound adjectives and homographs.

 correctly use definite and indefinite articles as well as modal verbs.

 listen to a text and choose the correct answer.

 give a speech to persuade people.

 write a formal letter.

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.

Read and Respond CB page 51

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 to Q3.

Read out the answers for Q1 once the learners finish the exercise. Let them check their own answers.

Ask a few learners to share the sentences they made in Q2.

Ask learners to share the summary in class instead of only with their partners.

Homework

Ask them to attempt Read and Respond Q4.

CB page 52

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 to recap the story.

Let’s Read

CB pages 48–50

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 52

Discuss Q4 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 52

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

First, explain symbolism to learners and then discuss the Think and Answer questions.

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

CB page 52

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 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 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

Explain Compound Adjectives to learners. Then, ask them to attempt Q1 and Q2.

CB pages 53–54

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

Then, explain Homographs to learners and ask learners to attempt Q3.

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

Homework

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: Definite and Indefinite Articles

Explain definite and indefinite articles to learners. Point out the difference in their usage.

CB pages 54–55

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 30–31

Ask the learners to attempt the exercises on articles given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Modal Verbs

Explain modal verbs and their use to learners.

CB pages 55–56

Then, ask them to attempt Q2 and Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 31–32

Ask the learners to attempt the exercises on modal verbs given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well CB page 57

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

Explain persuasive speech to learners.

Read the model answer to the learners and ask them to focus on the structure and language. Then, divide the class into groups of three and ask them to attempt the exercise.

CB pages 57–58

Give them some time to prepare and then ask them to present their speech as a group, dividing the speech in portions between themselves.

Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 32–33

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 their speech. 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 formal letter 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 formal letter. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and to submit their notebooks to you for checking.

Homework WB pages 33–35

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

Theme 4: Peace and Harmony

6 Laughing Song

Learning Objectives

Students will be able to:

 read and appreciate a poem on the theme of peace and harmony.

 practise their reading and comprehension skills.

 use a dictionary to find word meanings.

 use synonyms correctly.

 understand and use various poetic devices.

Period 1: Reading

Get Set

Explain the Get Set exercise to learners and ask them to answer the questions given.

Then, ask them to share their answers. Help them write and speak in complete sentences.

Let’s Read

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

CB page 60

CB pages 60–61

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 questions, and read the Did You Know? text.

Homework

CB page 62

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 61

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 62–63

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

Then, discuss Q2 of Read and Respond. Help learners to write complete sentences. Explain the Big Idea activity. Then, divide the class into groups of four. Ask each group to first create a mind map and then present it to the class. 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

CB pages 63–64

Ask learners to attempt Q1. Once they finish doing it, call out the answers and let them mark their own work in pencil.

Then, ask them to attempt Q2. They may use the dictionary for this exercise as well. Once they complete it, call out the answers and let them mark their own work in pencil.

Poetry Appreciation

Explain the different poetic devices to learners.

You may ask learners to come up with their own examples of each poetic device. Ask learners to attempt the two questions after that. Ask them to share their answers. Help them to write and speak in complete sentences.

Homework

CB pages 64–65

You may ask learners to read the other poems that they have done so far and identify these devices in those poems. They may show you their homework in the next class.

7 India’s Star in Space

Learning Objectives

Students will be able to:

 read and understand a biography.

 practise their reading and comprehension skills.

 correctly use the dictionary as well as phrasal verbs.

 correctly use different types of adverbs.

 listen to a text and fill in a chart.

 narrate an anecdote.

 write an article.

Period 1: Reading

Get Set

Explain the Get Set exercise to learners and ask them to attempt it. Instead of making this a paired activity, ask each learner to share their answers in class. Help them speak in complete sentences, if required.

Let’s Read CB pages 68–71

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.

CB pages 71–72

Call out the answers for Q1 and ask learners to share the summaries for Q2, correcting their language if required.

Homework

Ask them to attempt Read and Respond Q3.

CB page 72

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 to recap the story.

Let’s Read

CB pages 69–71

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 72

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 72

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 is the story about? to recap the story.

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

CB page 72

Ask learners to share their answers and help them speak and write in complete sentences. Explain the Big Idea activity to the learners and ask them to express their views on each of the questions given there. Help them speak and write in complete sentences.

Check for the learners’ insight and originality when they answer these questions.

Homework

WB pages 36–38

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

Encourage them to use the keywords in their regular 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 page 73

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, first explain phrasal verbs to learners. Then, ask them to attempt the questions. Ask learners to submit their notebooks to you for checking.

Homework WB pages 38–39

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

Explain the different types of adverbs to learners.

CB pages 74–75

Ask learners to focus on the specific question to ask in the application of each type of adverbs (how, when, to what extent, and how often).

Hold a pop quiz where you ask them to use or identify the correct type of adverb in sentences of your own, thereby checking their understanding of the concept.

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 39–41

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 76

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 pages 76–77

First, explain what an anecdote is to learners. Ask them to take note of its salient points, as given in the book. Then, explain the activity to learners and ask them to attempt it.

Give them some time to prepare and then ask them to present their anecdotes. Help them speak in complete sentences and appreciate their effort.

Homework

WB page 41

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.

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

Explain how an article 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 an article. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and submit their notebooks to you for checking.

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

8 Speedy Rocket

Learning Objectives

Students will be able to:

 read and appreciate a poem on taking a rocket to space.

 practise their reading and comprehension skills.

 create word webs for ‘speed’ and ‘excitement’.

 understand the use of imagery in poetry.

Period 1: Reading

Get Set

Explain the Get Set exercise to learners and ask them to fill in the mind map. Then, ask them to share their answers with the class instead of just an assigned partner. Help them with sentence-making and vocabulary wherever required.

Let’s Read

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

CB page 79

CB pages 79–81

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 and the Did You Know? fact.

Homework

CB pages 82–83

Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it.

They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.

Ask the learners to attempt Q1 and Q2 in Read and Respond

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.

Let’s Read

CB pages 80–81

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 82–83

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 and Q4 of Read and Respond. Ask learners to share the examples they found in the poem. Explain the Big Idea activity. Then, ask them to attempt the exercise and share their experience. 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

CB page 84

Explain Q1 to learners and ask them to attempt it. Help them fill in the word web. Then, ask them to attempt Q2 and make sentences using the phrases. Help them make complete sentences wherever required.

Poetry Appreciation

CB pages 84–85

Explain the concept and use of imagery in poetry. Then, discuss the two types of imagery given in the book. After that, ask them to attempt the questions for each type of imagery. Tell them to write their answers in their notebooks. They must submit their notebooks to you for checking.

Homework

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

9 The Girl Who Was a Forest

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 correctly use prefixes to make antonyms.

 correctly use different types of adjectives.

 listen to a text and sequence correctly.

 conduct an interview.

 write an email.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise and then share their answers.

Hold a short discussion on the jobs that is generally done by men and women and whether they can be done by both of them or not.

Let’s Read

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

CB pages 86–89

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 Q3.

Read out the answers once the learners finish the exercise. Let them check their own answers.

Homework

Ask them to attempt Read and Respond Q2.

CB page 90

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 to recap the story.

Let’s Read

CB pages 87–89

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 90

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 91

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 questions.

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 91–92

Discuss the Think and Answer questions with the class and ask them to write the answers in their notebooks. Discuss the question in the Big Idea activity. Then, ask them to attempt it on their own.

Ask them to submit their notebooks to you for checking.

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

Homework

WB pages 43–44

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

CB page 92

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

Homework

WB page 45

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 Adjectives

Explain the various types of adjectives to learners.

Ask them to note the questions that they need to ask for each adjective type.

CB pages 92–94

Hold a pop quiz and ask the learners to guess the correct adjective type from unseen passages or sentences. This may help them grasp the concept in a better way.

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 45–47

Ask the learners to attempt the exercises on adjectives given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Quantifiers

CB pages 94–95

Explain quantifiers to learners. Draw their attention their use depending on the noun type (countable or uncountable) that is being used in the sentence.

Hold a pop quiz and ask the learners to guess the correct quantifier from unseen passages or sentences. This may help them grasp the concept in a better way.

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 pages 47–48

Ask the learners to attempt the exercises on adjectives given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

CB page 95

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 96

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 interviewee 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

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 8: Writing

Speak Well: Presentation

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

Write Well CB page 97

Explain how an email 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 an email. Read the model answer to the learners and ask them to focus on the structure and language.

Ask them to attempt the exercise and submit their notebooks to you for checking.

Homework WB pages 49–50

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 An Art Journey Across India

Learning Objectives

Students will be able to:

 read and understand an interview.

 practise their reading and comprehension skills.

 correctly use collocations, root words and suffixes.

 identify different types of sentences.

 use different types of clauses.

 listen to a text and answer correctly.

 speak extempore.

 write a travel blog.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise.

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

CB page 98

Let’s Read CB pages 98–101

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

Play the Talking Book or read the interview 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 text.

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. Then, ask learners to attempt all three questions in Read and Respond. Read out the answers once the learners finish the exercise. Let them check their own work.

Homework

CB page 102

Instruct the learners to practise reading the interview at home for better fluency. They may scan the QR code to listen to the interview.

Period 2: Reading

Recap

Ask a few questions to recap.

Let’s Read

CB pages 99–101

Play the Talking Book or read the interview 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.

Homework

CB pages 102–103

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 chapter? Who is the interviewer? Who is the interviewee? to recap the story.

Think and Answer

CB pages 102–103

Discuss the Think and Answer questions with the class. Then, ask learners to attempt both the questions. Check for the learners’ insight and originality when reviewing their answers to these questions. Explain the Big Idea activity. Then, ask them to attempt it at home. Inform them that they will have the group discussion in the next class.

Homework (incl. Big Idea)

CB page 103, WB pages 51–52

Ask them to attempt the Big Idea exercise at home. Remind them that they will have the group discussion in the next class.

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

Begin the class with the discussion of the topic given in Big Idea. You may either open the discussion to the class or divide them into groups and ask each group to present their views.

Vocabulary

CB pages 103–104

Explain collocations to learners and ask them 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, explain root words and the use of suffixes. Then, ask them to attempt Q2 and Q3. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Homework WB page 53

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: Kinds of Sentences

Explain the different kinds of sentences to learners.

CB pages 105–106

Hold a pop quiz and ask learners to guess the sentence type. This may help them grasp the concept in a better way.

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 54–55

Ask the learners to attempt the exercises on sentence types that are given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Sentences and Clauses

CB page 106

Explain the dependant and independent clauses to learners. Ask them to write the difference between these clauses in their notebooks.

Hold a pop quiz and ask learners to guess the type of clause. This may help them grasp the concept in a better way.

Then, ask them to attempt Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 55–56

Ask the learners to attempt the exercise on the types of clauses that are given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

CB page 107

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 answer the questions 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 pages 107–108

Explain what is speaking extempore is to learners. Use the table and the tips given to help readers understand its structure and language.

Then, ask them to speak extempore on the topic. Help them speak in complete sentences and appreciate their effort.

Homework

WB page 56

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 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 108–109

Explain how a travel blog 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 travel blog.

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

Ask them to attempt the exercise and submit their notebooks to you for checking.

Homework

WB pages 56–57

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 8: Adventure and Mystery

11 The Mystery of the Silk Umbrella

Learning Objectives

Students will be able to:

 read and understand a mystery story.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary.

 correctly use punctuation and the perfect tense in sentences.

 listen to a text and fill in the blanks.

 debate on a topic.

 write a story.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Then, discuss the important skill set and character traits. Help learners express themselves 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 112–115

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 focus on the correct place in the story.

Read and Respond

Once the reading is complete, ask a few general questions to recap the story.

CB pages 116–117

Then, explain what a plot is in stories and after that, 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.

CB page 117

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 to recap the story.

Let’s Read

CB pages 113–115

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 117

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 117–118

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 117–118

Then, call out the answers and ask learners to check their own work, in pencil. Discuss Q2 with learners. Encourage them to express their views and help them speak in complete sentences. Explain the Big Idea activity. Then, ask them to attempt it on their own. Ask them to submit their notebooks to you after they finish writing the answers.

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

Homework

WB pages 58–60

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

Vocabulary

CB pages 118–119

For Q1, first ask learners to fill in the blanks with the correct words. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil. Then, ask them to make sentences of their own with those words. They must submit their notebooks to you for checking.

Then, ask them to attempt Q2 and Q3. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Homework

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: The Present Perfect Tense

CB pages 119–121

First, revise tenses with learners and then explain the use of the present perfect tense with regular and irregular verbs.

Ask them to note the use of has and have with the past participle form of the verbs.

Hold a pop quiz and ask learners to guess the present perfect form of the verb in unseen sentences or passages. This may help them grasp the concept in a better way.

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, with a pencil.

Homework

WB page 62

Ask the learners to attempt Q1 in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: The Past Perfect Tense

CB pages 121–122

First, revise the present perfect tense with learners. Then, explain the concept of the past perfect tense to them.

Ask them to note the use of had with the past participle form of the verbs.

Hold a pop quiz and ask learners to guess the past perfect form of the verb in unseen sentences or passages. This may help them grasp the concept in a better way.

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, with a pencil.

Homework

WB pages 63–64

Ask the learners to attempt Q2 and Q3 in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

CB page 122

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 123

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 63–64

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 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 story 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 story.

CB pages 124–125

Explain the importance of building the plot to the climax and tying the story together in the conclusion. Ask them to attempt the exercise and submit their notebooks to you for checking.

Homework

WB page 64

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 8: Adventure and Mystery

12 Paper Boats

Learning Objectives

Students will be able to:

 read and appreciate a poem on adventure.

 practise their reading and comprehension skills.

 use compound words, synonyms and antonyms.

 use imagery, metaphor and personification correctly.

Period 1: Reading

Get Set

CB page 126

Explain the Get Set exercise to learners. Then, divide the class into pairs. Ask each of them to first fill in the mind map and then discuss the words they have used with each other. Finally, ask them to present their mind maps in the class.

Let’s Read

CB pages 126–128

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 and read the Did You Know? text.

Homework

CB page 129

Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.

Ask the learners to attempt Q1 and Q2 in Read and Respond

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.

Let’s Read

CB pages 127–128

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 129–130

Discuss the answers for 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, ask them to answer the questions in their notebooks.

You may ask some learners to share their answers.

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

CB pages 130–131

Revise compound words with learners. Then, ask them to attempt Q1. Help them write complete sentences. Explain Q2 to learners. To help them understand it better, make the word map for the word ‘lading’ on the board. Then, ask them to attempt the question. Ask a few learners to share their word maps.

Poetry Appreciation

CB page 132

Explain imagery, metaphor and personification to learners. Ask them to come up with their own examples for these literary devices.

Then, discuss each question in class and help learners write their answers in complete sentences.

Homework

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

13 Jadav and the Tree-Place

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary, words for character, and a single word for a phrase.

 correctly use the active and the passive voice.

 listen to a text and answer correctly.

 speak in a group discussion.

 write a paragraph.

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 CB page 138

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 to recap the story.

Let’s Read

CB pages 134–136

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 138

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 138

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 is the main character in this story? What is the story about? to recap the story.

Think and Answer & Big Idea

CB pages 138–139

Explain cause and effect to learners. Then, discuss the Think and Answer questions with the class.

Ask learners to write the answers in their notebooks and submit them 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 65–67

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 139–140

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, divide the class into pairs and ask them to attempt the questions. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with a pencil.

Ask learners to attempt Q3. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Homework

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: Active and Passive Voice

Explain active and passive voice to learners.

Go through the Rules table thoroughly with the learners.

CB pages 140–142

Hold a pop quiz and ask learners to guess the correct voice in sentences either from the chapter or from any unseen passages or sentences. 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 69–71

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 142

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 143

Divide the class into groups of four and ask them to prepare a discussion on the topic 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

WB pages 71–72

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.

Explain how a paragraph 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 paragraph. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise. Ask them to submit their notebooks to you for checking.

Homework WB page 73

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

14 Warned

Learning Objectives

Students will be able to:

 read and appreciate a poem on the environment.

 practise their reading and comprehension skills.

 correctly use words based on the text.

 use various poetic devices and make connections.

Period 1: Reading

Get Set

CB page 145

Explain the Get Set exercise to learners. Then, divide them into groups and ask them to attempt the activity. Once they complete it, ask them to share the words they have used to describe the scene given in the book.

Let’s Read

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

CB pages 145–147

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 questions.

Homework

CB page 148

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 of Read and Respond.

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.

Let’s Read

CB pages 146–147

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 148–149

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 of Read and Respond. Help learners to write complete sentences. Explain the Big Idea activity. Then, ask learners to attempt the activity and share one problematic and one alternate action that they wrote.

Homework

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

Period 3: Vocabulary

Vocabulary

CB pages 149–150

Ask learners to attempt Q1 and Q2. They may attempt Q2 individually instead of as a pair as well. Once they complete the questions, call out the answers and let them mark their own work in pencil.

Poetry Appreciation

CB page 150

Explain the concept and use of imagery and alliteration in poetry. Then, ask them to write in their notebooks one more example of imagery and alliteration that has been used in the poem.

Call out the answers once the learners have attempted the question.

Homework

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

Theme 10: Image and Self-confidence

15 Full of Light

Learning Objectives

Students will be able to:

 read and understand a graphic story.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary, word webs and idioms.

 use direct and reported speech correctly.

 listen to a text and fill in the blanks.

 enact a scene.

 write a persuasive speech.

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 CB page 156

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. Revise cause and effect with learners before they attempt 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 156

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 to recap the story.

Let’s Read

CB pages 152–155

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 156

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 157

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 exercise.

Period 3: Reading

Recap

Ask a few questions such as: What is the name of the story? Who are the main characters in this story? What is the story about? to recap the story.

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

CB page 157

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 74–76

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

Encourage them to use the keywords in their regular conversation for better learning and more practice.

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 158–159

For Q1, ask learners to use the hints from the Across and Down boxes to solve the crossword puzzle. 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 the word web in their notebooks. Go around the class to check their word webs. Provide feedback wherever required.

Then, explain idioms to learners and ask them to attempt Q3. Ask them to share their answers and show their drawing, when they complete the exercise.

Appreciate them for their effort.

Homework

WB page 77

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: Direct and Reported Speech

Explain direct and reported speech to learners.

CB pages 160–162

Draw their attention to the correct use of punctuation (comma and quotation marks) as well as the change in the verb forms when writing sentences in direct speech and reported speech.

Go through the table to explain to learners the differences.

Hold a pop quiz and ask learners to change the sentences from direct speech to reported speech and vice versa. This may help them grasp the concept in a better way.

Then, ask them to attempt Q1 and Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 78–79

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 162

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 163

Explain the use of dialogues when enacting a scene. Remind them to use the correct speech (direct or reported), when they write and speak their dialogues.

Also remind them of the setting of the scene. Then, explain the activity and divide the class into pairs. Give them some time to prepare their scene presentation. After that, ask each pair to present their scene. Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 79–80

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 they practise at home.

They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 7: Writing

Speak Well: Presentation

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

Write Well

CB page 164

Explain how to write a persuasive speech by reading the model answer to the learners and asking them to focus on the structure and language.

Draw their attention to the key aspects as well as to the language that is used to write a persuasive speech.

Ask them to write the speech on the given topic in their notebooks and submit them to you for checking.

Homework

WB page 81

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

Answer Keys

Coursebook

The Shawl

Read and Respond

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

2. a. Kaku Dada brought several bright and colourful shades of wool for Dadijaan to choose from, including bright red, sunny yellow, deep blue, and lush green. Nicki chose a snow-white wool for his shawl because he loved the idea of having a white shawl like the snow.

b. Dadijaan thought the snow-white colour was not a good choice because she warned Nicki that if he dropped it in the snow, he would never be able to find it.

c. When Dadijaan finished knitting the shawl, Nicki wrapped himself in it and gave Dadijaan a hug. He then stepped outside to play in the snow.

d. The animals that found shelter in the shawl, in order, were: the mole, the rabbit, the porcupine, the owl, the marmot, the fox, the big brown bear and the meadow mouse.

e. When the small mouse’s whiskers tickled the big brown bear’s nose, the bear gave an enormous sneeze, ‘Aaaaaaa–aaaaa–aaaaa–Chooo!’ The force of the sneeze shot the shawl up into the sky and scattered the animals in all directions.

3. a. One day, Nicki dropped his shawl while playing outside. A mole found the shawl and decided to move in because it was warm and cosy.

b. Finally, Nicki saw his shawl in the sky and ran to catch it. When he got home, Dadijaan checked to see if he was safe and sound and if he still had the shawl.

c. Nicki, who lived with his grandmother in a small village in Himachal Pradesh, asked for a white shawl even though she warned him it was easy to lose.

d. When a small mouse’s whiskers tickled the big brown bear’s nose, the bear gave an enormous sneeze, sending the shawl flying into the sky.

e. As more animals looked for shelter, the shawl stretched to fit them all, including a porcupine, a big owl, and even a fox.

Think and Answer

Answers may vary. Suggested answers:

1. a. These lines show that Nicki’s Dadijaan is deeply caring and concerned about Nicki's well-being. Her priority is always his safety, and only after that does she worry about the shawl. The relationship between Nicki and Dadijaan is loving and protective, highlighting her concern as a grandmother who wants to ensure both Nicki’s safety and the preservation of her hard work in making the shawl.

b. The mole’s action shows kindness and empathy. He put aside his own discomfort to make room for the cold rabbit, prioritising the well-being of the other animal. The other reasons for allowing more animals in include seeing how cold they were and wanting to help, such as with the rabbit, the porcupine, and others who needed warmth.

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5

1

4

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c. Considering the actions of the animals and Dadijaan’s care for Nicki, the story highlights the theme of sharing and caring by showing how all the animals made space for each other in the shawl. Despite the increasing number of animals, they all worked together to help each other. Similarly, Dadijaan’s caring nature toward Nicki, always concerned about his safety and well-being, also reflects this theme of selflessness and nurturing love.

2. a. The word “quaint” suggests that the village is small, charming and old-fashioned. It gives the impression that Nicki’s village is a peaceful and unique place, with a sense of tradition and simplicity.

b. In the summer and autumn, Kaku Dada brings colourful wool for Dadijaan to choose from, similar to how some animals prepare for winter by gathering food or shelter. Just like how animals prepare for the colder months, Kaku Dada’s actions show a sense of preparation for the changing seasons, ensuring that they have what they need before winter.

c. The descriptions of the changing seasons, with autumn leaves falling and snow beginning to fall, show that the story takes place over a period of time, likely spanning from late autumn into early winter. These details highlight the passage of time and set the seasonal atmosphere for the story, symbolising both the end of one phase and the beginning of another.

d. The description suggests that the weather outside is likely cold, as Nicki is wearing a warm shawl. The fact that he goes outside to play indicates that the weather is chilly but still suitable for outdoor activity, likely early winter, when snow is starting to fall.

Big Idea

Answers may vary. Suggested answers:

a. The special gift I received was a beautiful notebook from my aunt on my birthday. It had a soft leather cover with intricate designs, and my name was engraved on it. The pages inside were thick and smooth, perfect for writing. It was special to me because my aunt knew how much I loved writing stories. She gave it to me so I could write down all my ideas and adventures. I felt very happy and loved when I received it.

b. I took great care of the notebook because it was precious to me. I always kept it in a safe place, away from spills and dust. I made sure to write neatly with my best handwriting whenever I used it. Sometimes, I would add small drawings and inspiring quotes on the pages to make it more personal. When I wasn't using it, I kept it in a special drawer to protect it from any damage.

Vocabulary

1. The workers were tunnelling through the mountain to build a new railway.

Part of speech: the nose and mouth of an animal

The small cabin was warm and cosy during the winter storms.

Part of speech: shaking due to cold or fear

The girl stroked the horse’s soft muzzle

Part of speech: warm and comfortable

We had to squeeze all our luggage into the tiny car.

Part of speech: making a hole or passage

After playing in the snow, the children came inside shivering.

Part of speech: press together tightly

2. Answers may vary. Suggested answers:

a. quaint (adj): The quaint house had a small garden and a red door.

b. discovered (v): She discovered a lost coin under the table.

c. rhythmically (adv): The children clapped rhythmically to the music.

d. enormous (adj): The enormous dog ran fast in the yard.

e. trotting (v): The horse was trotting along the path.

Go Grammar

1. Answers may vary. Suggested answers:

a. Shawl (Common Noun)

Nicki wore his new shawl when he went outside to play.

b. Himachal Pradesh (Proper Noun)

Himachal Pradesh is known for its beautiful mountains and valleys.

c. A parliament of owls (Collective Noun)

A parliament of owls sat quietly on the tree branches during the night.

d. Grandmother (Common Noun)

My grandmother bakes the best cookies in the world.

e. Acorn (Common Noun)

The squirrel picked up an acorn and ran up the tree.

2. a. A flock of ducks swam across the pond in a neat row.

b. A pride of lions looked for a place to keep themselves warm.

c. Dadijaan stacked a pile of books high on the library shelf.

d. Nicki watched a cluster of stars twinkling brightly in the night sky.

e. A pack of wolves prowled through the forest, hunting for their next meal.

3. a. C – shawl

d. A – friendship

4. a. Forgetful – Forgetfulness

b. A – love

e. A – autumn

c. Responsible – Responsibility

e. Diverse – Diversity

Answers may vary. Suggested answers:

c. M – wool

f. M – silk

b. Happy – Happiness

d. Determine – Determination

1. Forgetfulness can sometimes cause people to forget important dates.

2. Happiness is what Nicki felt when he received his new shawl.

3. It is important to show responsibility in all aspects of life.

4. Raj's determination helped him complete the long journey.

5. Diversity makes our world a more interesting place to live in.

Listen Well

a. In our neighbourhood, we started a community garden project.

b. Mr Patel helped plant tomatoes.

c. Mrs Singh watered the flowers every morning.

d. Every Saturday, the community members gathered to share ideas and work together.

e. They planted vegetables like potatoes and carrots.

f. Soon the garden expanded and became a place where people wanted to spend time.

Speak Well

Answers may vary. Suggested answers:

Doctor: Hello! I am Dr Sharma, and I take care of people's health. How can I help you today?

Partner: Hello, Dr Sharma! What do you do as a doctor?

Doctor: Well, I check people's health, give them medicines when they’re sick, and make sure they stay healthy. I also help when someone gets injured.

Partner: What time do you start and finish your work every day?

Doctor: I usually work from 9 AM to 5 PM. It's a long day, but I love helping people feel better.

Partner: What do you like most about being a doctor?

Doctor: The best part of my job is seeing my patients smile when they are feeling healthy again. It makes everything worth it.

Partner: What is the hardest part of your job?

Doctor: Sometimes, it's difficult when people don’t listen to health advice. It can be hard to see them not getting better.

Partner: That sounds tough! Do you have any funny stories from work?

Doctor: Oh, yes! One time, a patient sneezed right when I was about to give them a shot, causing me to spill the medicine on my coat. We both ended up laughing. It was a funny moment during a busy day.

Partner: That’s a funny story! Thanks for sharing, Dr Sharma. It is a very important job!

Doctor: Thank you for your questions! It's always nice to talk about what I do and how I help people.

Write Well

Answers may vary. Suggested answers:

As the final swing was put in place, the neighbours stood back to admire their hard work. Just then, a loud cheer erupted—Mr Kumar had arrived with a giant cake shaped like a slide! The kids’ eyes widened in delight. To celebrate, they organised a playful race—parents on the slides and kids as referees! Laughter echoed through Sunnyville as even Mr Singh tumbled down, landing in a pile of balloons. The playground became more than just a fun spot; it was a symbol of teamwork and joy. From that day on, Sunnyville’s park was never quiet again—filled with giggles, games, and the happiest memories!

The Adventures of Toto

Read and Respond

1. a. fingers b. closet c. companions d. aback e. jackfruit

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

3. a. Toto’s appearance contributed to his mischievous nature as he had bright eyes that sparkled with mischief, which gave him a playful and naughty look. His deep-set eyebrows added to the intensity of his expression, his fingers were quick and wicked and his tail served as a third hand. These physical traits suggested his lively and troublemaking personality.

b. When Grandfather and the narrator left Toto in the closet, they found that the walls, which had been covered with ornamental paper, were now stripped to naked brick and plaster. Toto had used his quick fingers to tear off the paper while trying to escape from the closet.

c. Toto created trouble during Grandfather’s train journey by poking his head out of the bag while Grandfather was producing his ticket at the railway turnstile. This surprised the ticket collector, who mistakenly thought Toto was a dog and charged Grandfather for a dog’s fare. Toto’s unexpected appearance caused confusion and an awkward situation.

d. One of the most humorous events in the story was when Toto threw a plate at Grandmother and then made his escape with the entire dish of pulao-rice. He climbed up the jackfruit tree and sat there, eating the rice slowly, determined to finish every grain. Toto’s weird actions and the reaction of the family made this a funny and memorable moment.

e. Grandfather changed his mind about keeping Toto as a pet after he created so much trouble. The final straw was when Toto threw the plate at Grandmother and stole the dish of pulao. Realising that Toto was not an easy pet to keep, Grandfather decided to sell him back to the tonga driver for a much lower price than he had originally paid.

Think and Answer

1. Answers may vary. Suggested answers:

a. Mischievous:

Word from the story: Wicked

The wicked little cat knocked over the glass just to get attention.

b. Smartly:

Word from the story: Cunningly

The thief cunningly escaped from the locked room without anyone noticing.

c. Firm and resolute:

Word from the story: Securely

Richa tied the boat securely to the dock before heading home.

2. Character Actions

Narrator - He seems excited about Toto's presence

- He doesn't show any objections to Grandfather bringing home new pets.

Grandmother - She eventually accepts Toto and gives him a comfortable home in the stable.

Big Idea

Qualities

Enthusiastic, Accepting

Caring, Compassionate - She gives Toto warm baths.

Answers may vary. Suggested answers:

Problems an Unusual Pet Might Cause

1. Takes up too much space

2. It's hard to take care of

3. Makes a lot of noise

4. Might be too wild or hard to control

5. Could be dangerous or cause allergies

Vocabulary

1. Answers may vary. Suggested answers:

Thief ➞ Thieves

How to Overcome These Problems

Make sure the pet has its own area or special place to stay.

Set a daily routine for feeding, cleaning and care.

Try to keep the pet in a quiet area or train it to be quieter.

Train the pet and set clear rules for its behaviour.

Get advice from a vet and keep the house clean.

The thieves stole the jewellery from the store.

Country ➞ Countries

There are many countries in the world.

Mouse ➞ Mice

The mice ran across the kitchen floor.

Batch ➞ Batches

She baked several batches of cookies for the party.

Goose ➞ Geese

The geese flew south for the winter.

2. a. He packed his sandwich in his lunchbox.

b. She picked some fresh berries from the bush.

c. The sheep grazed in the field.

d. There were many butterflies in the garden.

e. The leaves have dried.

3. a. ii. activity b. ii. darkness c. ii. achievement d. i. information e. ii. happiness

Go Grammar

1. Subject Verb Direct Object (Whom/What?)

Toto threw a plate

Toto's tail scooped up the banana

The parrot picked a card

Grandfather paid the tonga driver

The ticket collector took the money

2. a. Grandfather finds the tonga driver.  T

b. We realised Toto was naughty.  T

c. My grandmother screamed.  I

d. The ticket collector classified Toto as a dog.  T

e. Toto seemed to laugh behind his hand.  T

3.

• Verb: Chased  T

Sentence: The dog chased the ball across the yard.

• Verb: Barked  I

Sentence: The dog barked.

• Verb: Caught  T

Sentence: She caught the ball with one hand.

• Verb: Laughed  I

Sentence: Anuj laughed loudly.

• Verb: Threw  T

Sentence: Nicki threw the stone into the river.

4. a. put b. tempts c. is

d. wants e. is f. run

Listen Well

a. Kulu b. chapatis c. monkey d. shiny object e. aughed

Speak Well

Answers may vary. Suggested answers:

(The school assembly hall. All students are lined up. Jake and Sam stand near the front, looking nervous.)

Ravi: (whispering) I think something feels weird about my feet today…

Sam: (raising an eyebrow) What do you mean?

Ravi: (lifts one foot) I think I wore two different shoes.

Sam: (bursts out laughing) You WHAT?

(Jake looks down and realises he is wearing one school shoe… and one bright yellow slipper!)

Ravi: (panicking) Oh no… and today’s the day Mr Kumar is checking uniforms!

Sam: (still laughing) You’re out of luck!

(Mr Kumar, the principal, walks down the line, checking each student. He stops in front of Ravi, eyes narrowing.)

Mr Kumar: (sternly) Ravi… what on Earth is that on your foot?

Ravi: (nervously) Uh… fashion statement, sir?

Mr Kumar: (raising an eyebrow) A banana-yellow slipper is not part of the uniform! (The entire school bursts out laughing.)

Ravi: (ashamed) Well… at least I won’t lose my shoe in a crowd! (Sam falls over laughing, and Jake shrugs, accepting his fate.)

Write Well

Answers may vary. Suggested answers:

Toto was a mischievous little monkey that Grandfather bought from a tonga driver for five rupees. He had bright, sparkling eyes filled with mischief and a long tail that he used like a third hand. Since Grandmother did not like new pets, Grandfather kept Toto a secret at first. However, Toto was very naughty and destroyed the wallpaper in the closet where he was hidden.

Soon, Toto was moved to the servants' quarters, where he troubled other pets and refused to let them sleep. To avoid further trouble, Grandfather decided to take Toto with him on a trip to Saharanpur. He carried Toto in a canvas bag, but at the railway station, Toto poked his head out and startled the ticket collector. Since the collector mistook Toto for a dog, Grandfather had to pay three rupees for his fare. Toto was later accepted into the family and lived in the stable with the donkey, Nana. He enjoyed taking warm baths in winter and once nearly boiled himself alive by jumping into a kettle of warm water left on the stove. Another time, he stole a dish of pulao from the dining table and ate it on a tree.

Due to his constant mischief, the family realised they could not keep Toto as a pet. In the end, Grandfather sold him back to the tonga driver for three rupees, making it a short but unforgettable adventure with the naughty monkey.

Chapter 3: The Life-Saving Dog

Read and Respond

1. a. Nome, Alaska

d. Balto, paws

2.

b. Diphtheria, antitoxin

e. frozen rivers, blizzards

• Title of the story: The Life-Saving Dog

• Characters: Balto, Gunnar Kaasen, sled dog teams, townspeople

• Setting:

• Place: Nome, Alaska

c. sled dogs, mushers

• Weather: Extremely cold, temperatures dropped to –40°C, with fierce winds, blizzards and icy conditions.

• Mood: Tense, hopeful, heroic

• Problem faced by the people: Diphtheria struck the town, and the only way to save the people was to deliver the life-saving antitoxin from Anchorage, which was hundreds of miles away, but the weather made it impossible to use planes or boats.

• Solution: The sled dog teams, led by Balto, delivered the life-saving antitoxin to Nome, saving many lives.

3. a. The antitoxin had to come from Anchorage, which was hundreds of miles away from Nome. The reason it had to come from Anchorage was because it was the only place where the life-saving antitoxin was available, and the town of Nome desperately needed it to fight the diphtheria outbreak.

b. Gunnar Kaasen and his team of dogs faced extremely cold weather with temperatures dropping to –40°C. There were fierce winds, blizzards that blinded them, and icy conditions that made the journey incredibly dangerous. The dogs had to run through these harsh conditions with bleeding paws, but they kept going.

c. At first, Balto was not the lead dog, but when the lead dog was hurt, Balto took charge and led the team. Despite the blizzards and the icy conditions, Balto guided the dogs through the difficult terrain with great determination and helped save the lives of the people in Nome.

d. The people of the town cheered and celebrated when they saw Balto and his team, as they had brought the life-saving medicine. However, the narrator’s reaction was different as he had tears of relief, feeling a deep sense of gratitude for Balto, as the medicine meant that a lot of lives would be saved, including his.

e. The narrator felt immense gratitude and admiration towards Balto. He described him as a hero who saved countless lives, and even after the journey, he continued to think about the bravery and endurance of the amazing dog. Balto became a symbol of hope and courage for the narrator.

Think and Answer

Answers may vary. Suggested answers:

1. • First person 

• Third person

Two sentences from the text that show the point of view:

1. I never thought I’d owe my life to a dog, but then I never imagined being so sick.

2. For days, I could only think of the bravery and endurance of that amazing dog.

2. Characters Actions Qualities

Balto

Gunnar Kaasen

When the lead dog of the team was hurt, Balto stepped up, taking the lead. Leadership Balto and the other dogs ran tirelessly, their paws bleeding from the ice. Determination He guided the team through the icy wilderness relying on his instincts. Courage

He volunteered to bring the medicine to Nome.

He travelled in tough weather conditions, with temperatures dropping to –40°C and winds howling fiercely.

The team had to run in total darkness.

Selflessness

Bravery

Fearlessness

The theme of the story is courage and determination in the face of adversity. Both Balto and Gunnar Kaasen demonstrate selflessness, bravery, and leadership as they face harsh weather and dangerous conditions to save the lives of the people in Nome. The story highlights how, through their unwavering spirit and selfless actions, they overcame tremendous challenges.

Big Idea

Answers may vary. Suggested answers:

Name of the Person: Flight Lieutenant Gunjan Saxena

What the person did:

Gunjan Saxena is a brave woman who served as a pilot in the Indian Air Force. During the Kargil War in 1999, she flew combat missions in very dangerous conditions. She was the first woman to fly in a combat zone in India. Gunjan's courage helped save many soldiers' lives as she risked her life to provide air support to the army.

Were they rewarded for their heroic deed?

Yes, Gunjan Saxena was awarded a gallantry award in her home state, Uttar Pradesh. She was recognised for her bravery and dedication to her country.

What lesson did you learn from them?

From Gunjan Saxena, I learnt the importance of courage, determination, and working hard to achieve your dreams. Even though many people said that women couldn’t do certain jobs, she proved that with hard work, you can break barriers and make a difference.

Vocabulary

1. a. The firefighters made a brave effort to rescue the people trapped in the building.

b. Despite the harsh weather, the team completed the marathon.

c. Her warm smile made everyone feel welcome at the party.

d. Be sure to wear a jacket so you don’t catch a cold in this chilly weather.

e. His thoughtful deed of helping his neighbour with groceries made her day brighter.

2. kind  act express  words charitable  offer tender  gratitude generous  care

Answers may vary. Suggested answers:

The teacher’s kind words encouraged the students to believe in themselves. It is important to express gratitude when someone helps you in difficult times.

Donating food to the needy is a charitable act that brings joy to many people. The mother held her baby with tender care, making sure he was safe and comfortable. The shopkeeper made a generous offer by giving free books to underprivileged children.

Go Grammar

1. a. Balto’s determination saved the town. The determination was his b. The sled dogs’ efforts were crucial. The efforts were theirs.

c. The musher ’s leadership guided the team. The leadership was his.

d. The mushers volunteered their services. The idea of fetching the antitoxin was theirs.

2. a. That was an incredibly tough journey.

b. Those dogs over there were part of the team.

c. This is the same map they used to navigate.

d. These medicines in my hand are the ones we needed.

3. a. Who guided the dogs through the blizzard?

b. Which path was considered the safest?

c. Whose map did you borrow?

d. Whose jacket was left at the campsite?

4. a. The musher prepared the sled himself

b. I reminded myself to stay focused.

c. The dog licked itself after the injury.

d. We must get the medicine ourselves.

Listen Well

The destination you will reach is the football ground.

Speak Well

Answers may vary. Suggested answer:

Student 1: Hey, where do you want to go on the map?

Student 2: I want to go to the library.

Student 1: Start at the Main Gate and take a right turn. When you reach the end of the corridor, turn left. Keep moving straight until you reach the other end. The Library will be on your right.

Student 1: Okay, thank you!

Write Well

Answers may vary. Suggested answers:

25 July 2025

Riverdale High School NOTICE

Bake and Sale for Local Shelter

We are excited to announce a Bake and Sale event to raise funds for a local shelter. This is a wonderful opportunity to contribute to a good cause and enjoy delicious homemade treats like cakes, cookies, and muffins.

Details of the event:

Date: 28 July 2025

Time: 10:00 AM to 2:00 PM

Venue: School Playground

A variety of freshly baked treats will be available for purchase at affordable prices. Come along with your friends and family to buy and enjoy some amazing desserts while helping those in need. There will also be a special contest for the best homemade dessert! All proceeds from the bake sale will go directly to the local shelter. For more information, please contact Ms Priya in the Student Council.

Ravi Kumar Head Boy

Kindness

Read and Respond

1. a. far b. years c. reappears d. stirred e. prayers

2. a. According to the poem, a kind deed may be forgotten at first but will reappear or be remembered later, having a lasting impact.

b. “Once unto me he played the friend” can be rewritten as: “At one point, he treated me as a friend.”

c. The poet says we cannot tell whose prayers are asking God to guard us because we may not always know who has been touched by our kindness or who is praying for our well-being.

3. a. According to the poem, one kindly word has the effect of stirring the souls of many people.

b. According to the poet, people remember acts of kindness through the years, even if they are forgotten at first. These kind acts continue to have an impact on others and are passed on over time.

Big Idea

Answers may vary. Suggested answers:

Name: Gulliver’s Travels by Jonathan Swift

Text (In the Coursebook)

In the poem Kindness and the story A Life-Saving Dog, the theme of compassion and humanity is highlighted. The poem shows how even the smallest acts of kindness can have a lasting impact, while the story showcases the selflessness of a dog who saves a life through bravery and care.

Text

That reminds me of Gulliver’s Travels because it also portrays acts of kindness and humanity. In the story, the tiny people of Lilliput help Gulliver despite his enormous size, showing that kindness can exist even in the most unexpected circumstances.

Vocabulary

1. a word of hand generous heart selfless spirit helping deed warm kindness

Answers may vary. Suggested answers:

A simple word of kindness can make someone’s day better.

Riya has a generous heart and always shares her lunch with friends.

The firefighter showed a selfless spirit by saving the kitten from the tree.

My brother gave me a helping hand when I was carrying heavy books.

Feeding the stray dog was a warm deed that made everyone smile.

2. a. Synonym: compassion

Showing compassion is important when dealing with people and animals.

b. Synonym: companionship

I appreciated his companionship even more when times were hard.

c. Synonym: gentle

A gentle answer can calm an upset friend.

d. Synonym: bond

Good pals have a special bond.

Answers may vary. Suggested answers:

1. • "But kindness lives / Beyond the memory of him who gives."

In these lines, kindness is personified because it is described as something that can "live" beyond the giver. The poet means that acts of kindness leave a lasting impact, even after the person who performed them is forgotten. The effects of kindness continue to exist in the hearts of others, long after the deed has been done.

2. The theme of the poem is the enduring power of kindness. The poet’s message is that kindness has a longlasting effect. Even if an act of kindness is forgotten by the person who gave it, the kindness itself continues to impact others and lives on in their memories.

3. New Title: “The Everlasting Power of Kindness”

This title captures the poem's message that kindness is not temporary, but something that lasts. It emphasises the enduring effect of kind actions and how they continue to influence others long after the original act has been completed, just as the poem suggests.

Old Jaideep and the Carpenter

Read and Respond

1. Actions

Balbir insists the calf is his.

Jaideep asks the carpenter to build a fence.

The carpenter builds a bridge instead of a fence.

Balbir walks across the bridge with his hand outstretched.

The carpenter decides to leave after finishing the bridge.

Thoughts/Motivations

I have been stubborn, he is a good friend and we need to make up.

These two old men need each other, I must reunite them.

The calf belongs to me as it was on my land.

Another friendship is saved, there is more work to do elsewhere.

Balbir has dug a ditch out of spite, I do not want to see him again.

2. a. My family and I stood shoulder to shoulder while preparing for my brother's wedding.

b. My project hit a bump when I couldn’t find the right materials.

c. I didn’t back down from my decision to help my friend, even though it was difficult.

d. I realised it was better not to hold a grudge after arguing with my friend.

e. We decided to let bygones be bygones and start fresh after the misunderstanding.

f. After a long discussion, the two friends buried the hatchet and promised to work together.

3. The story is about two old friends, Jaideep and Balbir, who have been through life’s ups and downs together. They started to argue over a stray calf, which turned into a bigger fight when Balbir dug a ditch between their lands. But, Balbir and Jaideep refused to talk to each other for weeks. Then, a carpenter came to Jaideep’s house, and he asked her to build a fence between their farms. However, instead of a fence, the carpenter built a beautiful bridge. Balbir crossed the bridge, extended his hand, and both men decided to reconcile, letting go of their past misunderstandings. Finally, the carpenter left, and Jaideep invited her to stay, but she smiled and said there were more bridges to build.

4.

a. The argument over the calf became worse when Jaideep and Balbir refused to back down. Jaideep claimed the calf was his, while Balbir insisted it belonged to him since it was on his land. Their anger led to personal accusations, and they stopped speaking. Jaideep, believing Balbir dug a ditch to take revenge, decided to build a fence to cut ties completely, worsening their conflict.

b. Balbir digs a ditch between their farms to divert water from the upper pond to his land, which Jaideep views as a spiteful action. In response, Jaideep asks the carpenter to build a fence to separate their lands, wanting to avoid seeing Balbir again and destroy their friendship completely.

c. The carpenter, seeing the situation between Jaideep and Balbir, understands that they need to reconcile rather than build walls between them. Instead of building a fence, she builds a bridge as a symbol of peace, helping them mend their broken friendship.

d. When Balbir sees the bridge, he is amazed and touched by Jaideep’s gesture. He realises that the bridge is a symbol of harmony and peace, and he extends his hand to Jaideep, deciding to let go of their past disagreements and restore their friendship.

e. The positive characteristics the men display are their willingness to forgive and their deep friendship, which ultimately helps them overcome their quarrel. However, their negative traits include stubbornness, pride, and a tendency to hold grudges, which initially prevent them from resolving their conflict.

Think and Answer

Answers may vary. Suggested answers:

1. Fence Bridge Barrier Connection Separation Unity Protection Peace Division Reconciliation Blockage Friendship Boundary Hope

• Fence: In the story, the fence symbolises separation, division, and anger. Jaideep initially wants to build a fence between his and Balbir’s land as a way to keep them apart, representing his desire to avoid conflict resolution.

• Bridge: The bridge, on the other hand, symbolises unity, reconciliation, and the healing of old wounds. Instead of dividing them, the bridge brings Jaideep and Balbir together, helping them restore their friendship.

2. Answers may vary. Suggested answers:

The theme of the story is reconciliation, friendship, and the importance of forgiveness. It highlights how pride and stubbornness can damage relationships, but kindness, understanding, and a willingness to make amends can heal and restore those bonds.

From the story, we learn that when conflicts arise, it’s important to let go of past grudges and seek peace. We should be open to make amends and not let pride prevent us from mending relationships. The story teaches us that building bridges, both literally and figuratively, is far more valuable than building walls.

Big Idea

Answers may vary. Suggested answers:

a. I once had a disagreement with a close friend over a misunderstanding about a planned outing. We had both agreed to go to a movie together, but my friend misunderstood the time and thought I had cancelled. When I arrived at the theater, he was upset, thinking I had not shown up on purpose. In the heat of the moment, we exchanged some harsh words and got upset with each other. We both walked away from the situation feeling hurt.

b. Looking back, I could have communicated more clearly by confirming the details before the day of the outing. If I had taken a moment to listen carefully to my friend's concerns and explained myself calmly, the situation would have been resolved more peacefully. Additionally, it would have helped to apologise right away and avoid letting anger take over the conversation.

Vocabulary

1. a. i. well-respected b. ii. high-spirited c. iii. open-minded d. i. soft-spoken e. iii. clear-headed

2. a. The kind-hearted volunteers worked tirelessly to help those in need.

b. In our peace-loving family, we support each other and do not allow our differences to divide us.

c. Despite the chaos, he remained level-headed and found a solution quickly.

d. His easy-going nature made him very approachable and friendly.

e. My good-natured friend welcomed everyone with a smile.

3. a. The students were standing in a row. (queue) ➞ row (A line of people)

b. The conductor will conduct the orchestra tonight. (lead) ➞ conduct (To direct or guide)

c. The neighbours had a nasty row. (quarrel) ➞ row (A disagreement or argument)

d. He will refuse the offer to join the new project.

e. They signed a contract to maintain peace between the two nations. (agreement) ➞ contract (A formal agreement)

f. The teacher praised the students’ conduct during the assembly. (behaviour) ➞ conduct (The way someone behaves)

g. Wool can contract when it is not washed correctly.

h. The park was littered with refuse after the festival.

Go Grammar

1. This story comes from the State of Bengal. Aarav and Meera lived on opposite sides of a picturesque river connected by a bridge. Aarav, who was an artist, painted vibrant scenes on the bridge that connected their homes.

One day, the two friends argued about the theme that Aarav had chosen for his art. Answers may vary. Suggested answer: They both felt strongly about their opinions, and the argument grew heated. Finally, Aarav decided to paint a beautiful scene that represented the harmony between their two ideas.

2. a. We can spread joy by sharing smiles and helping others.

b. You may find forgiveness easier than to hold a grudge.

c. One should not be cruel towards animals.

d. People must save this planet by conserving resources.

e. Every small gesture can make a difference.

3. Answers may vary. Suggested answers:

a. Can you help me with this task?

b. May I borrow your pen?

c. Should I bring a gift to the party?

d. Must we complete this assignment by tomorrow?

Listen Well

a. ii. Cutting down trees.

b. iii. At the market

c. iii. They would plant new trees and build.

d. ii. They worked together.

e. iv. Satisfied.

Speak Well

Answers may vary. Suggested answers: Use bicycles to travel short distances.

Introduction:

Good morning, everyone! Have you ever thought about how much time we spend stuck in traffic or walking to a place that is just a few minutes away? Today, I want to persuade you to make a simple yet effective change: use bicycles to travel short distances!

Benefit 1:

Using bicycles for short trips is a great way to reduce pollution. Cars and motorcycles release harmful gases into the air, which causes global warming and health problems. By riding a bike instead of driving, we can lower carbon emissions and help keep the air cleaner for everyone.

Benefit 2:

Bicycles are great for our health! When you ride a bike, you're exercising without even realising it. It strengthens your legs, improves your heart health and boosts your overall fitness. It’s a fun and easy way to stay active while moving from one place to another.

Benefit 3:

Another benefit is that bicycles are cost-effective. You don’t have to spend money on fuel or expensive car maintenance. A good bike lasts for years, saving you a lot of money in the long run. Plus, riding a bike can help you avoid parking issues and saves time on your daily commute.

Conclusion:

In conclusion, riding a bicycle for short distances is not only good for the environment but also great for our health and wallets. It’s a simple change that can make a big difference.

Call to Action:

So, let’s start riding a bicycle today! Let’s choose a healthier, cleaner, and more affordable way to travel. Encourage your friends to join you and let’s make our communities more bicycle-friendly. Thank you! The importance of reading

Expands Knowledge – Reading helps us learn new things about the world and different cultures. Improves Vocabulary – The more we read, the better our language and communication skills become. Boosts Imagination – Books take us to magical worlds and help us think creatively.

Enhances Focus and Concentration – Reading regularly helps improve attention span and focus. Provides Entertainment and Relaxation – A good book can be as exciting as a movie and helps reduce stress. Reduce the use of electricity.

Save the Planet – Using less electricity helps reduce pollution and slows down global warming. Lower Bills – Less electricity means lower energy bills, saving money for your family.

Use Natural Light – Open curtains during the day instead of using lights.

Turn Off Devices – Switch off lights, fans, and electronics when not in use.

Energy-Efficient Appliances – Use LED bulbs and energy-saving gadgets to reduce waste.

Plant trees to save the planet.

More Oxygen, Less Pollution – Trees absorb carbon dioxide and give us fresh air to breathe.

Home for Animals – Many birds and animals depend on trees for shelter and food.

Cooler Temperatures – Trees provide shade and help lower temperatures in cities.

Prevent Soil Erosion – Tree roots hold the soil in place and prevent landslides.

Beautiful and Peaceful Environment – More trees make our surroundings greener and more enjoyable. Adopt a Pet.

Save a Life – Many pets in shelters need loving homes, and adoption gives them a second chance.

Companionship – Pets are great friends and can make us feel happy and less lonely.

Teaches Responsibility – Taking care of a pet helps children learn responsibility and kindness.

Encourages Exercise – Playing and walking with pets keeps us active and healthy.

Reduces Stress – Studies show that spending time with pets can make us feel calmer and more relaxed.

Write Well

Answers may vary. Suggested answers: 123, Park Street, Mumbai, Maharashtra India

12th February 2025

The Principal, St. Xavier’s School, Mumbai, Maharashtra India

Subject: Request for New Sports Equipment

Respected Madam,

I hope this letter finds you well. I am Rohan Singh, a student of Class 5, writing to you on behalf of the students of our school. I would like to kindly request the provision of new sports equipment for our school.

As you know, sports play an essential role in our overall development. Currently, the sports equipment in our school is old and in need of replacement. Some of the balls, rackets and other sports items are damaged, which makes it difficult for us to practice and enjoy the games. I would like to request that we get new equipment for games such as football, basketball, cricket and badminton. Having updated and proper equipment will not only enhance our learning experience but also motivate us to engage more in physical activities.

I hope you will consider this request and take the necessary steps to provide the new sports equipment. Thank you for your attention and support.

Yours sincerely,

Rohan Singh

Class 5-A

Laughing Song

Read and Respond

1. a. ii. The joy found in nature and childhood.

b. iv. highlights the idea of joy and laughter.

c. iv. harmonious.

d. i. nature and human activities.

e. ii. The speaker finds joy in both nature and human company.

2. a. In the line ‘when the green woods laugh with the voice of joy’, the nature reflects the sound of human laughter.

b. ‘Merry wit’ refers to cheerful and playful humour, highlighting a joyful and lively mood.

c. The colour green symbolises the liveliness and freshness of nature, contributing to the overall joyful and vibrant tone of the poem.

d. The poet describes the birds as painted to emphasise their vivid and colourful appearance, suggesting a lively and joyful atmosphere.

e. ‘Come live, and be merry, and join with me, To sing the sweet chorus of ‘Ha, ha, he!’’ suggests that the poem’s theme revolves around celebrating life, joy and togetherness, inviting others to join in the happiness and laughter of life.

Big Idea

Answers may vary. Suggested answers:

Nature’s Joy

You can add a lot of words to the mind map like:

• Beautiful sunsets

• Green forests

• Colourful flowers

• Birds singing

• Leaves rustling

• River flowing

• Freshly cut grass

• Rain after a dry spell

• Earthy soil after rain

• Soft grass underfoot

• Smooth stones in the river

• Petals of flowers

• Hiking in the mountains

• Walking along the beach

• Camping under the stars

Vocabulary

1.

• Chorus: a part of a song that is repeated after each verse.

• Wit: intelligence with humor

• Dimpling: Creating small dimples, often referring to the gentle movement or appearance of water; here ripples in the stream look like dimples

• Merry: Cheerful, full of happiness and laughter

a. The dimpling surface of the lake reflected the gentle sunlight.

b. As the sun set, the forest was filled with the merry songs of birds.

c. Sitting under the ancient oak tree, we heard the hills echoing human wit and laughter.

d. As we walked through the meadow, a harmonious chorus of crickets and frogs serenaded us.

2. a. The cattle grazed contentedly in the field, where the grass was lush and green.

b. The song of birds filled the morning air with a harmonious melody.

c. The festival was a joyful occasion, with people dancing and singing throughout the night.

d. The room was decorated with vibrant colours, creating an atmosphere of creativity and inspiration.

e. His cleverness often left his friends amazed and entertained.

Poetry Appreciation

Answers may vary. Suggested answers:

1. Poetic device

Personification

Repetition

Words or lines from the poem

"When the green woods laugh with the voice of joy"

"Ha, ha, he!"

"When the dimpling stream runs laughing by"

Imagery

2. When the sun with golden rays does smile, And the birds sing songs that last a while; When the playing children shout with glee, Come live, and be merry, and join with me!

India’s Star in Space

Read and Respond

How it affects the meaning

The woods are given human qualities (laughing), which creates a lively, joyful, and harmonious image, emphasising nature's connection to human emotions.

The repetition of this phrase evokes a sense of playfulness, cheerfulness, and unity, reinforcing the joyful and carefree atmosphere in the poem.

The image of a stream "laughing" creates a visual and sensory connection to nature, making it seem alive and full of joy, which enhances the playful and vibrant mood of the poem.

1. a. Kalpana Chawla goes on the STS-107 mission and conducts more than 80 experiments. 6

b. Kalpana Chawla is discouraged from pursuing her dream of being an astronaut. 1

c. Kalpana Chawla is selected as a trainee by NASA. 4

d. She goes to America and obtains her masters degree and a doctorate. 2

e. Kalpan Chawla completes her Ph.D. in aeronautical engineering. 3

f. Kalpana Chawla goes on the STS-87 mission. 5

g. The space shuttle Columbia breaks apart and is lost. 7

2. Her Education

Kalpana Chawla pursued her education with great determination. She was deeply interested in aerospace engineering from a young age. Despite challenges, including discouragement from professors, she moved to the United States where she earned her master’s degree and Ph.d. in aerospace engineering.

Highlights from Her Space Missions

Kalpana's first space mission was STS-87 in 1997, where she conducted important experiments in space with her team. Her second mission was STS-107 in 2003, where she participated in over 80 experiments, contributing to space research.

Her Social Initiatives

Kalpana Chawla was dedicated to promoting science education for young girls in India. She helped send two girls from her school to NASA’s United Space School each year, inspiring many young girls to pursue careers in science and space.

3. a. As a child, Kalpana was fascinated by aeroplanes and the night sky, which sparked her desire to become an astronaut. Her early curiosity about space and flying led her to pursue a career in aerospace engineering, and eventually to becoming an astronaut.

b. Kalpana faced discouragement from her professors who believed there were limited career opportunities for girls in India, especially in aeronautical engineering. Despite this, she was determined to follow her dream and moved to the United States to further her education.

c. Kalpana’s second mission was STS-107 aboard the space shuttle Columbia in 2003. During this mission, she and her team conducted over 80 experiments, studying plant reproduction in microgravity and the behaviour of materials in space, contributing to important scientific knowledge.

d. Kalpana’s achievements inspired many young girls in India, showing them that gender is no barrier to success. She helped send two girls from her school to NASA United Space School each year. In the United States, she was recognised as a pioneering astronaut and role model, with many schools and programs named in her honour.

Think and Answer

Answers may vary. Suggested answers:

1. Kalpana demonstrated perseverance in multiple ways throughout her journey to becoming an astronaut. One example is when she was discouraged by her professors in India, who believed that there were limited career opportunities for girls in aeronautical engineering. Despite this, Kalpana remained determined to pursue her dream and moved to the United States, where she earned her master's degree and a Ph.d. in aerospace engineering. Another example of her perseverance was when she faced tough training as a NASA astronaut. Even when the training was challenging, she continued to push forward, knowing that her goal of travelling to space required hard work and determination.

2. Kalpana broke several stereotypes throughout her life. One of the major stereotypes she challenged was the belief that certain careers, such as aerospace engineering or becoming an astronaut, were only for men. Many people, including her professors, believed that there were limited opportunities for girls in this field. Kalpana defied this by pursuing her passion for space exploration and becoming the first woman of Indian origin to travel to space. In doing so, she not only broke the stereotype that women couldn't succeed in science and engineering but also became a role model for young girls, proving that gender is not a barrier to achieving greatness.

Big Idea

Answers may vary. Suggested answers:

a. A goal I would like to achieve is to become an astronaut and explore space.

b. Three of Kalpana Chawla’s qualities that I most admire are:

1. Determination – She worked hard to achieve her dream, no matter the obstacles.

2. Bravery – She wasn’t afraid to take risks and follow her passion.

3. Perseverance – Even when things got tough, she didn’t give up on her goals.

c. The qualities I mentioned above can help me achieve my dreams because:

• Determination will help me stay focused and keep working hard, even if things are difficult.

• Bravery will encourage me to take risks and try new things, like applying for space programs.

• Perseverance will help me keep going, even if I face setbacks, because I will know that it’s important to keep trying.

Vocabulary

1. a. The astronauts conduct many experiments in space.

b. An aerospace engineer designs rockets and satellites, and they often work on projects that involve space exploration.

c. A space shuttle can be used to travel to space and back more than once, which makes it a reusable spacecraft.

d. In microgravity, everything floats around because there is very little gravity.

e. An astronaut trains hard to travel to space and undergoes rigorous physical and mental preparation.

2.

• Set out: To begin a journey or activity with a particular goal in mind. We set out on our hike early in the morning to reach the summit by noon.

• Blast off: To launch or take off, especially referring to spacecraft. The rocket will blast off from the launch pad at exactly 10 AM.

• Carry out: To perform or complete a task or activity. The scientists will carry out several tests to analyse the data they collected.

• Take over: To assume control or responsibility for something.

After the manager left, Sarah was asked to take over her duties and manage the team.

• Look up to: To admire or respect someone. Many young students look up to their teachers as role models.

Go Grammar

1.

• Carefully – Adverb of manner

• Eagerly – Adverb of manner

• Soon – Adverb of time

• Frequently – Adverb of frequency

• Excitedly – Adverb of manner

• Extremely – Adverb of degree

2. The rocket engines roared to life, and the astronauts felt a strong push as they bravely faced the journey ahead. Soon, they passed through the Earth’s atmosphere and entered the vastness of space. They skilfully navigated the spacecraft, frequently making adjustments. Inside the cabin, they worked extremely hard, setting up their living quarters and preparing for the upcoming experiments. They floated through the cabin, enjoying the peacefulness of zero gravity. As they approached the International Space Station, they manoeuvred the spacecraft smoothly into the docking position. They were ready to begin their mission.

Listen Well

Schedule Activities

Morning

Afternoon

Evening

1. Had a healthy breakfast

2. Conducted experiments on samples collected from space

1. Had lunch while floating

2. Exercised for two hours

1. Relaxed

2. Read space stories and sent messages

Speak Well

Answers may vary. Suggested answers:

Beginning:

One sunny day, I decided to go hiking with my father. We had been talking about exploring the forest near our neighbourhood for weeks, and finally, we made the plan to go.

Middle:

Then, something unexpected happened. As we were walking along the trail, we noticed a strange noise coming from the bushes. Suddenly, we heard a loud rustling sound and out jumped a squirrel with a huge nut in its mouth! It was so fast; we couldn't stop laughing at how surprised we were. In the middle of our laughter, we discovered a hidden path that led to a small, secret clearing. We had no idea it was there!

End:

In the end, I realised how important it is to stay curious and explore new places, even when you don’t expect to find anything special. Finally, we reached the top of the hill, where we could see the whole town below. From that day on, I always take time to appreciate the little surprises that life offers. In conclusion, the experience taught me that sometimes the best moments are the ones you least expect!

Write Well

Answers may vary. Suggested answers:

The Importance of Scientific Discoveries

By Aishwarya Pal

Scientific discoveries have always been at the forefront of human progress. From the moment humans learnt to control fire to the latest breakthroughs in space exploration, science has helped us understand and shape the world around us. These discoveries continue to improve our lives, offering new solutions to old problems. In this article, we will explore the impact and importance of scientific discoveries in our everyday lives.

One of the most significant ways scientific discoveries affect us is in medicine. The development of vaccines, antibiotics, and advanced medical technologies has saved millions of lives. Diseases that once claimed countless lives are now preventable or treatable, thanks to research in the field of medicine. Scientists continue to make progress in curing diseases and improving health care around the world.

Another area where scientific discoveries have changed our lives is technology. Innovations such as the internet, smartphones, and artificial intelligence have revolutionised the way we communicate, learn, and work. These technologies make our lives more connected and convenient, while also opening new opportunities in various fields, from education to business. Without science, our modern world would be vastly different. Finally, scientific discoveries are key to solving global challenges, such as climate change. Researchers are working to develop clean energy sources, reduce pollution, and protect the environment. By finding sustainable solutions, we can create a healthier planet for future generations. Science gives us the tools to address the pressing issues of our time and ensure a brighter future for everyone.

In conclusion, scientific discoveries are essential for the growth and advancement of humanity. They have improved our health, technology, and environment, and they continue to shape our future. As we look to the future, the importance of scientific research will only grow, and the discoveries yet to be made will undoubtedly change the world once again.

Speedy Rocket

Read and Respond

1. a. iii. demonstrating incredible speed. b. iii. It barely touches them as it passes.

c. ii. The rocket moves faster than time itself. d. i. It is unimaginably fast.

e. iii. It can arrive before dawn.

2. Faster than light, it’s out of sight!

The rocket seems to move without effort. It zips, it tips, this rocket shakes its hips!

The engines make a very loud noise. It arrives at night time before night!

The rocket travels at a speed faster than light. Whizzing cacophony of engine thrust.

Sliding on a beam of light.

3. Assonance:

"It zips, it tips, this rocket shakes its hips!"

(The short "i" sound is repeated in "zips," "tips," "hips.")

4. Onomatopoeia: Zipping

Big Idea

Answers may vary. Suggested answers:

The rocket is faster than time itself.

The rocket does not travel in a straight line.

One time I felt a sense of speed and excitement was when I went on a roller coaster at an amusement park. As the roller coaster climbed higher, I could feel my heart racing in anticipation. The moment it dropped, I felt like I was flying through the air, the wind rushing past me so fast that it almost took my breath away. The sound of the roller coaster tracks clinking and the screams of other riders filled the air as I zoomed through sharp turns and loops. It made me feel a mix of fear and thrill, like I was on an adventure I couldn't control. My stomach felt like it was floating, and my face was filled with the wind, making everything seem like a blur. The bright colours of the park passed by so quickly that I could barely focus on any one thing.

This experience was similar to the rocket journey in the poem because both were about travelling at incredible speeds and a rush of excitement could be felt. Like the rocket speeding through space, I was moving fast, with a sense of adventure and awe. The thrill and speed gave me the feeling of being in an unknown and vast place, much like the rocket’s journey through the stars.

Vocabulary

1.

2.

• The sight of the stars above the mountains was so beautiful, it felt like a dream-exploding moment.

• A bright beam of light shone through the dark cave, guiding the explorers to the exit.

• The kids were running around the yard, zipping zapping through the sprinklers, full of energy.

• The astronaut felt the time-revolving energy as the spaceship twisted through the galaxy.

• The bird soared higher and higher into the sky, until it was out of sight

Poetry Appreciation

Answers may vary. Suggested answers:

Speed Imagery:

a. "Faster than light, it’s out of sight!"

b. When I read this line, I imagine the rocket moving so quickly that it’s almost invisible, leaving behind only a streak of glowing energy. It moves so fast that the eye can't even track it—it’s just there one moment and gone the next, shooting through space at an unimaginable speed

Movement Imagery:

a. "It whips, it slips, meteors it clips!"

b. This line makes me picture a rocket weaving through space with incredible agility. I imagine it dodging meteors with quick, sharp turns, almost like a lightning-fast spaceship dancing through an asteroid field. The movement feels smooth yet sudden, like twisting and turning at impossible speeds.

The Girl Who Was a Forest

Read and Respond

1. At the beginning of the story, Janaki feels trapped in a world of rules that determine what a girl may and may not do. She expresses the wish to fly away and be as free as the birds that her father loves so much. She is upset when her father says she is like a seed because she thinks it means she will be bound to the ground in the same way that the rules bind her.

2. a. Janaki wishes to be free from the rules that say girls don’t need school and must marry early and start a family. She also feels trapped by rules that make her feel like she is too tall, plain, and different from others.

b. Achan says that the mangroves don’t fit in either. He explains that the mangrove forest has been there for hundreds of years, but it only grew because a seed swam across the sea and took root there. The seed, like Janaki, came from somewhere else.

c. According to Achan, the promise that lies in a seed is the potential for growth and new possibilities. He compares Janaki to a seed, saying that she is full of dreams, ideas, and the possibility of a future.

d. Achan describes Janaki as a forest of dreams, ideas, and possibilities. He believes that nothing, not even rules, can stop her from growing and achieving her potential.

e. Janaki imagines a life for herself of quiet study, solitude, learning, and discovery. She envisions a secret world where she can explore her own passions, away from the constraints of the rules that bind her.

3. Situation Emotion or action expressing emotion

Janaki shows her disappointment that she is not as free as a bird. beams (smiles)

Achan is proud and happy when he compares Janaki to a seed. flinging

Janaki’s anger and frustration at being compared to a seed. puzzled

Achan cannot quite understand why Janaki would want to fly away. sighs

Think and Answer

Answers may vary. Suggested answers:

1. Achan’s Secret World

Achan's secret world is his love for studying birds and nature. He enjoys observing birds and filling notebooks with his findings.

Achan explores his secret world quietly and with deep study of birds.

Symbol for Achan's world: A bird, representing his deep connecting to nature and birds.

Janaki’s Secret World

Janaki's secret world is a place of learning, solitude, and discovery, where she can grow and be free from rules.

Janaki imagines a life of freedom and discovery, where she is not restricted by society's rules.

Symbol for Janaki's world: A tree, symbolising growth, dreams, and possibilities.

2. a. The storyteller explores themes such as freedom vs. restriction, personal growth, the limitations of societal rules and the pursuit of dreams. There is also a theme of discovering one's own identity and path in life.

b. The message of the story is that individuals, like Janaki, have the potential to grow beyond the limitations placed on them by society. Janaki learns that she has the power to create her own world of possibilities, just like the seed that grows into a forest, even when faced with restrictive rules.

c. The title ‘The Girl Who Was a Forest’ links to the message of the story that every seed is a promise of a forest because, like a seed, Janaki has the potential to grow and flourish in her own way, independent of the societal rules and constraints. It signifies the beginning of Janaki’s personal growth and her journey toward finding her own path.

3. a. 1. "Janaki felt as trapped as a bird in a cage under the strict rules of her village."

(This simile compares Janaki’s feelings of being trapped to a bird in a cage.)

2. "Her father’s encouragement was like a gentle breeze, lifting her spirits."

(This simile compares her father's encouragement to a gentle breeze, symbolising how it lifts her mood.)

3. "Realising that she is like a seed from which a forest can grow, changes Janaki’s life."

(This simile compares Janaki to a seed, emphasising her potential for growth and change.)

b. 1. Achan's eyes sparkled like the stars when he spoke about his birds.

2. Achan’s voice was as calm as a quiet river when he spoke to Janaki about her future.

Big Idea

Answers may vary. Suggested answers:

a. Sometimes people say boys should play sports like football or soccer, while girls should dance or do arts and crafts. People might also say boys shouldn’t cry or show their emotions, and girls should be quiet or act "lady-like." Some might think boys should be strong and tough, while girls should be gentle or caring.

b. Yes, sometimes I’ve heard that certain things are “for boys” or “for girls.” For example, I was told that certain sports or activities might not be for me because I’m a girl.

c. It made me feel upset and confused. I didn’t think it was fair, and I wanted to be able to try whatever I liked, even if it wasn’t what people thought I should do. It felt like someone was telling me I couldn’t be myself.

d. No, I don’t think these rules are fair. Everyone should be able to do whatever makes them happy or excited, no matter if they’re a boy or a girl. If a boy likes dancing or a girl likes sports, they should be able to do those things without being told it’s not right for them.

Vocabulary

a. Janaki disliked being bound by rules.

b. She thought the rules for girls were unfair and wanted to change them.

c. Unjust rules discouraged her from following her dreams.

d. The rules made her feel unimportant

e. At first, Janaki thought it was impossible for her to accept that she was like a seed.

Go Grammar

1. a. The old rules of the village were too rigid for the girls.

Adjectives of quality

b. These forests were once a small seed. Demonstrative adjectives

c. The villagers are bound by stereotypical thinking.

d. What bird do you choose to be like?

e. You will have to follow a few rules.

2. a. Seema read many books on medical research.

b. Seeing so much ambition in someone so young was encouraging.

c. In those days there were very few tutors to help girls.

d. Her father had too little money to educate her in the city.

e. There were a lot of scholarships for boys.

Adjectives of quality

Interrogative adjectives

Adjectives of quantity

f. Seema was only interested in a few courses, and looking at the entry requirements there were even fewer she could do.

g. There was little chance of gaining entry and even less chance of finding the money.

Listen Well

practised hard every day after

name was on the team list. 5

The coach announced tryouts for the town’s football team. 3 Maya became a key player, and everyone cheered for her. 6 Maya played with all her heart at the tryouts. 4

Speak Well

Answers may vary. Suggested answers:

Student 1: How do you think it makes people feel to be treated differently?

Student 2: I think it makes people feel bad and left out. If someone is always told they can’t do something just because of their gender, it can make them feel like they’re not as important as others.

Student 1: Have you noticed any specific activities or tasks that are assigned more to boys or girls?

Student 2: Yes, at home, I’m usually asked to do the cleaning or help with cooking because I’m a girl, but my brother is always asked to do the yard work or help with fixing things. And at school, in gym class, boys usually play football or basketball, and girls often do things like gymnastics. But I think everyone should have a choice!

Student 1: Why do you think these differences in treatment exist?

Student 2: I think it’s because of old traditions or what people have always believed. Some people think boys are better at sports or fixing things, and girls are better at cleaning or organising. But those ideas aren’t fair anymore. Everyone should be allowed to do what they enjoy.

Student 1: Do you think boys and girls are treated differently at home or school?

Student 2: Yes, definitely. At school and at home, boys are often expected to be loud and active, while girls are expected to be quiet and polite.

Student 1: Can you share an example?

Student 2: Sure. One time, my teacher told the girls to clean up the classroom after an art project while the boys played outside. I felt really upset because I thought everyone should help out equally, no matter their gender.

Student 1: What steps can we take at school or in our society to ensure gender equality?

Student 2: We can start by making sure boys and girls get the same chances, whether it’s in sports, class jobs, or leadership roles. I also think we should talk more about gender equality in class and let students know that it’s okay to do things that aren’t “typical” for their gender.

Write Well

Answers may vary. Suggested answers:

Subject: Proposal for Organizing a Workshop on Gender Equality

Dear Sir,

I hope this email finds you well. I am writing to propose an idea that I believe would greatly benefit our school community. I would like to suggest organising a workshop on the importance of gender equality, aimed at educating students about the significance of treating everyone fairly, regardless of gender.

Gender equality is a topic that affects us all, and understanding it at an early age can help create a more inclusive and respectful environment. The workshop could cover important topics such as breaking stereotypes, recognising equal opportunities, and fostering respect for both boys and girls in all aspects of life, including education, sports, and everyday activities.

I believe this workshop could be a valuable learning experience for students, helping us to better understand the importance of equality and how we can contribute to creating a more balanced and supportive school environment.

If possible, I would love to discuss this idea further with you and explore the best way to organise the event. I am happy to help with any preparations or planning that may be needed.

Thank you for considering this proposal. I look forward to hearing from you.

Yours sincerely

Bhavna Joshi V-F

An Art Journey Across India

Read and Respond

2. Madhubani Art Form

Kalamkari Art Form

Similarity: Both art forms depict themes from mythology, culture and folklore.

Difference 1: Artists use twigs, matchsticks or fingers to paint.

Difference 2: Originates in Mithila region of Bihar.

Difference 1: Artists use pen to draw detailed scenes on fabric.

Difference 2: Captures the tradition of Andhra Pradesh and Telangana regions.

3. Art Form Region Materials Unique Feature

Tanjore Tamil Nadu Gold foil, natural pigments

Phad Rajasthan

Natural dyes, long cloth scrolls

Use of gold foil to make the painting shine under oil lamps.

Scroll paintings depicting local heroes and gods, used by storytellers

Think and Answer

Answers may vary. Suggested answers:

1. Characteristics Fiction Non-fiction

Based on something that actually happened

Includes made-up events

Provides facts

Teaches us something

• Genre: Non-fiction

• Reason: The text provides facts and teaches us something about different traditional art forms in India, which makes it a non-fiction text.

2. 1. Biographies      2. News Articles

Big Idea

Answers may vary. Suggested answers:

Kalighat Paintings

3. Documentaries      4. Travel Guides

Kalighat painting is a traditional art form from Kolkata in West Bengal, India. It was initially created in the 19th century by artists who worked around the famous Kalighat Temple. This style of painting evolved from temple art and later became a medium for expressing social issues and personal beliefs.

Three Key Features of Kalighat Paintings:

1. Kalighat paintings are known for their bold, sweeping brush strokes. The artists use simple, fluid lines to create characters and scenes, which gives the artwork an expressive and striking appearance.

2. The paintings use bright and vibrant colours, typically in flat, non-gradated patches. The colour palette often includes red, yellow, green, blue and black.

3. Social Themes and Mythological Stories: While many Kalighat paintings depict Hindu gods and goddesses, there are also many that reflect social themes. The artists would often portray characters from everyday life, including animals, royal figures, and even satirical images of British rulers. Over time, the art form became a medium for expressing social commentary.

Vocabulary

1. Answers may vary. Suggested answers:

• Do research: Before starting a new painting, I always do research to understand the theme and materials.

• Make a design: The artist will make a design for the mural before applying any paint to the wall.

• Make a sketch: He decided to make a sketch of the landscape before beginning his oil painting.

• Make an impression: The artist’s work was so unique, it made an impression on everyone who saw it.

• Depict a scene: The painting was created to depict a scene of rural life in ancient times.

2.

• sculptor - sculpt + or

• carver - carve + er

• engraver - engrave + er

• designer - design + er

• The suffix changes the root word from a verb (such as sculpt, carve, engrave and design) to a noun, indicating a person who performs the action.

3. Answers may vary. Suggested answers:

• craftsman + ship = craftsmanship

The level of craftsmanship in the artist’s work was admired by all.

• culture + al = cultural

The museum displayed many pieces that showcased the cultural heritage of India.

• tradition + al = traditional

The traditional art forms of the region are passed down through generations.

• create + ion = creation

The creation of the sculpture took several months of detailed work.

• animate + ion = animation

The animation of the characters in the movie was incredibly lifelike.

Go Grammar

1. a. How vibrant the costumes of Kuchipudi dancers are!

b. Have you witnessed the rhythmic footwork of Bharatnatayam dancers?

c. Odissi dancers express emotions through mudras.

d. Witness a live Kathak recital to know its magic.

e. How fabulous the facial expressions of the Kathakali dancers were!

2. Answers may vary. Suggested answers:

a. Exclamatory: What a beautiful statue of Buddha in the cave!

b. Imperative: Put on the flash and hold still when taking the photo.

c. Declarative: The statue is 1500 years old and is carved from a single stone.

d. Interrogative: Do you know what paints and tools were used for cave paintings 1500 years ago?

3.

a. I am your host today. - ID

b. These paintings highlight community values. - ID

c. To have a strong connection to nature. - DC

d. While we explore art. - DC

e. I find these paintings interesting. - ID

Listen Well

a. Ravi and Meera are getting ready for the art exhibition.

b. Meera is still thinking about the name of her collection.

c. Meera is going to arrange her displays by theme.

d. Meera has made flyers and posted them on social media. She also planned to send invitations to some local art critics.

e. Ravi will share Meera's posts to promote the event.

Speak Well

Answers may vary. Suggested answers: Good morning, everyone.

Today, I will talk about the importance of preserving traditional art in India.

First, let me talk about the cultural significance of traditional art. Traditional art forms like Madhubani, Kalamkari and Pattachitra are more than just visual representations; they are a reflection of India’s rich cultural heritage. These arts have been passed down through generations, and they embody the stories, customs and beliefs of various communities. For example, Madhubani paintings from Bihar are known for their intricate patterns and storytelling elements, which connect people to their history and religion.

Secondly, preserving traditional art supports local communities. Many artists rely on traditional art as a source of income, especially in rural areas. By supporting these art forms, we help keep these communities economically stable while also ensuring the survival of unique crafts. For instance, the handloom industry in

India, which creates beautiful textiles through traditional methods, directly impacts the livelihood of artisans. If we don't preserve these crafts, we risk losing both culture and livelihoods.

Finally, traditional art forms contribute to India’s identity and tourism. India’s traditional art has become a significant part of its global identity. Many tourists are drawn to India not only for its natural beauty but also for its rich artistic history. By preserving these arts, we can showcase India's diversity to the world. Art forms like the famous Warli paintings from Maharashtra help present India’s unique culture to the global community. In summary, preserving traditional art in India is essential not only for maintaining cultural identity but also for supporting local communities and boosting the economy.

Write Well

Answers may vary. Suggested answers:

Exploring Udaipur – The City of Lakes

Introduction:

Last summer, I visited Udaipur, known as the ‘City of Lakes’ for its stunning palaces, serene lakes and rich cultural heritage. The city’s royal charm had always intrigued me, and I was excited to explore its beauty. Here are some highlights from my trip.

We arrived in Udaipur by train, greeted by the warm, vibrant streets and the aroma of spices. The picturesque lakes and majestic palaces immediately captured my attention, and the city's charm was evident from the moment I stepped off the platform.

The City Palace was a stunning highlight, offering incredible views of Lake Pichola. A peaceful boat ride on the lake led us to Jag Mandir, an island palace. We also visited Saheliyon Ki Bari, a beautiful garden, and the ancient Jagdish Temple, known for its intricate carvings. Each place offered a glimpse into Udaipur's royal history. Udaipur’s culture is a mix of traditional Rajasthani customs and royal heritage. The locals were incredibly friendly, and I enjoyed exploring the vibrant markets filled with Rajasthani handicrafts and textiles. The city’s rich art scene, especially Mewar painting, left a lasting impression.

We stayed in a cozy heritage hotel overlooking Lake Pichola. The food was a delight, with traditional dishes like dal baati churma and gatte ki sabzi. The warm hospitality and rich flavors made our stay even more memorable. Udaipur is a magical city, offering a perfect blend of history, culture, and natural beauty. I highly recommend it to anyone looking to explore Rajasthan’s royal heritage and enjoy a peaceful, scenic retreat.

The Mystery of the Silk Umbrella

Read and Respond

1. Elements Key Events

Exposition

The Beginning

Conflict

The Problem Begins

Rising Action

Things Get Complicated

Climax

The Big Moment

Falling Action

Wrapping Up

Resolution

The Ending

Shantha yells for the man to stop and he desperately looks for the woman to whom he must deliver the stolen package.

Shantha chases a fat man in a busy street.

Shantha grabs the umbrella from the man and pays for the ropes, setting the children free.

The children notice Dr Bambaram taking the umbrella and shout out.

Shantha confronts the thief and demands her ring to get the support of the crowd. Dr Bambaram proves he does not have a ring.

Malli recognises the children’s aunt and trips the thief. He falls and hides the stolen seeds in the umbrella.

2. Aspect Malli

Main Goal

Motive

What do they do to achieve their aim?

To stop the thief and help Shantha recover the stolen package.

To stop a crime and assist her friend's aunt.

Malli trips the thief, disrupting his escape.

Dr Bambaram Jones

To escape with stolen package and avoid getting caught.

To profit by stealing and deliver the stolen package for money.

Dr Bambaram tries to deny the theft and hides the package in the umbrella.

3. a. The main characters in the story are Shantha, a determined woman trying to recover her stolen package; Malli, a resourceful and brave child who helps capture the thief; Dr Bambaram Jones, the thief who tries to escape with the stolen seeds; and the children who assist in catching the thief. There are also flowersellers who play a key role in blocking the thief’s escape.

b. Dr Bambaram Jones hides the stolen seeds inside the umbrella, hoping no one will notice. He also tries to deceive Shantha by claiming she is mistaken and that he has not stolen anything. His plan is to escape with the umbrella without being caught.

c. Shantha angrily confronts Dr Bambaram Jones, demanding her stolen package back. She accuses him of stealing her precious diamond ring, which he denies. He tries to claim he hasn’t stolen anything and shows his empty pockets, but Shantha insists on involving the police. Despite his attempts to deceive her, Shantha manages to wrest the umbrella from him.

d. The children were surprised because they knew their aunt, Shantha, did not wear any jewellery, especially not a diamond ring the size of an elephant’s teardrop. They realised that she had fabricated the story about the ring to gain the support of the crowd and confront the thief.

e. The flower-sellers play a crucial role in the story by blocking Dr Bambaram Jones' escape. When he tries to walk away with the umbrella, they obstruct his path, giving Shantha the opportunity to grab the umbrella back from him. Without their intervention, the thief might have gotten away.

Think and Answer

Answers may vary. Suggested answers:

1. A problem and solution  Suspense 

A villain and a crime 

2. Incidents

Malli’s Qualities

Malli yells ‘Stop. Thief, thief!’ to alert the crowd. quick-thinking

Malli puts out the umbrella to trip the thief. fast to act

Malli checks and fortifies herself with a quick mouthful of chilly bajji before yelling. practical

Big Idea

Answers may vary. Suggested answers:

a. Comparison with Sherlock Holmes' The Adventure of the Speckled Band

Both stories involve a mystery and a suspenseful chase to uncover the truth. In both, there is a person trying to hide the truth or escape—Bambaram with the stolen package and the villain in Holmes' case with a secret crime. Although, the Sherlock Holmes story is more serious and complex, involving clues, logic and detective work, while this story is more humorous and fast-paced, with children and an aunt using clever tricks to catch a thief.

b. Both stories have smart and observant characters—Holmes uses logic, and Shantha, Malli and the other children use quick thinking and teamwork to catch the thief. Sherlock Holmes is a professional detective known for his serious and calm nature. Shantha and the children are ordinary people who acted bravely and cleverly in an unexpected situation, using creativity rather than detective tools.

Vocabulary

1. a. The police must optimise the use of resources because they have many crimes to solve and a limited number of staff.

b. The detectives were galvanised into action when they found a new clue in an investigation that was very slow.

c. Police officers on TV are known to fortify themselves with coffee when they are on their rounds.

d. The young detective sized up the thief before he tackled him.

e. Police officers often find themselves in awkward situations when they are called to solve crimes committed against family members.

Answers may vary. Suggested answers:

• I need to optimise my time so I can finish my homework before dinner.

• The unexpected turn of events galvanised the entire team to work together even harder.

• Before heading into the meeting, I always fortify myself with a strong cup of tea.

• He took a moment to size up the competition before entering the race.

• Ruhi felt awkward speaking in front of such a large audience.

2. a. The adventurers found Ali Baba's secret cave.

b. They pushed the door open and gasped, ‘What a sight!’

c. Inside, there were heaps of gold coins, jewels and ancient scrolls.

d. ‘This must be a pharaoh's treasure!’ exclaimed Yadav.

3. Julie’s flashlight flickered as she ventured deeper into the cave.

‘Where are you going?’ called her friend from behind.

Julie ignored the question. She focussed on the strange markings on the wall.

Suddenly, she heard a rumbling noise.

‘It’s just the wind,’ she told herself, but her heart raced when the ground began to shake.

Go Grammar

1. a. I have just heard about the events in the marketplace.

b. Malli and her friends have just found the thief.

c. As the situation stands, Shantha has demanded her package from Dr Bambaram Jones, but he is denying everything.

d. Malli has just picked up the umbrella from the ground, but she has not had time to look inside yet.

e. Shantha has already paid the shopkeeper for the rope, so the children will be free soon.

2. a. Grandmother has just dozed off in the next room.

b. Malli has already taken off after the thief.

c. The police officers have just searched the crime scene.

d. The thug has already hidden a packet in a vase.

e. The thief has just found a way out of a tricky situation.

3. a. If Malli had not tripped the thief with the umbrella, the seeds would not have been found.

b. Luckily for Bambaram, no one had spotted him hiding the seeds in the umbrella.

c. The flower-sellers had already blocked Dr Bambaram Jones’s path by the time the children got there.

d. The children had become entangled in the rope when they ran through the shop.

e. Shantha had chased the thief through the market, but she had not been very successful.

4. a. These were the very seeds that Malli had tossed out of the window.

b. Dr Bambaram had not completed the task by then.

c. Shantha had reached the spot where the thief fell and looked for the seeds.

d. Dr Bambaram Jones had tried to escape but did not succeed.

Listen Well

a. In a forest deep and green, lie paths both old and new, leading to secrets hidden from view.

b. Tales of treasures buried deep, guarded by creatures while they sleep.

c. Under the moon's soft silver glow, mysteries of the forest grow. Listen close to hear the ancient songs.

d. Each path is a clue, each leaf a sign of hidden wonders, so divine.

Speak Well

Answers may vary. Suggested answers:

Group 1: For the Topic (Technology Has Made Solving Mysteries Less Exciting)

Today, we will be discussing whether modern technology, like computers, surveillance cameras and DNA testing, has made solving mysteries less exciting than it used to be. Firstly, we would like to point out that in the past, solving mysteries was more thrilling because detectives had to rely on their cleverness and creativity. They had to use their brains and their instincts, which made the journey to solve the case very exciting. It is evident that modern technology, like DNA testing, can quickly solve cases, but it makes the process feel less challenging. In the old days, detectives had to rely on clues like footprints or strange behaviour, which made solving mysteries a lot more fun. According to recent research, technology can help find answers faster, but it takes away the fun of thinking hard and putting all the clues together. In old detective stories, we saw detectives like Sherlock Holmes who solved mysteries by paying attention to small details, and that’s what made them so interesting. To sum up our main points, modern technology has made solving mysteries faster, but it's also made it less exciting because it takes away the thrill of figuring things out without high-tech tools. In closing, we would like to reiterate that while technology has its advantages, it has made solving mysteries a little too easy, which can take away some of the excitement and fun. We hope we have convinced you that solving mysteries was more exciting when detectives had to rely on their brains and observations instead of just technology. Group 2: Against the Topic (Technology Has Not Made Solving Mysteries Less Exciting)

Today, we will be discussing why we believe modern technology, like computers, surveillance cameras and DNA testing, has not made solving mysteries less exciting, but instead made it more interesting and effective. Firstly, we would like to point out that modern technology actually helps solve mysteries faster and more accurately, which is very exciting! For example, DNA testing can help find the criminal when there are no other clues, and surveillance cameras can help catch the criminal in the act. It is evident that technology has helped solve many cases that used to be unsolvable. In the past, detectives could be stuck for months or even years, but now, thanks to technology, they can solve cases much more quickly. According to recent research, advances like DNA testing and digital fingerprinting have helped bring justice to many people who were once in danger or lost. Technology helps detectives be more sure about their conclusions and makes the mystery-solving process clearer and faster. To sum up our main points, while technology does make solving mysteries quicker, it also makes the process more exciting because there are new tools and methods to explore, making detectives more powerful and able to solve even harder cases. In closing, we would like to reiterate that technology has made solving mysteries more thrilling, as it opens up more possibilities and allows detectives to solve more complex cases. We hope we have convinced you that modern technology has not taken away the excitement of solving mysteries but has made it even more fascinating and effective.

Write Well

Answers may vary. Suggested answers:

Title: The Mysterious Market Heist

Detective Sam was enjoying his morning stroll through the bustling city marketplace, where vendors sold fresh fruits, jams and baked goods. Families and tourists browsed happily, but something felt off. A woman at a stall seemed worried as she whispered to a shopkeeper. Curious, Sam decided to observe.

Suddenly, a loud commotion broke out! A vendor screamed, 'My precious necklace is missing!' The marketgoers gasped. The vendor, an elderly woman named Mrs Patel, claimed someone had stolen her heirloom necklace, which she had kept in a small box at her stall. People looked around suspiciously, but the thief had vanished into the crowd.

Detective Sam immediately began his investigation. He interviewed witnesses and carefully examined Mrs Patel’s photo records of the necklace. A clue emerged—a mysterious figure in a hat and scarf had been seen lingering near the stall before the theft. Sam gathered information and pinned the suspect’s sketch onto his investigation board.

After hours of piecing clues together, Sam discovered a link between the thief and a recent string of robberies. He finally identified the suspect—a notorious pickpocket named Ravi! The detective set up a trap by pretending to sell expensive jewelry at the market the next day. As expected, Ravi returned to the scene and attempted another theft, but this time, Sam was ready!

With quick reflexes, Sam and the local police caught Ravi red-handed before he could escape. The missing necklace was found in his bag, along with other stolen valuables. Mrs Patel breathed a sigh of relief, and the market erupted into cheers for the detective.

Detective Sam’s case board now had a big "SOLVED" stamp on it. Ravi was arrested, and the stolen goods were returned to their rightful owners. The market was safe once again, thanks to Sam’s sharp instincts and determination.

Paper Boats

Read and Respond

1. Column I Column II

a. The child writes these details on the paper boats... ...with shiuli flowers

b. The boats are loaded… ...float under the midnight stars

c. The child’s playmate in the sky… ...his name and his village’s name d. The child dreams that his boats… ...with baskets full of dreams

e. The fairies of sleep sail in the boats… ...sends clouds to race with his boats

2. Key Word Sentence

inscribes

The boy inscribes his name and the name of the village on the paper boat. fills The boats are filled with shiuli flowers from the garden. sets adrift He sets adrift his paper boats on the running stream. gazes He gazes at the sky, watching the clouds race with his boats. envisions The boy envisions his boats floating under the stars, with fairies sailing in them.

3. a. The poet describes the process of sending his paper boats down the stream with careful attention. The child writes his name and the name of his village on the boats, loads them with shiuli flowers, and then sets them adrift on the running stream, hoping they will safely reach another land.

b. The poet hopes that his paper boats will be found by someone in a strange land who will know who he is. He also wishes for the boats to travel safely through the night and under the stars, carrying the fairies of sleep with baskets full of dreams.

c. The child imagines that a playmate in the sky is sending clouds down to race with his boats. He envisions these clouds sailing with the boats, perhaps as part of a playful and magical journey.

Big Idea

Answers may vary. Suggested answers:

1. Instead of paper boats, I would want to create a tiny spaceship to send on an adventure. This spaceship would be strong enough to carry a small message or item. I picked a spaceship because it could travel to faraway places beyond Earth, like outer space, where there are endless stars, planets and galaxies to explore. I imagine it could even discover new worlds and carry important messages or treasures to places we’ve never seen.

2. The tiny spaceship zoomed away from Earth, carrying a small note inside a glass jar. The note read, ‘Find a new home for us, somewhere peaceful and full of wonder.’ As it travelled through the stars, it passed glowing planets with swirling clouds. On its way, it met a comet streaking across the sky, its icy tail shimmering in the light. The spaceship waved goodbye to the comet and continued its journey, landing on a peaceful, red planet with large, soft fields and quiet rivers. The spaceship gently placed the message in the middle of a beautiful meadow, where the wind would carry it to the curious creatures that lived there. They would find the message, and perhaps, help me find a new, peaceful place to live.

Vocabulary

1. a. New word: Telethon

Sentence: The charity held a telethon to raise funds for the homeless.

b. New word: Glamping

Sentence: We went glamping in a luxurious tent with a king-sized bed and a fireplace.

c. New word: Infotainment

Sentence: The news channel offered a mix of infotainment, covering current events with a light-hearted approach.

d. New word: Webinar

Sentence: The company held a webinar to introduce their new software to potential clients.

e. New word: Phablet

Sentence: I bought a new phablet, which is a great combination of a smartphone and a tablet.

2. Word: Lading

• Synonym: Cargo, shipment

• Antonym: Empty, void, discharge

• Sentence: The ship's lading included tons of goods destined for international markets.

Word: Bulging

• Synonym: Swollen, inflated, protruding

• Antonym: Flat, sunken, compressed

• Sentence: His backpack was bulging with books, making it difficult to carry.

Word: Cryptic

• Synonym: Mysterious, puzzling, obscure

• Antonym: Clear, straightforward, obvious

• Sentence: The note left by the thief was cryptic, leaving the detectives puzzled about its meaning.

Word: Venture

• Synonym: Journey, embark, undertaking

• Antonym: Retreat, withdraw, stagnation

• Sentence: The young entrepreneur decided to venture into the world of tech startups, despite the risks involved.

Word: Uncover

• Synonym: Reveal, expose, discover

• Antonym: Conceal, hide, obscure

• Sentence: The detective worked tirelessly to uncover the truth behind the mysterious disappearance.

Poetry Appreciation

Answers may vary. Suggested answers:

a. The image of the "little clouds setting their white bulging sails" describes the clouds moving across the sky, looking like they have sails. It creates a picture of movement and makes the clouds seem as if they are part of the race with the paper boats.

b. The "baskets full of dreams" is a metaphor for the child’s hopes and wishes. It suggests that the boats carry these dreams as they float down the stream, symbolising the child's imagination.

c. This suggests the child’s imagination and innocence, as they believe that someone in the sky—perhaps nature, the wind or an unseen friend—is playfully sending the clouds to race with the boats and join in the fun.

Jadav and the Tree-Place

Read and Respond

1. a. ii. He was sorry for snakes dying from heat.

b. iii. He ran back to his village to collect bamboo shoots.

c. i. They provided shade and brought insects.

d. ii. He decided to plant more trees.

2. a. False b. True

False

True

True

3. a. Jadav chose to plant bamboo because it is strong and can grow in hot, sandy soil where regular plants cannot. He believed bamboo would help bring shade to the dry, hot land.

b. After creating the bamboo grove, Jadav decided to plant more trees and saplings to turn the area into a green, many-tree place. He hoped to create a lush, forested environment.

c. Jadav was not entirely happy but felt hopeful when he saw his bamboo grove. He was pleased that the land had turned into rich, brown soil and that the bamboo had brought shade and life to the area.

d. Jadav ’s final goal was to make the whole world a "happy, lovely lot-of-trees place." He wanted to plant trees everywhere and bring forests back to all the no-tree places.

e. Jadav continued planting trees despite the challenges because he was determined to turn barren lands into lush forests. Even though the work was hard and there were many no-tree places, he believed it was worth the effort to create a better, greener world.

Think and Answer

Answers may vary. Suggested answers:

1. a. Cause: The bamboo grove provided shade and changed the soil.

Effect: The insects arrived and burrowed into the ground, enriching the soil.

b. Cause: He wanted to transform the no-tree place into a forest.

Effect: The seeds and saplings grew into trees, creating a green, thriving area.

c. Cause: He was inspired by his success with the bamboo grove and wanted to make the world greener. Effect: Jadav began planting trees in every no-tree place he encountered.

2. The river grew thin one summer and flooded the next, sometimes bringing more sand. Heavy rains came and went.

• “The orange and blue skies turned purple and pink, and villages became towns.”

• “The towns have become cities, and Jadav is growing old.”

Big Idea

Answers may vary. Suggested answers:

Single-Use Items

Ideas to Reduce, Recycle or Reuse them

Plastic Bags Use reusable fabric bags instead of plastic bags.

Plastic Water Bottles Use a refillable water bottle instead of buying new ones. Recycle the bottles properly

Tissue paper Use cloth napkins instead of tissues when possible. Compost used tissues if biodegradable.

Vocabulary

1. a. She began to cry when she heard that she wouldn’t be able to go on holiday.

b. The forest was quiet at night, but during the day, one could hear all kinds of noises.

c. Raja thought that the girl had in a strange way of speaking.

d. The animals moved into the forest quickly.

e. The whole forest was filled with strange creatures that I had never seen before.

2. Jadav ’s Qualities: Jadav hardworking

Determined Compassionate

Evidence from the text:

• “Jadav kept on planting.”

Visionary Patient

Resilient

• “He wiped his tears and said, ‘No more crying. From now on, only trying!’”

• “He planted and planted and planted.”

3. a. Aryan finally came to his senses and gave up his plan to quit playing soccer.

b. My father decided to take a better look at the painting before buying it.

c. His shelves were laden with books that he had collected over the years.

d. Despite the challenges, she decided to keep on pursuing her dream of becoming a doctor.

e. Her passion for music took root during her childhood years.

Go Grammar

1. a. My brother is washing the dishes.

• Voice: Active

b. The rooms have been decorated by my father.

• Voice: Passive

c. Mita’s mother rides a bike.

• Voice: Active

d. The cat chased the mouse.

• Voice: Active

e. Her cupboard has been cleaned by her son.

• Voice: Passive

2. a. The book has been read by several people. (present perfect)

b. The cake was baked by Rita. (simple past)

c. The house is being painted by the painters. (present continuous)

d. The house is cleaned every day. (simple present)

e. The cars had been washed by the cleaners. (past perfect)

3. a. The winner of the competition will be announced tomorrow.

b. Many houses in the neighbourhood were damaged by the storm.

c. Delicious meals are prepared by the chef in the kitchen.

d. Flowers are being planted by the gardener in the garden.

e. A new product has been launched by the company.

Listen Well

a. False b. True

Speak Well

Answers may vary. Suggested answers:

c. True d. True e. False

In our tree-planting drive, we have assigned different roles to each person in our group:

1. Student 1:

I will be responsible for making the plans and informing everyone about the tree-planting drive. I will create posters and send messages to our friends, family and community members, telling them when and where the drive will take place. I'll also make phone calls and use social media to spread the word so everyone knows about it.

2. Student 2:

My job is to find good spots for planting the trees and get everything ready. I will visit a few places to make sure they have enough space and sunlight for the trees. I'll also gather gardening tools, like shovels, watering cans, and gloves. We will need manure or compost to help the saplings grow strong, so I will make sure we have that too before we start planting.

3. Student 3:

I will be in charge of getting the saplings for the drive. I’ll visit a local nursery or garden centre to buy the saplings. I'll also make sure to bring extra water and any other supplies needed, such as bags or pots to transport the saplings to the planting site. I’ll make sure we have enough for everyone who will be joining us in the drive.

4. Student 4:

I will be the one to plant the saplings and show others how to do it properly. We need to dig small holes, place the saplings gently in them, and cover the roots with soil. After planting, we must water them and make sure they get enough sunlight. I’ll remind everyone to check on the saplings regularly, water them, and make sure no weeds are growing around them.

Write Well

Answers may vary. Suggested answers:

Recycling

Recycling is the process of turning old materials into new products, so we don’t waste valuable resources. It's important because it helps reduce the amount of trash that goes to landfills, saves energy and keeps our planet clean. At home, we can recycle by separating items like paper, plastic, glass and metal into different bins.

For example, we can recycle newspapers, soda cans, and plastic bottles. Fun facts about recycling include that recycled paper can be turned into new books or notebooks, and plastic bottles can be turned into new clothes or shoes! By recycling, we are helping to reduce pollution and save natural resources, making the Earth a better place for everyone.

Warned

Read and Respond

1. a. iii. The impact of pollution on the environment.

b. ii. Human actions and neglect.

c. iv. Humans will pay for harming the environment.

d. ii. Planting new trees and changing harmful habits.

e. i. Regretful

2. a. The sky that once appeared clear and beautiful is no longer as pristine. It is now obscured by pollution’s haze, making the once blue skies no longer visible in their natural clarity. This change is a result of human actions that have polluted the atmosphere.

b. The rivers and seas were once clear, with fish swimming freely in abundant waters. However, over time, pollution has caused the waters to become dirty, with ocean floors no longer sandy white but littered and brown due to the pollution. The natural beauty has been replaced by contamination.

c. Paper, once a pure product of nature, has joined pollution’s team. The author explains this by stating that paper has been used excessively, contributing to deforestation and pollution. This reflects human behaviour of exploiting natural resources without regard for the consequences.

d. The main theme of the poem is the destructive impact of pollution on the environment and the need for change.

Two supporting lines from the text are:

"One can’t blame pollution alone / As they say, you reap what you’ve sown."

"Let us plant a better seed / Tear out old roots, cultivate, weed."

Big Idea

Answers may vary. Suggested answers:

Problematic Action

Taking an auto or car to tuition class

Using plastic bottles for water

Throwing trash on the ground or in open areas

Leaving lights or fans on when not in use

Alternate Action

Riding a bicycle to tuition class

Carrying a reusable water bottle

Throwing trash in proper bins and recycling where possible

Turning off lights and fans when not in use

Using paper napkins and tissues frequently Using cloth napkins or handkerchiefs

Vocabulary

1. Word Meaning pollution

plentiful, more than what is needed abundant to grow and take care of plants

deforestation something that makes the air, water, or land dirty fatal

cutting down trees cultivate

causing death

Answers may vary. Suggested answers:

• Pollution is harmful to the environment and contributes to global warming.

• The forest was once abundant with wildlife, but deforestation has made the area barren.

• To improve the environment, we must cultivate green spaces and plant more trees.

• Deforestation has led to the destruction of many habitats and is a fatal issue for biodiversity.

• The excess use of plastic has created pollution, and it is fatal for all of us.

2. a. The sands of time have caused us to feel fear.

b. The stars were bright, but now they have lost their shine.

c. Blue skies on high no longer shine with clarity

d. Crystal clear our waters sparkled with purity.

e. Birds chirping from sites hidden from view.

Poetry Appreciation

Answers may vary. Suggested answers:

Imagery:

• Example from the poem: “Fish abundant, rivers streamed”

• Explanation: This creates an image of rivers flowing with abundant fish, evoking a vivid picture of nature's beauty and abundance.

Alliteration:

• Example from the poem: “pollution's plight”

• Explanation: The repetition of the “p” sound makes this phrase catchy and memorable, emphasising the negative effects of pollution.

Full of Light

Read and Respond

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

2. Cause Effect

Shakthi’s heart is heavy as she goes outside.

Tejas laughs heartily at Shakthi’s remark about her kolam.

Shakthi feels better about herself and starts to realise her own worth.

Shakthi feels sad and unsure of herself, thinking she's not good enough.

Shakthi feels surprised and lighter as Tejas laughs and helps her see the humour.

Shakthi's confidence grows, and she no longer lets Amma's criticism affect her as deeply.

3. a. Tejas laughs at Shakthi’s comment and explains that the kolam is meant to be a peacock. She takes it lightly and doesn’t feel bad.

b. Amma doesn’t seem proud of Shakthi’s achievement and focusses on her messy uniform, which makes Shakthi feel disappointed. On the other hand, Tejas celebrates Shakthi’s success and makes her feel appreciated and happy.

c. When Amma scolds Shakthi, she remembers Tejas’s advice to focus on her strengths. This helps Shakthi stay positive and not let her mother’s words bring her down.

d. Shakthi and Amma don’t exactly get along better, but Shakthi gains confidence and doesn’t let Amma’s scolding affect her as much. She starts to feel proud of herself.

Think and Answer

Answers may vary. Suggested answers:

Stage Action

Beginning Shakthi comes home with a medal and shows it to Amma. Amma scolds her for being untidy and careless.

Middle Shakthi takes out her frustration on Tejas but then Tejas helps her.

End Shakthi remembers Tejas's advice and gains confidence. She doesn't let Amma's scolding affect her as much.

Big Idea

Answers may vary. Suggested answers:

Person 1:

How Does Shakthi Feel?

Shakthi feels disappointed and upset.

Shakthi feels confused at first but starts to feel better as Tejas talks to her.

Shakthi feels proud of herself and more confident.

a. Once, I lost my favourite toy that I had for many years. I searched everywhere but couldn’t find it, and I felt really sad.

b. Talking to my mom helped a lot. She reminded me of all the other toys I had and that I could always find new things to enjoy.

Person 2:

a. I didn't do well on a test that I worked really hard for. I felt disappointed and upset with myself.

b. I talked to my teacher and friends. They encouraged me and told me that mistakes are a way to learn. I also studied a bit more and felt better.

Person 3:

a. I had a fight with my best friend, and it made me feel lonely and sad.

b. I took some time to cool down and then apologised. Talking it through with my friend made me feel much better.

Three Positive Steps to Deal with Negative Thoughts or Feelings:

1. Talk to Someone You Trust – Sharing your feelings with a friend, family member, or teacher can help you feel supported and understood.

2. Take Deep Breaths or Relax – Calm down by breathing deeply or taking a break to clear your mind. This helps to reduce stress and anxiety.

3. Focus on the Positive – Try to think of positive things that make you happy or things you are grateful for. This can shift your mood and help you feel better.

Vocabulary

1. b

2. ART

Synonyms: Winner, Victor, Hero/Heroine

Antonyms: Loser, Defeated, Underachiever

Related Emotions: Pride, Triumph, Confidence

Models: Neeraj Chopra, Nelson Mandela, Dr A.P.J. Abdul Kalam

3. a. Shakthi felt extremely proud and happy.

b. Shakthi felt extremely happy, successful, and proud.

c. Shakthi took responsibility for the situation, no matter how difficult.

d. Tejas remained strong and confident even in difficult situations.

Go Grammar

1. a. Shakthi says, ‘I got a medal.’

b. Amma asks, ‘Can’t you stay clean for five minutes?’

c. ‘Wow!’ says Tejas.

d. Shakthi glances at the house and asks, ‘What if I don’t have any good parts?’

e. Tejas says, ‘Please help me complete the kolam.’

2. a. Tejas said that he was going to Shakthi’s house.

b. They said that they had finished their project.

c. She explained that she had seen a film the previous day.

d. Amma asked to clean the room that day.

e. Shakthi said that she had to go then.

Listen Well

a. Shakthi: I just won the art competition at school!

b. Shakthi: I practised a lot and tried different methods.

c. Tejas: Do you feel more confident about your art now?

d. Shakthi: Sometimes when showing my art to others, I still get nervous.

e. Tejas: Remember, keep believing in yourself!

Speak Well

Answers may vary. Suggested answers:

Shakthi: ‘Amma, I have exciting news! I won the art competition at school!’

Amma: ‘Another stain on your uniform, Shakthi? How do you always do this?’

Shakthi: ‘I got a medal for it, see?’

Amma: ‘Can't you stay clean for even five minutes?’

Shakthi: ‘I worked so hard, and my painting was chosen!’

Amma: ‘Well, I guess it’s good you won, but try to be neat next time.’

Shakthi: ‘I can’t wait to tell everyone about it!’

Amma: ‘I’m proud of you, but you need to focus on being tidy too.’

Shakthi: ‘Sure Amma!’

Answers may vary. Suggested answers:

Good morning, everyone!

My name is Ritik/Ritika Sharma, and today I am going to talk about how setting small goals can help build your confidence.

Setting small goals is a powerful way to grow and feel good about yourself. When you set a goal that is easy to achieve, like finishing your homework on time or learning a new skill, you experience success. This success boosts your confidence and motivates you to set bigger goals.

For example, if you want to get better at playing a sport, start by practicing for 10 minutes a day. Over time, you will improve, and this will help you feel proud of your progress.

In conclusion, setting small goals helps you feel capable and builds your confidence step by step. So, let’s start setting small goals every day and watch ourselves grow stronger and more confident.

Thank you!

Workbook

Helping Each Other During Floods

Read and Respond

1. a. People in Kerala needed help because heavy rains caused floods in August 2018. Many homes were damaged, and people had to leave their houses.

b. Schools and community halls were used as shelters to provide a safe place for people who had lost their homes due to the floods.

c. Local businesses donated supplies like food and clothes and skilled workers helped fix damaged houses so people could return to their homes safely.

d. Children in the community helped by donating their clothes and buying school supplies for friends who had lost theirs in the flood.

e. The story illustrates that when a community works together, it can overcome any challenge and help each other in difficult times.

2. Action

Brought food, clothes and other necessities to shelters.

Who did this action? What does this action demonstrate?

Volunteers Kindness and teamwork

Rescued people who were trapped. Fishermen Bravery and quick action

Volunteered to repair damaged homes. Skilled workers Helpfulness and support

3. Answers may vary. Suggested answer:

If I were in Kerala at that time, then I would have helped by organising a reading and activity group for young children in the shelters to keep them engaged and happy.

Two ways I could have helped if I lived in another place.

I would have donated money to organisations helping with relief work and provided essential supplies like food, clean water and clothing. I would have organised a fundraising event in my area to raise awareness and collect funds for families affected by the floods in Kerala.

Vocabulary

The words in alphabetical order are:

1. committed, communal, communicate, community, commute

2. Word Guide words Sentence

diversity dive - divide The school celebrates diversity by having students from different cultures. citizen city - civil Every citizen should help keep their city clean. include inch - income We should include everyone in our games so no one feels left out. outreach outpost - outside The charity started an outreach program to help poor families. harmony harm - harvest The children sang in harmony during the school concert.

Go Grammar

1. a. Mr Sharma, a retired doctor, lived in D N Nagar

• Proper noun - Mr Sharma, D N Nagar

b. He had an orchard of apple trees.

• Common noun - orchard, apple trees

c. This group of friends lived near Mr Sharma’s house

• Collective noun - group

• Proper noun - Mr Sharma

d. Every September, they picked apples.

• Proper noun - September

2. Answers may vary. Suggested answers:

• Common noun - doctor

• Common noun - friends, house

• Common noun - apples

a. A group of volunteers cleaned up the park after the storm.

b. A crowd of neighbours gathered in the community hall to discuss the upcoming event.

c. A crew of workers came early in the morning to repair the damaged road.

d. A gathering of parents met at the school to discuss the new education policies.

3. a. The villagers greet tourists with friendliness.

b. It is a village filled with harmony and positivity.

c. The mud houses show people’s love for simple living.

d. Their dedication to health is remarkable.

e. Many of the homes are still built from clay but they are maintained with care

4. a. cooperation b. generosity c. goodness

d. civility e. communication

Answers may vary. Suggested answers:

a. The success of the project depended on the cooperation of everyone involved.

b. Her generosity made a big difference in the lives of those in need.

c. The goodness in his heart inspired others to do kind things.

d. Even during disagreements, we should maintain civility and respect each other.

e. Effective communication is key to understanding each other's ideas.

Listen Well

a. In our town, we organised a community fundraiser to help build a new community hall.

b. Mrs Iyer and Mr Baruah planned the event, making sure everything was ready.

c. Kids made colourful posters to spread the word.

d. Adults set up booths for games, food and crafts

e. The prizes for the lucky draw came from local businesses.

Speak Well

Answers may vary. Suggested answer:

Hello everyone,

Today, I want to express my gratitude to everyone who participated in our neighbourhood clean-up programme. Thank you for dedicating your time and effort to make our community a better place. Your hard work is truly appreciated.

I am grateful for the tools that were provided, such as brooms, shovels, and garbage bags. These helped us clean up the streets and parks.

I appreciate those who organised the snacks and water for everyone. It was so thoughtful, and it kept everyone energised during the work.

Thanks to your efforts, our neighbourhood looks much cleaner, and it is a pleasant place to live in now. I feel very happy looking at the clean streets and knowing that we all worked together for this cause.

Thank you once again for your support and for making this event a success.

Let us hope that by working together, we can continue to keep our neighbourhood clean and make it an even better place in the future.

Write Well

Answers may vary. Suggested answer:

When the special day arrived, the Akkas were surprised and touched by the students’ efforts. As they watched the skit and received the thank-you cards, smiles lit up their faces. Some even had tears of happiness. The headmaster, Mr Rao, praised the students for showing appreciation and kindness. The Akkas felt valued for their hard work, and the students learnt an important lesson about respect and gratitude.

Wit and Humour

Read and Respond

1. a. Diya

b. To make the world's biggest pancake for her little sister's birthday.

c. Diya's kitchen, early in the morning.

d. The pancake batter explodes across the kitchen floor, creating a big mess.

e. The whole family ends up laughing and helping to clean up.

2. Answers may vary. Suggested answers:

a. When Diya keeps adding more and more ingredients, thinking it will make a better pancake.

b. When Diya ends up covered in batter, and her little sister starts laughing at the mess.

3. Answers may vary. Suggested answers:

a. I tried to bake a cake for my friend’s birthday, but I forgot to add sugar, and it tasted terrible.

b. My family laughed at my mistake, and we ended up buying a cake instead.

Vocabulary

1. a. The churches are usually crowded on Sundays.

b. The twin calves stayed close to their mother.

c. She bought two new dresses for school.

d. The babies were sleeping in the nursery.

e. He bumped his head so hard his two front teeth fell out!

2. a. Her kindness was appreciated by everyone.

b. The decision was made quickly.

c. His generosity was well-known.

d. The artist showed great creativity in his work.

e. The dancer ’s movements were well planned.

Go Grammar

1. a. The playful dog (S) caught (V) the frisbee (O).

b. We (S) feed (V) our fish (O) every morning.

c. Mithu (S) repeats (V) whatever I say (O).

d. My hamster (S) spins (V) on a wheel (O) all the time.

e. His cat (S) is napping (V) in the sun.

2. a. The cat chased the mouse. (Transitive)

b. The baby slept soundly. (Intransitive)

c. The principal addressed the students. (Transitive)

d. The sun rises in the east. (Intransitive)

e. The flowers bloomed beautifully. (Intransitive)

3. a. The monkeys are eating bananas.

b. Neither the teacher nor the students were ready for the test.

c. Which group of students is making such a noise?

d. Everyone in the village knows the crow is cheeky.

e. A basket of chapatis was lying on the ground.

f. The Gopi Diaries is a book by Sudha Murthy.

Listen Well

a. Anansi’s father was the sky god.

b. Anansi’s father turned him into a spider.

c. Anansi spun a glittering web to catch the attention of the villagers.

d. Anansi told the tale of treasure hidden in the forest.

e. The treasure was buried beneath the biggest oak tree in the forest.

f. When the villagers left, Anansi snatched the best fruit from their market stalls.

Speak Well

Answers may vary. Suggested answers:

Skit 1: The Talking Parrot

Characters:

• Pooja—a child who gets a talking parrot as a pet

• Raj—Pooja's younger brother who is fascinated by the parrot

• Grandma—who gets confused by the parrot's antics

(Pooja is proudly showing off her new talking parrot to Raj and Grandma. The parrot is perched in its cage.)

Pooja: Grandma, Raj, meet Coco, our new talking parrot!

Raj: Wow! Can it really talk?

Pooja: Of course! It repeats whatever it hears. Watch this. (Excitedly) Coco, say 'I love cake!'

Parrot: I love cake! I love cake!

Grandma: (Nods seriously) Hmm… That’s good advice. Maybe I should eat some cake!

Pooja: (Shocked) Wait, what? No, Grandma! The parrot isn’t giving advice!

Raj: (Laughing) Yes, Grandma! It’s just repeating words!

Parrot: Eat cake! Bake feet! Wait, what?

Grandma: (Confused) Bake feet? Who bakes feet?!

Pooja: (Groaning) Oh no, now he’s muddling words!

Raj: (Laughing) This is the best parrot ever!

Parrot: Best feet! Eat parrot!

Grandma: (Gasping) Eat the parrot?! Oh dear!

(Pooja facepalms while Raj falls over laughing. The parrot flaps its wings happily.)

Parrot: More cake! More cake!

(Everyone bursts into laughter as Grandma happily heads to the kitchen for cake.)

Skit 2: The Mixed-Up Order

Characters:

• Nitin—A waiter at the restaurant

• Sonia—A customer with a very specific order

• Arjun—Another customer who gets some of Sonia’s food

(Sonia and Arjun are seated at separate tables. Nitin, the waiter, arrives with two trays of food.)

Nitin: (Cheerfully) Here you go! One special order—grilled paneer with no onions, extra sauce and a fresh lime soda for you, madam. (Places plate in front of Arjun instead of Sonia)

Arjun: (Confused) Uh… I didn’t order this, but okay!

Nitin: (Turning to Sonia) And for you, ma’am—spicy noodles with extra chilli and a black coffee.

Sonia: (Frowning) Wait… I ordered paneer with no onions! And I don’t even drink coffee!

Arjun: (Chuckling) Well, this is exactly what I ordered—just without the extra spice!

Sonia: (Annoyed) So, he got my food, and I got his?

Nitin: (Scratching head nervously) Oops… But no problem! Just swap the plates!(Sonia and Arjun exchange plates, but Arjun notices something missing.)

Arjun: Uh… where’s my garlic bread?Sonia: (Looking at her plate) And where’s my lime soda?

Nitin: (Panicking) Oh dear… I think I gave the garlic bread to the table next to you… and, uh, your lime soda is with that gentleman over there. (They look over and see another customer happily sipping the lime soda.)

Arjun: (Laughing) This is hilarious! Next time, I’ll just order 'surprise me'.

Sonia: (Sighs but smiles) Nitin, maybe you need a notepad?

Nitin: (Sheepishly) Noted, ma’am! No more mix-ups… hopefully! (Everyone laughs as Nitin rushes off to fix the mistake.)

Write Well

Answers may vary. Suggested answers:

I recently read a very funny book called 'The Misadventures of Dog Man' by Dav Pilkey. The story is about Dog Man, a superhero who is half-dog and half-man. He was created when a police officer and his dog, Greg, got hurt in an accident. Doctors saved them by putting Greg’s head on the officer’s body, and that’s how Dog Man was born!

Dog Man tries his best to fight crime, but he is also very clumsy. He has a cute kitten friend, Li’l Petey, and a big enemy, Petey the Cat, who is always making evil plans. Throughout the book, Dog Man gets into all kinds of silly situations—sometimes saving the city, and sometimes making even more trouble. At the end of the story, Petey the Cat builds a huge robot to take over the city. But things go wrong, and the robot starts causing problems for everyone—including Petey himself! Dog Man and Li’l Petey work together to stop the robot, using both their brains and a little bit of luck. In the end, Petey learns that being good isn’t

so bad after all, but he still runs away to plan more tricks. Dog Man and his friends celebrate another victory, proving that kindness and teamwork always win!

Note for Presentation:

When sharing this summary in class, do not reveal the ending! Keep your classmates curious so they will want to read the book themselves and enjoy the surprises.

Compassion

Read and Respond

1. a. Uncle George faced loneliness after his wife passed away and had difficulty carrying his groceries.

b. Asha helped Uncle George by carrying his groceries, visiting him regularly, doing chores, reading him stories and sharing her school adventures.

c. Asha's act of kindness inspired other children to join her visits, and soon, the entire village became more compassionate, helping their elderly neighbours.

2. The theme of the story is kindness and compassion. I say so because:

a. Asha’s simple act of kindness had sparked a wave of compassion throughout the village.

b. She realised that even small actions could make a big difference in someone’s life.

3. Answers may vary. Suggested answer:

We can be kind by helping our classmates with studies, sharing our lunch and including everyone in games. At home, we can help our parents with chores, be polite to elders and care for our siblings.

Vocabulary

1. a. An act of friendship: When I helped my friend with her homework, it was an act of friendship.

b. A gesture of love: Giving her a handmade card on her birthday was a lovely gesture of love.

c. A note of appreciation: The teacher wrote a note of appreciation for the students’ hardwork.

d. A deed of goodwill: Helping the elderly woman carry her groceries was a kind deed of goodwill.

2. Sarah was known for her warm-hearted nature. She was always mindful of the needs of others. Her openhanded attitude was evident when she donated her toys to the local shelter. The community was grateful. Sarah’s considerate actions made her a popular member of her neighbourhood. Everyone truly came to appreciate her and the positive effect she had on their lives.

Go Grammar

1. a. The gifts are theirs.

b. This book is about our school.

c. Those flowers over there belong to them.

d. That cake sale poster is mine.

e. The old photo is hers.

2. a. Who b. What c. Who d. What e. Which

3. Column A Column B

She reminded to always be kind. yourself He congratulated on a job well done. herself I taught the importance of empathy. ourselves You can reward by having a cup of chai. himself We reminded to keep trying. myself

Listen Well

The destination you will reach is the school.

Speak Well

Answers may vary. Suggested answers:

How to send an email:

1. Open Gmail on a computer, tablet or phone.

2. Click on the 'Compose' button in the top-left corner.

3. In the 'To' field, type the email address of the person you want to send the email to.

4. In the 'Subject' field, write a short topic for your email (for example, 'Homework Submission').

5. Type your message in the big text box.

6. Click the 'Send' button to send your email. How to attach a file in the email:

1. Open Gmail and start writing a new email.

2. Click on 'Attach files' at the bottom of the email box.

3. Choose 'Upload from computer' or 'Google Drive' to find your file.

4. Select the file and click 'Open' or 'Insert'.

5. The file will attach to your email.

6. Click 'Send' to send your email with the attached file.

How to download a file from an email:

1. Open Gmail and find the email with the file you want to download.

2. Click on the email to open it.

3. Find the attached file at the bottom of the email.

4. Click the file to preview it or click the 'Download' button to save it.

5. The file will be saved in your Downloads folder.

Write Well

Answers may vary. Suggested answers:

Saraswati Vidyalaya Cultural Society NOTICE

25 July 2025

Community Cleanup Drive

Our school's cultural society is organising a Community Cleanup Drive to help make our surroundings cleaner and greener. We invite all students to participate in this important event and contribute to keeping our surroundings neat and green.

Date: 15th March 2024

Time: 9:00 AM – 12:00 PM

Meeting Point: School Playground

Volunteers should wear comfortable clothes and shoes suitable for outdoor work. Bringing gloves and reusable water bottles is encouraged.

Let us all work together and make a difference in our community!

Please confirm your participation by signing up with your class teacher.

Monika Jaisingh President

Saraswati Vidyalaya Cultural Society

Peace and Harmony

Read and Respond

1. a. The people felt determined and worked hard while building the bridge. They worked hard without any regrets because they knew it would help everyone.

b. The neighbours, who used to fight, started to care for each other. The bridge helped them come closer and become friends.

c. The people spoke kindly to each other, helped one another and forgave past mistakes. This made their relationships better.

d. The bridge symbolised unity and the power of working together to build friendships and peace. It was a symbol of how cooperation can heal relationships.

2. Answers may vary. Suggested answer: If the bridge had not been built, the people might have stayed apart and continued fighting. The town would not have been peaceful.

3. Answers may vary. Suggested answer: I would continue to encourage people to communicate and offer help when needed. I would also organise community events so they could spend time together and stay friends.

4. Answers may vary. Suggested answer: The poet wanted to show that the best way to connect people is through kindness and friendship. A real bridge connects places, but unity connects hearts.

Vocabulary

1. Adjectives Definitions fair-minded confident in one’s abilities well-mannered not easily angered or upset self-assured known for fairness and impartiality even-tempered cheerful and carefree light-hearted polite and well behaved Short paragraph using compound adjectives.

In our peaceful community, everyone is well-mannered and treats each other with kindness and respect. We are also a fair-minded group, where everyone’s voice is heard, and decisions are made impartially. Our residents are even-tempered and solve problems calmly, creating a harmonious atmosphere where everyone feels safe, valued and happy.

2. a. 1. I decided to resign from my position as the class president.

2. She will resign after her final meeting next week.

b. 1. His resign was formal, and he left with grace.

2. The resign was accepted by the board of directors.

c. 1. I tried to console my friend after she lost her pet.

2. He went to console her, offering kind words.

d. 1. I played my favourite game on the console for hours.

2. The old gaming console in the living room has stopped working.

e. 1. The conflict between the two teams lasted for hours.

2. There was a conflict over how to divide the task among the group.

f. 1. His interests conflict with mine, which causes misunderstandings.

2. The ideas in the book conflict with the current beliefs.

g. 1. The teacher gave the class an order to finish their homework.

2. The shop took my order for a pizza and said it would arrive in 30 minutes. h. 1. I will order a pizza for dinner tonight.

2. Can you please order more stationery and art supplies for the class? i. 1. The change in the weather surprised everyone.

2. His change of attitude helped improve the team’s performance. j. 1. I need to change my clothes after the workout.

2. You should change your password regularly for security.

3. a. unity     b. composure     c. tranquil     d. amicable     e. harmony

Go Grammar

1. In a bustling city park, an elderly woman named Margaret sat alone on a bench, her eyes were filled with sorrow. A young girl named Lily skipped through the park, her laughter rang out like a melody. Without hesitation, the little girl approached Margaret and asked, ‘Why are you so sad?’ Surprised by the child’s question, Margaret started talking to her. Their growing friendship showed the effect that human connections could have.

2. a. Can       b. May       c. Should       d. Should

3. Answers may vary. Suggested answers:

a. You must not skip your homework.

b. She cannot come to the party tomorrow.

c. He may not leave the class before the bell rings.

d. You should not forget to bring your textbook.

e. We must not make excuses for not helping others.

Listen Well

a. ii. Cooked food for the homeless

b. iii. They picked up litter and planted flowers

c. ii. A kind man

d. ii. Doing her homework

e. iii. Spread kindness

Speak Well

Answers may vary. Suggested answers:

a. Use Public Transport

Good morning, everyone!

Today, I am going to talk about why we should all use public transport. Using public transport is great for our environment. When more people use buses or trains, fewer cars are on the road, which means less pollution in the air. This helps keep our planet clean and healthy. It also helps reduce traffic jams, so we spend less time stuck in cars. Public transport is also cheaper than using a car every day. We can save money and do our part to protect the Earth. So, next time you need to go somewhere, think about using a bus or train!

Thank you!

b. Use Reusable Shopping Bags for a Greener Planet

Hello, everyone!

Today, I want to talk to you about why we should use reusable shopping bags instead of plastic ones. Every year, millions of plastic bags are used and thrown away. These plastic bags pollute our oceans, harming animals like sea turtles and fish. But if we use reusable bags, we can stop so many plastic bags from ending up in the environment. Reusable bags are strong, so they can carry more things, and they last a long

time. Plus, they come in fun colors and designs! By using reusable shopping bags, we can all make a big difference in saving the planet.

Thank you!

c. Conserve Our Wildlife

Good morning, everyone!

Today, I want to talk about why it is important to conserve our wildlife. Many animals, like elephants, tigers and polar bears, are disappearing because of pollution, hunting and loss of homes. If we don’t protect them, these animals may go extinct forever. We can all help by being careful with how we use water, reducing plastic waste and protecting natural places where animals live. Also, by supporting organisations that protect animals, we can make sure that future generations can see these amazing creatures. Let us all do our part to conserve wildlife and protect our planet!

Thank you!

d. Make the Teaching of Computer Skills Compulsory in All Schools

Hello, everyone!

I believe that computer skills should be taught in every school. We live in a world where computers and technology are a big part of our lives. Knowing how to use a computer is very important for our future. Computers help us learn, find information and even do jobs. If we learn computer skills from an early age, we can do well in school and later in life. It also helps us stay connected with people, no matter where they are in the world. So, I think computer skills should be compulsory in all schools so that every student has the chance to succeed.

Thank you!

Write Well

Answers may vary. Suggested answer: 123, Shanti Nagar, Mumbai, 400072

15 July 2024

The Principal Greenwood Public School A-45, Main Road, Mumbai, 400072

Subject: Suggestion for a Conflict Resolution Programme

Respected Sir,

I hope you are doing well. I am a student of Class 5 at Greenwood Public School, and I would like to suggest starting a Conflict Resolution Programme for the students. Sometimes, students argue and disagree with each other which can lead to misunderstandings and conflicts. Learning how to resolve these issues peacefully will help us build better relationships and create a more positive school environment. This programme can teach us important skills such as active listening, staying calm during disagreements, and finding fair solutions that satisfy everyone involved. I strongly believe that this programme will help in making our school a better and more peaceful place to study and play.

Thank you for your time and consideration. I hope you will take my suggestion into account.

Yours sincerely,

Reema Saxena V-E

Space

Read and Respond

1. a. smallest and closest

d. side

b. icy

e. energy

2. a. The planet described as having a ‘big red spot’ is Jupiter.

b. The poem says that Earth is our home, with water and air

c. red and rocky

c. The unique feature of Neptune, according to the poem, is its blue winds.

d. The Sun plays the role of giving us warmth and energy, day and night, as described in the poem.

3. a. The verb that suggests how asteroids and comets move is zoom.

b. The solar system is referred to as the ‘cosmic neighbourhood’.

Vocabulary

1. a. get along with

d. called off

b. ran out of c. look after

e. put up with

2. astronaut, galaxy, meteor, orbit, satellite

Answers may vary. Suggested answers:

a. Astronaut: The astronaut trained for many years before going to space.

b. Galaxy: The Milky Way is a galaxy that contains our solar system.

c. Meteor: A meteor shower lit up the night sky last week.

d. Orbit: The satellite was launched to orbit the Earth.

e. Satellite: The communication satellite helps people send messages around the world.

Go Grammar

1. a. The astronaut carefully (manner) prepared for the space mission.

b. The rocket launches weekly (frequency) at the space centre.

c. The space station will be visited soon (time) by the international crew.

d. The experiment was extremely (degree) successful.

e. They will land on the Moon tomorrow (time).

f. The rover moved smoothly (manner) across the lunar surface.

g. They always (frequency) follow safety procedures before launching.

h. The astronaut floats gently (manner) from one side of the capsule to the other.

2. a. quietly b. rarely c. yesterday d. very e. quickly

3. Answers may vary. Suggested answers:

a. The astronauts happily waved to the crowd after returning from their mission.

b. The astronauts often have to conduct experiments in space.

c. The spacecraft was slightly off course, but they corrected it quickly.

d. The rocket will launch later this afternoon.

Listen Well

Main Idea

Key Details

Planet name and number Mars is the fourth planet from the Sun. Atmosphere and climate Mars has a thin atmosphere and is colder than Earth.

Evidence of life

Mars has ice at its poles and evidence of ancient rivers, suggesting water may have flowed there in the past.

Missions help us learn more about its Missions to Mars help us learn more about its surface, climate and potential for life

Speak Well

Answers may vary. Suggested answers:

Once, when I was in class 3, I wanted to participate in the school drawing competition. I was very excited and spent many days practising. But on the day of the competition, I was nervous. I thought my drawing wasn’t good enough compared to others.

At the beginning of the competition, I felt scared and almost thought about giving up. But then I remembered what my teacher always said, ‘Do your best and don’t worry about others.’ So, I took a deep breath and started drawing confidently.

In the end, I didn’t win the first prize, but I got a special mention for my effort. I learnt that it is not always about winning; it is about doing your best and not giving up. This experience taught me to always try my best and not fear failure.

Write Well

Answers may vary. Suggested answers:

India’s Chandrayaan-2 Mission by

Garima Gupta

India's Chandrayaan-2 mission, launched by ISRO on 22 July 2019, was an important step in space exploration. The mission aimed to study the Moon's south pole, understand its surface, and search for water. It had three main parts: the Orbiter, the Vikram Lander and the Pragyan Rover.

The Orbiter successfully entered the Moon’s orbit on 20 August 2019, and continues to send valuable data back to Earth. However, the Vikram Lander, which was supposed to land safely, lost communication just 2.1 kilometres above the surface and crash-landed. Despite this, the mission was not a failure because the Orbiter is still working and helping scientists study the Moon.

Chandrayaan-2 helped find water molecules on the Moon and provided clear images of its surface. It also gave scientists new information about the Moon’s minerals and atmosphere. Even though the lander did not succeed, the mission was a big learning step for India. It helped ISRO prepare for Chandrayaan-3, which successfully landed on the Moon in 2023.

Chandrayaan-2 proved that India is making great progress in space exploration and is one of the leading countries in lunar research.

Gender Equality

Read and Respond 1.

Category Details

Early Life Arunima Sinha is from Uttar Pradesh, India. She loved sports and dreamed of joining the army. Accident Arunima fell from a train and lost her leg, but did not give up on her dreams.

Achievements She became the first Indian woman with a disability to climb Mount Everest in 2013.

Future Goals Arunima has climbed the highest mountains on six continents and continues to inspire others.

2. Arunima Sinha challenged several assumptions in her inspiring journey:

a. Girls should not join the army.

b. A person with a disability cannot achieve great things.

c. Girls, especially with disabilities, cannot climb mountains.

Vocabulary

1. a. was as strong as steel

c. as sweet as victory

b. like a battle against the mountains

d. like a beacon of hope

2. Answers may vary. Suggested answers:

a. Impossible

It seemed impossible to climb the mountain, but Arunima did it.

b. Unable

Despite being unable to walk, she never gave up.

c. Discontinue

Arunima refused to discontinue her journey, no matter the challenges.

d. Impatient

The weather made everyone impatient, but Arunima remained calm.

e. Unbelievable

Her story seemed unbelievable at first, but it was true.

f. Discomfort

Arunima pushed through the discomfort and kept moving forward.

Go Grammar

1. new interrogative that quality which demonstrative their number two possessive

2. a. stronger b. wisest c. most common, more emotional d. braver e. most creative

3. In the world of athletics, many brave women have shattered stereotypes. Their determination and resilience inspire us all. The idea that some sports are considered ‘men’s’ or ‘women’s’ sports is changing. These women have fought for equal opportunities, regardless of gender. One woman who has made a big difference is Arunima.

4. a. There isn’t much debate on this topic. (debate: U)

b. I have little time to prepare for the exam. (time: U)

c. There are a few students interested in the new club. (students: C)

d. I have some books in my bag. (books: C)

e. Do you have any ideas for the project? (ideas: C)

Listen Well Events

Mr Sharma explained that educating girls would lead to better health, economic growth and happier families. 4

Gender stereotypes started to fade, and the village became a place of equality. 6 He believed that both boys and girls should have equal chances to learn. 2

In a small village, there was a wise teacher named Mr Sharma. 1

One day, he decided to open a new school where everyone could study together. 3

The children began to excel in their studies. 5

By giving both boys and girls the same opportunities, Mr Sharma created a brighter and more prosperous future for everyone. 7

Speak Well

Answers may vary. Suggested answers:

Interview 1: Indra Nooyi

Interviewer: Welcome, Ms Nooyi! Thank you for joining us today.

Indra Nooyi: Thank you for having me! It’s my pleasure.

Interviewer: You became the CEO of PepsiCo, which is a big achievement. Were there any challenges you faced because of being a woman in such a powerful position?

Indra Nooyi: Yes, there were challenges. Sometimes, people didn’t take me seriously because I was a woman. They assumed I wouldn’t be tough enough to handle big decisions. But I worked hard, stayed confident and proved them wrong.

Interviewer: That’s inspiring! Did society have any specific expectations for you because you’re a woman?

Indra Nooyi: Yes, people expected me to focus only on family and not pursue such a high career. But I balanced my work and family life. I always believed that women could excel at both if they had the right support.

Interviewer: How did you handle such stereotypes and push forward in your career?

Indra Nooyi: I didn’t let those stereotypes stop me. I worked harder and always focused on the bigger picture. I also made sure to lift other women up, showing that they too could do great things.

Interviewer: What advice would you give young girls today who want to follow their dreams?

Indra Nooyi: Believe in yourself and never let anyone tell you what you cannot do. You are capable of achieving anything you set your mind to!

Interview 2: Pandit Birju Maharaj

Interviewer: Welcome, Pandit Birju Maharaj! It's an honour to have you with us.

Pandit Birju Maharaj: Thank you. It’s my pleasure to be here.

Interviewer: You are a legendary Kathak dancer. Did you face any challenges because of being a male dancer in an art form that is often associated with women?

Pandit Birju Maharaj: Yes, Kathak is often seen as a dance for women, especially in traditional views. But I believed that dance is an art, and anyone, regardless of gender, can be a great dancer. I focused on mastering my craft, and slowly, people began to respect me for my dedication.

Interviewer: Was there any pressure for you to stop dancing because you’re a man?

Pandit Birju Maharaj: There was pressure, yes. Many people in society believed that dance was not a suitable profession for men. But I didn’t let that stop me. I continued to practice and perform, and eventually, I changed the mindset of many.

Interviewer: How did you break those stereotypes about male dancers?

Pandit Birju Maharaj: Through my performances and dedication. I worked harder than anyone and showed that dance is for everyone, whether male or female. I always focused on telling a beautiful story through my art, and that made people respect me.

Interviewer: What advice would you give to young boys who want to pursue art or dance, even though society may tell them it’s not for them?

Pandit Birju Maharaj: Don’t let anyone tell you what you can or cannot do. Follow your passion and put in the effort. Art and dance have no gender—just follow your heart.

Interview 3: Geeta Phogat

Interviewer: Hi, Geeta! Thanks for joining us today.

Geeta Phogat: Thank you! I'm happy to be here.

Interviewer: You’ve made history by becoming the first female wrestler to win a gold medal at the Commonwealth Games. Was it difficult to pursue wrestling as a girl in a sport that is often dominated by men?

Geeta Phogat: Yes, it was difficult. People told me that wrestling wasn’t for girls. They said I would never succeed, and it wasn’t a woman’s sport. But I ignored those comments and continued training. I knew that if I worked hard enough, I could make it.

Interviewer: How did your family support you during these tough times?

Geeta Phogat: My father, especially, was a huge support. He always believed in me and pushed me to keep going. My family’s encouragement made a big difference. Without their support, I wouldn’t have reached where I am today.

Interviewer: Did you feel any pressure from society because you were breaking gender norms by becoming a wrestler?

Geeta Phogat: Yes, I felt pressure. Society often tells girls what they should or shouldn’t do. But I didn’t let those pressures stop me. I kept training, focused on my goals and proved that girls can do anything if they are determined.

Interviewer: What message would you like to give to young girls who want to pursue their dreams, despite what society might say?

Geeta Phogat: Never let anyone tell you what you can’t do. If you have a dream, work hard and follow it, no matter the obstacles. Girls are as strong as boys, and we can achieve anything we set our minds to!

Write Well

Answers may vary. Suggested answer: Subject: Invitation to Speak at Our School on Gender Stereotypes

Dear Sir,

I hope this email finds you well. My name is Rishi Kalra and I am a student of GP Global School. I am writing to you with great excitement and respect for your work.

I would like to invite you to visit our school and speak to us about a very important topic: Gender Stereotypes in Society. We believe that your experience and knowledge would greatly help us understand these stereotypes and how we can work together to overcome them.

We would be very grateful if you could share your thoughts, experiences and ideas with us. Your words could inspire many of us to make a positive change in the way we view and treat others, regardless of their gender. We would be thrilled to have you at our school, and we hope you can take some time out of your busy schedule to visit us.

Thank you so much for considering our invitation. We look forward to hearing from you soon.

Warm regards,

Rishi Kalra

V-B

Art and Culture

Read and Respond

1. Aspect Details

State Sikkim

Themes Buddhist teachings, gods, goddesses and important Buddhist symbols.

Material and colours

Cloth or silk; bright colours like red, blue and sometimes silver or gold for extra shine.

Storage Thangkas are usually rolled up when not in use, making them easy to store and carry.

Usage Used in religious ceremonies or hung in homes for decoration.

Cultural importance

Help people learn about Buddhism and connects them with spiritual beliefs and practices.

2. Making a thangka painting is different from painting on paper because it is done on cloth or silk, which must be carefully prepared and stretched before the artist begins. Unlike regular paintings on paper, Thangka paintings often include gold or silver colour for extra shine. The process is more detailed and takes more time as compared to painting on paper.

3. Answer may vary. Suggested answer:

For the exhibition, I would include Thangka paintings because they are a beautiful representation of Buddhist culture and teachings. I would also include Madhubani paintings from Bihar because of their bright colours and intricate patterns that tell stories of culture and nature. Another great art form to include is Warli art from Maharashtra, as it shows beautiful tribal art and traditions using simple shapes and natural elements. Finally, I would include Kalamkari from Andhra Pradesh, which involves creating intricate designs with natural dyes and depicts religious and cultural stories. These art forms are unique and tell the stories of different parts of India.

Vocabulary

1. Root word Suffix Use the same suffix to make one more word art -istic artistic, realistic colour -ful colourful, beautiful create -ivity creativity, productivity direct -or director, actor

2. a. do research

b. make, impression

c. do harm

d. do justice

Go Grammar

1. Column A Column B

Can you calculate the time the artist took for this Thangka painting?

What a marvellously intricate painting!

Roll up these Thangka paintings and put them in the car.

Declarative

Interrogative

Exclamatory Thangka paintings are a way to connect with beliefs.

Imperative

2. a. Can you describe the vibrant colours of the peacock's feathers in the painting?

b. What a beautiful and majestic painting of the two peacocks!

c. The painting of the two peacocks captures the elegance and beauty of these birds perfectly.

d. Take a closer look at the details of the peacocks in the painting.

3. a. Although Thangka paintings are special, they require a lot of skill to create.

b. When not in use, Thangkas are usually rolled up.

c. In preparation, the artist stretches the cloth

d. While painting, the artist adds gold or silver for extra shine.

e. When the painting is finished, Thangka is often framed for use in religious ceremonies.

Listen Well

a. Priya and her art teacher are discussing art.

b. Abstract art does not show things as they really look.

c. Realistic art looks almost like a photo.

d. Impressionism is about showing the feeling or impression

e. Experimenting with different styles is a good way to learn and express yourself.

Speak Well

Answers may vary. Suggested answer:

Student 1:

My favourite type of art is painting. I love how a picture can show so many feelings with just colours and shapes. I like looking at paintings because they make me feel happy and sometimes even calm. When I see a painting, I think about what the artist wanted to tell us, and I feel like I’m part of the story. It’s special to me because it helps me see the world in a different way.

Student 2:

I really enjoy music. Music makes me feel different emotions, like excited or peaceful, depending on the song. I like listening to music when I am studying or relaxing. It helps me focus and can also lift my mood. Music is special because it connects people, no matter where they are from or what language they speak.

Student 3:

I love sculpture because it's amazing to see a piece of art in 3d. I think it’s cool how artists can turn a block of stone or a piece of metal into something beautiful. I like visiting museums and seeing sculptures because they make me think about how the artist shaped the material with their hands.

Student 4:

My favorite type of art is digital art. I enjoy it because you can use a computer to create anything you can imagine. Digital art can be colourful and creative, and I like that you can change things easily. It’s special to me because I can make my own designs and share them with others on the internet.

Student 5:

I like photography. It’s fun to take pictures of beautiful things like nature, people or animals. Photography helps me remember special moments and helps me see the beauty around me. I enjoy how a picture can tell a story without words. It’s special to me because it lets me capture memories that last forever.

Write Well

Answers may vary.

Adventure and Mystery

Read and Respond

1. a. Mahira and Sam set out on an adventure to find a cave that was known for its legendary tales. They were looking for hidden treasures and the mysterious world the cave was said to contain.

b. They prepared by bringing flashlights and packing their backpacks tightly. They made sure they were ready to explore the cave, even as it turned dark outside.

c. The atmosphere of the cave was dark and mysterious. The air was cool, and the echoes of their footsteps roared in the silence, adding a sense of adventure and wonder.

d. The treasure was found inside the cave, hidden among old and rare treasures. It included sparkling jewels and dusty artifacts that amazed Mahira and Sam.

e. Give two words from the poem to show that the children were plucky. Also give one example to prove it. The two words are ‘brave’ and ‘bold’. An example that proves their bravery is when they ventured into the dark cave with nothing but flashlights, ready to explore despite the mystery and danger.

2. The rhyme scheme of the poem ‘The Mysterious Cave’ is AABB For example:

• play (A)

• day (A)

3. Answer may vary. Suggested answer:

• tight (B)

• night (B)

I have always wanted to explore the deep oceans and discover the creatures that live there. I wonder what unknown species exist and what the ocean floor looks like.

If I could go on this trip of exploration, I would take my best friend, Priya.

a. Priya loves adventure and has always dreamed of exploring the ocean.

b. She is really good at solving problems and staying calm during challenges.

c. We have been best friends for years, and she knows how to make any adventure fun!

Vocabulary

1. a. explorers, adventure     b. journey secret     c. artefacts     d. mystery clue

2. Ritika found a strange map in the basement. It looked ancient and was covered in symbols and cryptic messages. She showed it to her brother, Dhruv. He said, ‘We need to decode this map. It might lead to something amazing!’ They began to decipher the symbols.

Answer may vary. Suggested answer:

As Ritika and Dhruv studied the map, they noticed a red 'X' marked deep in the forest near an old temple. 'Could there be hidden treasure?' Dhruv wondered.

The next morning, they set off on their adventure. The path was covered in thick vines, and the air was filled with the sounds of chirping birds. Suddenly, Ritika spotted a strange symbol on a tree. 'Look! This matches the map!' she exclaimed.

They followed the clues until they reached a moss-covered stone door. Dhruv pushed it open, and inside, they gasped. A chest lay in the centre, glowing under a beam of sunlight. With trembling hands, Ritika lifted the lid. Inside, they found ancient scrolls, a golden key, and a note that read: 'The journey is not over yet...'

Go Grammar

1. a. (C) Present continuous

c. (P) Present perfect

e. (P) Present perfect

2. a. (S) Simple past

c. (S) Simple past

e. (S) Simple past

b. (S) Simple present

d. (C) Present continuous

b. (C) Past continuous

d. (P) Past perfect

f.  (S) Simple past

3. Present Perfect Tense Past Perfect Tense by now.

The family has finished dinner

They have decided to go out for a stroll and an ice-cream.

A car has crashed into a small road-side stall.

Thankfully, the owner of the stall had left for the day.

The family had finished dinner by eight.

They had decided to go out for a stroll and an ice-cream.

A car had crashed into a small roadside stall.

Thankfully, the owner of the stall had left for the day.

Listen Well

a. In a quiet town where secrets lie, a young detective passes by.

b. Someone’s been causing trouble here.

c. Her notebook is filled with every clue, she thinks and wonders what to do.

d. With clever moves, she sets a trap, catches the culprit in a snap.

e. The town is safe, the mystery done, thanks to the detective, the case is won.

Speak Well

Answers may vary. Suggested answers:

Group 1: For the Topic.

Yes, children can be as effective as adults at solving mysteries. Many books and films showcase young detectives using intelligence, creativity, and bravery to uncover the truth. For example, in 'Nancy Drew' and 'The Hardy Boys' series, young detectives solve complex cases that even adults struggle with. Similarly, 'Harry Potter and his friends often uncover mysteries at Hogwarts, proving that children can think critically and act decisively. Even in 'Home Alone', Kevin outsmarts adult burglars using strategy and quick thinking. These examples highlight that children, though young, can be just as effective as adults in solving mysteries.

Group 2: Against the Topic:

While children may be intelligent, they lack the experience, resources and logical reasoning skills that adult detectives possess. In real life, most serious crimes and mysteries are solved by trained professionals like Sherlock Holmes or detectives from Agatha Christie's novels, who rely on years of expertise and knowledge. Adults have access to technology, databases and forensic evidence, which children do not. Moreover, solving mysteries often requires physical endurance and emotional strength, which children may lack. Therefore, while children can be clever, they are not as effective as adults in solving real-life mysteries.

Write Well

Answers may vary. Suggested answer:

Title: The Magical Book

Introduction: One sunny afternoon, a curious girl named Mia walked into her school library. She loved reading books, and the library was her favorite place to be. Today, she picked up an old book that looked different from the rest. The cover was dusty, and the pages seemed to shimmer with a strange glow.

As soon as she opened it, she felt a strange sensation. The words on the pages began to swirl around, and suddenly, she found herself being pulled into the pages of the book. The next thing she knew, Mia was no longer in the library. She was standing in a magical forest, filled with sparkling trees and floating butterflies. She had been transported to a fairyland!

Mia was both excited and scared. She began to explore, wondering if she could find a way back home. As she walked through the glowing forest, she met a friendly fairy named Lila. Lila explained that the fairyland was in danger. A dark cloud had appeared and was blocking the sunlight, making the flowers and trees start to wilt. The fairy queen had disappeared, and no one knew how to save the land.

Mia decided to help. With Lila’s guidance, Mia found a hidden cave where the fairy queen was trapped under a spell. The only way to break the spell was to read the special words from the book Mia had opened in the library. With no time to waste, Mia opened the book and read aloud the ancient words. A bright light filled the cave, and the fairy queen was freed!

The dark clouds disappeared, and the sun shone brightly once again. The forest began to bloom, and the creatures of the fairyland cheered with joy. The fairy queen thanked Mia for her bravery and gave her a special magical charm as a token of appreciation.

Suddenly, Mia felt a tug and found herself back in the library, holding the magical book. She looked around, and everything seemed normal again. But Mia knew that fairyland would always be a part of her heart. She smiled and closed the book, promising herself that whenever she needed an adventure, all she had to do was open it again.

Environment

Read and Respond

1. a. ii. On a small plateau overlooking a bay

b. iii. He wanted to ensure everyone climbed up.

c. iii. A tsunami

2. a. Hamaguchi set fire to his rice fields to alert the villagers about the impending tsunami, as he knew the danger from the earthquake.

b. When the villagers saw the rice fields burning, they started climbing up the steep slope towards the plateau to help.

c. The villagers showed their gratitude by thanking Hamaguchi and building a temple in his name.

d. Answers may vary. Suggested answer:

If there is an earthquake at school, I will stay calm, help others reach safe areas and assist teachers in ensuring everyone's safety.

3. a. Respected

d. Plateau

Vocabulary

1. a. rainbow

d. tornado

2. a. arrived at

d. looked for

Go Grammar

1. a. Passive voice

d. Active voice

b. Wisdom

e. Tsunami

b. volcano

e. avalanche

b. looked around

e. took on

b. Active voice

e. Active voice

c. Generosity

c. hailstorm

f. hurricane

c. reached for

2. a. A delicious meal is being prepared by the chef for the guests.

b. The project will be completed by the team by next week.

c. The cat was chased by the dog across the field.

d. A beautiful landscape was being painted by her on the canvas.

e. The homework has been submitted by the students.

3. a. Gina is reading the book.

b. The committee has made the decision.

c. My father wrote the book.

d. Anamika was baking the cake.

e. A team of construction workers will build the house.

4. a. The cake was being baked by Mary.

b. The fox chased the rabbit.

c. The homework will be completed by John.

d. The children had sung the song beautifully. (No change)

e. The trees are being planted by the gardener.

Listen Well

a. People around the world are finding ways to deal with the changes.

b. Everyone has to work together to protect our planet.

c. Passive voice

f. Passive voice

4

5

c. Lately, climate change has become a significant problem. 1

Speak Well

Answers may vary. Suggested answers:

Topic: The Importance of Saving Water

(Student 1): Water is important for everyone—humans, animals and plants. But did you know that many places in the world are already facing water shortages?

(Student 2): Yes! That’s why we should use water carefully. For example, we should turn off taps while brushing our teeth.

(Student 3): Also, taking shorter showers and collecting rainwater for plants can help save water.

(Student 4): That’s true! My family also reuses water from washing vegetables to water plants. Every small action counts.

(Student 1): Great ideas! If we all do our part, we can save water for the future. Let us share these tips with our families and friends!

Topic: Ways to Reduce Pollution

(Student 1): Pollution is a big problem in the world today. It makes the air dirty, harms animals and pollutes our rivers and oceans. What can we do to reduce it?

(Student 2): One way is to stop using plastic bags. They pollute the land and take hundreds of years to break down.

(Student 3): Yes! We can also recycle things like paper, bottles and cans instead of throwing them away.

(Student 4): And don’t forget about trees! Planting more trees helps clean the air, and walking or riding a bicycle instead of using cars can reduce air pollution.

(Student 1): These are great solutions! If we all work together, we can make the Earth cleaner and healthier.

Write Well

Answers may vary. Suggested answer:

My favourite outdoor place is the local park near my house. It has large green fields, beautiful flowers and tall trees that give a lot of shade. There is also a small lake where ducks swim, and a playground where I love to play with my friends. I enjoy going there to relax, play sports and spend time with my family. The fresh air and peaceful atmosphere make it a perfect place to escape from the busy world. It is very important to take care of the park so that it stays clean and beautiful for everyone. When people throw trash on the ground or damage the plants, it harms the environment. Taking care of the park means picking up litter, not damaging the trees, and making sure that the animals have a safe home. By doing these simple things, we can keep the park clean and make sure it’s a pleasant place for others to enjoy. If we all take care of our outdoor spaces, we can protect nature and make sure that future generations can enjoy the beauty of the park, just like we do. Keeping the park safe and clean is everyone’s responsibility!

Chapter 10: Image and Self-Confidence

Read and Respond

1. a. shy, instincts

d. nervousness

b. costumes, mimicking c. illness, festival

e. name, talent

2. a. If Nayar had not volunteered to dance, his father would have likely felt very disappointed and sad. He had been looking forward to performing at the festival, and his illness stopped him from dancing. Without Nayar's help, his father's sadness would have deepened, and he may have felt like his legacy was lost.

b. If Nayar had not volunteered to dance, he would have missed the chance to prove his talent and build confidence in himself. By stepping up to dance, he not only honoured his father but also discovered his own abilities and grew as a dancer. This experience allowed him to transform from a shy boy to a confident performer.

3. Answer may vary. Suggested answers:

a. I had to give a speech in front of my class, and I was very nervous about speaking in front of so many people.

b. At first, I felt scared and worried about making mistakes. I was afraid I would forget what to say.

c. Yes, when I practised in front of a mirror, I realised that I was doing better than I expected. I started to feel more confident and understood that I could manage my fear.

d. My teacher and my best friend helped me. They encouraged me to practise and assured me that everyone would be supportive.

e. After overcoming the challenge, I felt proud of myself and confident. I was happy that I could speak in front of my class without being so scared. It made me realize that facing my fears helped me grow.

Vocabulary

1. Ameya was feeling down in the dumps after failing her maths test. Her best friend, Meera, reminded her not to sell herself short, because Ameya was usually a whiz at numbers. Meera’s encouragement helped Ameya pick herself up, and she decided to give it another shot. Ameya studied hard for the retest. On the day of the test, Ameya walked into class with her head held high. It was a weight off her shoulders when the results came and she had scored well.

2.

Confidence

Three idioms related to confidence:

Three antonyms: A sentence with the word: Three synonyms: courage trust pride doubt fear uncertainty hold your head high believe in yourself fake it till you make it She had the confidence to speak in front of the entire class without feeling nervous.

Go Grammar

1. a. Indirect (ID) b. Direct (D) c. Indirect (ID) d. Direct (D) e. Direct (D)

2. a. Nayar said, ‘I will perform in my father ’s place.’

b. ‘Are you sure you can do this?’ Nayar’s mother asked.

c. ‘You did an amazing job,’ said his father.

d. Nayar ’s father whispered to himself, ‘I am so proud of him.’

e. ‘You gave an excellent performance!’ exclaimed his best friend.

3. a. Rohan said that they were going to cheer for him in the match the next day.

b. Nisha said that Amma had motivated her to participate in the tournament.

c. Sharaman said that he was confident about the match that day.

d. Neha said that she was going to win the dance competition the following year.

e. Abhilash said that they would start the cleanliness drive then.

Listen Well

Dialogue

Speaker

My teacher said my project wasn't good enough. Samir She suggested adding more details and explaining my ideas more clearly. Samir How about we start by looking at the project together? Neha

I know it's a chance to learn. Samir

It's important to stay positive and use it as a chance to grow. Neha

Speak Well

Answers may vary. Suggested answer:

a. Catching the Moon – Crystal Hubbard

Scene: Young Marcenia tells her parents she wants to play baseball with the boys.

Dialogue:

Marcenia: I want to play baseball! I know I can be just as good as the boys.

Mother: Marcenia, baseball is not for girls.

Marcenia: But I love the game! I will prove I can do it.

Father: If you truly believe in yourself, work hard, and never give up, you can achieve your dreams. (Marcenia smiles with determination.)

b. Amazing Grace – Mary Hoffman

Scene: Grace tells her classmates she wants to play Peter Pan in the school play.

Dialogue:

Classmate 1: Grace, you can’t be Peter Pan. He’s a boy!

Classmate 2: And he doesn’t look like you.

Grace: But Peter Pan is about imagination! I can be whoever I want to be.

Grandmother: You can do anything you set your mind to, Grace.

(Grace performs as Peter Pan and wins everyone’s admiration.)

c. The Invisible Boy – Trudy Ludwig

Scene: Brian is sitting alone when a new student, Justin, invites him to work together.

Dialogue:

Brian (thinking): No one ever notices me... I feel invisible.

Justin: Hey, Brian! Want to help me draw for our project?

Brian (smiling shyly): Really? Sure!

Classmate: Wow, Brian! You’re really good at drawing!

(Brian begins to feel seen and valued.)

d. Salt in His Shoes – Deloris Jordan

Scene: Young Michael Jordan feels discouraged about being shorter than other players.

Dialogue:

Michael: I’ll never be tall enough to play basketball like my brothers.

Mother: Patience, Michael. Keep practicing and believe in yourself.

Father: Hard work and determination matter more than height.

(Michael trains every day and improves his skills, eventually becoming a great player.)

Write Well

Answers may vary. Suggested answer: Good morning everyone,

Today, I want to talk about the importance of celebrating our differences. We all come from different backgrounds, cultures and have unique experiences that shape who we are. These differences make our world vibrant, interesting and full of opportunities to learn from one another.

It is important to remember that no two people are the same. Our individuality should be cherished, not ignored. When we celebrate our differences, we create an environment of respect and understanding, where everyone feels valued and included. Whether it’s through our traditions, thoughts, or even the way we express ourselves, embracing our uniqueness helps us grow as individuals and as a society.

So, let us not see differences as obstacles but as opportunities to learn, share and unite. By celebrating what makes us different, we create a stronger, kinder and more inclusive world for everyone. Thank you.

Practice Time

Practice Time–1

Section – A (Reading and Vocabulary)

1. a. iv. To show concern for others

c. ii. Peaceful resistance

2. a. False b. False

3. a. famous

b. iii. Mother Teresa

d. ii. He forgave his enemies

c. True d. True

The Taj Mahal is a famous monument admired by millions worldwide.

b. caring

She spends her weekends caring for stray animals in her neighbourhood.

c. inspiring

The teacher ’s inspiring words encouraged the students to work harder.

4. a. Sister Teresa wanted every person to feel loved and not forgotten. She dedicated her life to caring for the poor and sick, ensuring no one felt unloved or neglected.

b. Forgiveness is important because it helps people move on from anger and pain. Nelson Mandela forgave his enemies after being in prison for twenty-seven years, which helped unite South Africa and bring peace to its people.

5. a. ii. It happened without being noticed

b. iv. Not for praise, but because he should

c. i. He felt happy and free

d. iv. He was challenging Arjun

e. i. soft

6. a. Arjun shared his lunch with the boy without saying a word. He also smiled and helped others every day without expecting anything in return.

b. At the end of the poem, the boy stood tall and bright and thanked Arjun with all his heart for his kindness and generosity.

c. Arjun helped others without seeking praise or recognition. He was kind because he believed it was the right thing to do, not because he wanted others to notice.

d. The poem teaches us that true kindness does not need recognition or rewards. Helping others selflessly can bring happiness and peace of mind.

Section – B (Grammar)

7. a. see, decides

d. make

8. a. bench

d. series

Section – C (Writing)

9. Answers may vary. Suggested answer:

b. is, shares

e. do not appreciate, do

b. school

e. block

c. shows

c. pack

Anaya noticed Meena sitting alone and upset because she had lost her cell phone. Wanting to help, Anaya asked her mother if she could give Meena an extra phone she no longer used. The next day, Anaya gifted the phone to Meena, who was overjoyed and grateful. Their bond grew stronger, and they became best friends, always supporting each other.

Practice Time–2

Section – A (Reading and Vocabulary)

1. a. detected b. consuming c. release d. protect

2. a. False

b. True

c. True

3. a. The prefix micro- means small or tiny. In ‘microplastics’, it refers to extremely small plastic particles that are too small to be seen easily.

b. Microplastics enter the environment when plastic waste breaks down, when synthetic clothes shed tiny fibres during washing and when car tyres wear down on roads.

c. Humans consume microplastics through the air they breathe, the water they drink, and the food they eat.

d. We can reduce microplastics by using reusable bags, avoiding plastic packaging, using stainless steel or cast iron pans and filtering tap water. These small changes help limit plastic waste and its harmful effects.

4. a. iii. By turning off lights

c. ii. Keep it alive and well

b. iii. driving

d. iv. Take care of the Earth in simple ways.

5. a. The poem suggests turning off lights to save energy, walking or cycling instead of driving, planting trees to help the environment and using less plastic to reduce pollution.

b. Planting trees provides shelter and food for animals, helping them survive. Trees also produce oxygen and improve air quality, creating a healthier environment for all living beings.

7. Can we reduce pollution by recycling plastic?

May we plant trees in public parks to help the environment?

Should people use less plastic to save marine life?

Must we take urgent action to stop climate change?

Section – C (Writing)

8. Answers may vary. Suggested answer:

15 March 2025

Modern High School Notice

Recycling Program

This is to inform all students that our school is launching a Recycling Program from 1 April 2025 to 5 April 2025 to promote better waste management and environmental protection. Recycling bins will be placed near the school entrance and cafeteria for easy access. Students are encouraged to dispose of recyclable items such as paper, cardboard, plastic bottles, containers, aluminium cans and glass bottles in the designated bins.

As part of this initiative, a special craft activity will be organised, allowing students to create useful items by recycling paper. Participants can engage in making paper crafts, handmade recycled paper, origami decorations and personalised greeting cards or bookmarks.

Event Details:

Date: 5 April 2025

Time: 10:00 AM – 12:30 PM

Venue: School Auditorium

By taking part in this program, students can contribute to reducing waste and making our school a greener place. For more information, please contact the Eco Club Coordinator in Room 12.

Vidhi Secretary Eco club

9. Answers may vary. Suggested answer:

The Importance of Water Conservation

Water is essential for life and conserving it is crucial for the future. Saving water helps protect natural habitats, ensures clean water for future generations and reduces the risk of droughts. Simple actions like turning off taps while brushing, using water-efficient appliances and collecting rainwater can make a big difference. For example, fixing leaks at home can save thousands of litres of water each year. By making small changes in our daily habits, we can protect this precious resource and ensure that there is enough water for everyone.

Section – A (Reading and Vocabulary)

1. a. inequality

Gender inequality can prevent people from getting equal opportunities.

b. discouraged

She felt discouraged when no one supported her ideas.

c. incapable

Without proper training, he was incapable of completing the task.

d. unsuccessful

The team was unsuccessful in winning the championship.

e. unfair

It is unfair to treat someone differently based on their gender.

2. Gender equality means treating everyone fairly, regardless of gender. In the past, girls in India had fewer opportunities for education and work, but now they are excelling in various fields. Women have become leaders, police officers and successful professionals. Men are also helping with household chores, which were once considered only for women. When men and women share responsibilities, society becomes stronger and more balanced.

3. a. Gender equality in India has improved as more girls now have access to education and career opportunities. Women are working in various fields, including science, business and politics, showing their capabilities.

b. Droupadi Murmu is a leader who became the President of India. She has inspired many with her journey from a small village to the highest position in the country.

c. PV Sindhu, an Indian badminton player, has set an example by winning multiple international championships. Her dedication and hard work inspire young athletes across the country.

d. Earlier, men were expected to only earn money, while women managed the household. Today, men also help with cooking, cleaning and childcare, promoting a fairer division of responsibilities.

e. Yes, when men and women share responsibilities, society becomes stronger. It reduces the burden on individuals and creates a more balanced and supportive environment at home and work.

4. a. ii. Stars and coins

b. ii. Girls are like flowers that need the sun to flower.

c. ii. Rivers

d. i. A grand, painted world

5. a. bright b. to bloom c. align

6. a. The poem compares boys and girls to two sides of a coin, showing that both are different yet equally valuable.

b. Equal chances mean giving both boys and girls the same opportunities to study, play and follow their dreams.

c. When boys and girls join forces, they create a strong and fair society where everyone supports each other and reaches their full potential.

Section – B (Grammar)

7. Many women have achieved success in the field of sport. Some women have won gold medals, while a few have even become world champions. A little effort every day helped them reach their goals. Many years ago, many people believed that women could not compete successfully in sports like boxing, soccer and weightlifting, but they have been proved wrong. Women have proved that no-one can hold these kinds of beliefs any more.

Section – C (Writing)

10. Answers may vary. Suggested answer: 16 Meera Apartment

Turner Street Mumbai

15 May 2024

The Principal Giva High School

Bandra, Mumbai

Subject: Request for a Gender Equality Program

Sir,

I am writing to request the introduction of a Gender Equality Program in our school. This program will help students understand the importance of equal opportunities for both boys and girls.

I suggest that the program includes workshops on gender roles, leadership activities, and discussions on successful women in different fields. We could also have guest speakers to share their experiences and inspire students. These activities will create awareness and encourage respect and fairness among students.

I kindly request your support in implementing this program, as it will promote equality and make our school a better place for everyone.

Thank you for your time and consideration.

Yours sincerely,

Aditi Sharma

Class VIII-B

11. Answers may vary. Suggested answer:

Promoting Respect and Fairness Between Genders at School

by Amit Negi

Gender equality is essential for creating a positive and respectful school environment. Schools should encourage boys and girls to participate in all activities equally, whether in academics, sports or leadership roles. Treating everyone fairly helps students grow with confidence and respect for each other.

One way to promote respect is by organising gender equality workshops where students learn about fairness and teamwork. Schools can also implement rules against discrimination and ensure equal opportunities in competitions and classroom discussions. Encouraging students to share responsibilities, such as group projects or leadership tasks, helps build mutual respect. By treating everyone equally, we create a school where students feel valued, respected and empowered to achieve their goals.

Section – A (Reading and Vocabulary)

1. a. challenges b. achievement c. capable d. challenging e. unsure

2. a. confident b. ashamed of c. worse d. fail e. discourage

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

4. a. Self-confidence helps people feel proud of who they are and gives them the courage to try new things. It enables them to face challenges bravely and overcome difficulties with a positive mindset. Confident individuals are more likely to make friends easily and succeed in school, as they believe in their abilities and are willing to take on new opportunities.

b. Setting small goals is important because it helps people achieve success step by step. When a person completes a small goal, they feel happy and motivated. This makes them believe in themselves and gives them the confidence to achieve bigger goals.

c. Positive self-talk is compared to a little cheerleader in your mind. This means that when you say encouraging things to yourself, like ‘I can do it!’ or ‘I am improving every day,’ you feel stronger and more confident.

d. Trying new things helps a person discover what they are capable of. At first, they might feel nervous, but as they practise and improve, they become more confident. For example, learning to ride a bike or joining a new class can help them feel proud and believe in themselves.

e. When you make a mistake, you should not feel discouraged. Instead, you should learn from it and try again. Everyone makes mistakes, but what matters is believing in yourself and improving each time.

Section – B (Grammar)

5. a. Courage is built through self-confidence

b. Valuable lessons are taught through new experiences.

c. Children are encouraged by their parents to be brave.

6. a. He said, ‘Encouraging words can inspire others.’

b. ‘Positive thoughts create a happy mindset,’ he said.

7. a. She said that she would be positive that day. b. He said that he is ready for any challenge.

c. She asked him why he was afraid of trying. d. He exclaimed that they could do this together.

e. She said that she had written down her achievements the previous day.

Section – C (Writing)

8. Answers may vary. Suggested answer:

The Mysterious Cave

One bright summer morning, three friends—Aarav, Meera and Kabir—went hiking near their village. As they walked through the forest, they saw an old cave hidden behind some trees. ‘Let’s explore it!’ said Kabir excitedly. The cave was dark and cold. Meera held a torch while Aarav led the way. Suddenly, they heard a strange noise! ‘Is someone here?’ Meera whispered. They stepped forward carefully and saw a baby fox trapped under some rocks.

‘We must help it!’ said Aarav. The children worked together to move the heavy rocks. Finally, the little fox was free! It wagged its tail and ran outside.Just as they turned to leave, Meera spotted something shiny under the rocks. She picked it up—it was an old locket, covered in dirt but still glowing faintly. Inside was a tiny photo of a young girl and a date carved into the metal: 1952

‘This must be really old,’ Kabir said in awe. ‘Maybe it belonged to someone from the village,’ Aarav added. They decided to take the locket to the village elder, who loved sharing stories from the past. As they walked back home, they felt proud of their bravery and excited about their discovery.‘That was an adventure we’ll never forget!’ said Kabir.

Listening Texts

Coursebook

Ch. 1. The Shawl

Page Nos. 10-11

Sonu is new in town and feels nervous about In our neighbourhood, we started a community garden project. People came together to plant and take care of the garden. Mr Patel helped plant tomatoes, while Mrs Singh watered the flowers every morning. Kids like Ravi and Aisha helped by weeding the garden and keeping it clean. Every Saturday, we gathered to share ideas and work together. We planted vegetables like carrots and potatoes, and flowers like marigolds and roses. Everyone was excited to see the garden expand. It soon became a beautiful place where people wanted to spend time.

Ch. 2. The Adventure of Toto

Page No. 26

In a small Indian village, there lived a very clever crow named Kulu. Kulu loved playing tricks to get food. One day, he saw a farmer with a basket of chapatis. Kulu pretended to be hurt, hopping around pitifully. The farmer felt sorry for the bird and offered him a chapati. Kulu quickly grabbed it and flew away, cawing happily.

Kulu spotted a monkey eating bananas. Kulu landed nearby and squawked loudly, startling the monkey. The monkey dropped a banana in surprise, and Kulu swooped in to snatch it.

Kulu's tricks didn’t stop there. He tricked a group of children playing in the park. He picked up a shiny object and dropped it in front of them. While they were distracted, he stole their snacks!

Everyone in the village knew Kulu was smart and cheeky, but they couldn’t help but laugh at his clever antics.

Ch. 3. A Life-Saving Dog

Page No. 38

Arpit is a tourist in Paris. He is at the hotel. He asks the receptionist for directions. She uses a map to explain the route.

- Start at the hotel, which lies on the western side of town.

- Head south and then turn east. Continue going east past the Public School, which will be on your left.

- At the corner, turn left. You will see a ring road.

- Take the ring road and take the third exit on your left.

- Travel north-east. At the fork turn east. You will see the market on your left.

- Turn right, and your destination will be on your right.

Ch. 5. Old Jaideep and the Carpenter Page No. 57

In a small Indian village named Sukhapur, there was a disagreement between two groups of people. One group wanted to cut down trees to build new houses, while the other group wanted to save the trees to protect the environment. The village panchayat decided to hold a meeting to discuss the issue. Everyone gathered at the market. Each group presented their ideas and listened to the other side. After much discussion, they agreed to plant new trees in another part of the village before cutting any down. This way, they could build new houses as well as protect the environment. The villagers worked together and soon, both new houses and fresh green trees were part of Sukhapur. Everyone was satisfied that the matter had been resolved peacefully.

Ch. 7. India's Star in Space Page No. 76 Astronaut Zara had an exciting day on the starship Explorer. She began her morning with a healthy breakfast to ensure that she would have energy for her tasks. After breakfast, she spent her morning conducting experiments on samples collected from space. Just after noon, Zara had lunch while floating in zero gravity, which made eating an adventure. Then, she exercised for two hours in the spaceship's gym to keep her muscles strong. After dinner, Zara had some free time to relax, read space stories, or send messages to her friends back on Earth. Finally, she slept in a special sleeping pod that kept her from floating away. Life in space was thrilling and full of new experiences.

Ch. 9. The Girl Who Was a Forest Page No. 95

Maya loved playing football. Even though most of the players in her town were boys, she didn't let that stop her. Every day after school, Maya practised hard. She learnt to dribble, pass and shoot the ball with great skill.

One day, the coach announced tryouts for the town's football team. Maya decided to give it a try. At the tryouts, she played with all her heart. She ran fast, made perfect passes and scored a fantastic goal.

The coach was very impressed. When he announced the team, Maya's name was on the list! The boys

were surprised but they soon saw how good she was. Maya became a key player, and everyone cheered for her at the games. She showed everyone that with hard work and passion, anyone can excel, no matter what the sport is.

Ch. 10. An Art Journey Across India Page No. 107

Ravi and Meera are artists

Ravi: Hey Meera, are you ready for the upcoming art exhibition?

Meera: Almost, Ravi. I’ve selected all my pieces, but I’m still thinking about a name for my collection. How about you?

Ravi: I’ve chosen all my paintings. Now I’m focusing on setting up the displays. Do you have any ideas for me?

Meera: Yes, I was thinking of arranging my sculptures by theme. That way, each section tells a story. What do you think?

Ravi: That sounds fantastic! I might do something similar with my paintings. Also, have you thought about promoting the event?

Meera: Definitely! I’ve made flyers and posted them on social media. I’m also planning to send out invitations to some local art critics.

Ravi: Great idea! I’ll make sure to share your posts and help spread the word. Together, we can make this exhibition a huge success.

Meera: Absolutely! Let’s meet again tomorrow to finalise everything.

Ravi: Perfect, see you then!

Ch. 11. The Mystery of the Silk Umbrella Page No. 122

In a forest deep and green, Where shadows play and lights are seen, There lie paths both old and new, Leading to secrets, hidden from view. Among the trees so tall and wide, Whispers of stories gently slide, Tales of treasures buried deep, Guarded by creatures while they sleep.

Under the moon's soft, silver glow, Mysteries of the forest grow, Listen close and you might hear, Ancient songs, both far and near.

So step inside, be brave and bold, Discover the secrets the forest holds, Each path a clue, each leaf a sign, Of hidden wonders, so divine.

Ch. 13. Jadav and the Tree-Place Page No. 142

Wise Owl, Busy Bee and Scurry Squirrel were very good friends. One day they noticed the air smelt funny and the water in the pond looked dirty.They realised that their home, Nature's Nook, was in danger because of pollution from the city.

The three friends knew they had to do something to save their park. They talked to their animal friends, like Rusty Rabbit and Happy Hedgehog, and together they came up with a plan. They picked up litter, planted colourful flowers, and talked to the people in Greenhaven about taking care of the environment.

Their hard work paid off! Soon, the air was fresher, the water was cleaner, and Nature's Nook was more beautiful than ever. The people of Greenhaven joined in too, planting trees and recycling to keep their city clean and green.

And so, thanks to the teamwork of Wise Owl, Busy Bee, Scurry Squirrel, and their friends, Nature's Nook remained a magical place where animals could live happily ever after.

Ch. 15. Full of Light Page No. 162

Shakthi: I just won the art competition at school!

Tejas: That's wonderful! You should feel very proud of yourself. How did you manage to do it?

Shakthi: I practised a lot and tried different methods until I found what worked best for me.

Tejas: That’s great! Do you feel more confident about your art now?

Shakthi: Yes, I do! But sometimes when showing my art to others, I still get nervous.

Tejas: I think every artist does. I am sure everyone appreciates your efforts and creativity.

Shakthi: Thank you Tejas!

Tejas: Just remember, keep believing in yourself!

Workbook

Ch. 1. Community

In our town, we organised a community fundraiser to build a new community hall. Everyone in the neighbourhood got involved. Mrs Iyer and Mr Baruah planned the event, making sure everything was ready. Kids made colourful posters to spread the word, and adults set up booths for games, food and crafts. On the day of the event, families came together to have fun and donate money. Local musicians played music, and there was even a lucky draw with prizes from local businesses. The event was a huge success, and enough money was raised to start building the hall. It showed how much we can achieve when we work together for a good cause.

Ch. 2. Wit and Humour

Anansi the Crafty Spider

Anansi was known throughout Africa for his cunning. His father, the sky god, had turned him into a spider because he would not change his wicked ways.

Anansi was bored and decided to test his luck with a new challenge. He spun a glittering web across a village square. It was so beautifully designed that it caught everyone’s attention. As the villagers admired his creation, Anansi told them a tale of hidden treasure buried beneath the biggest oak tree in the forest. He told his tale so well that the villagers left their stalls and went in search of the treasure. Meanwhile, Anansi used the time to snatch the best fruit from the market stalls. By the time the villagers realised they had been tricked, Anansi was far away enjoying the fruit and plotting his next mischief.

Ch. 3. Compassion

Start at the red arrow marked on the north-western side of the map. Head east and follow the road as it turns southeast. Turn left where the road joins the main road. You will see a farm with a windmill on your left. At the four-way junction, turn south. City Mall will be on your left. Continue as the road curves west to go around the fairground. If you continue along the road, your destination will be on your right.

Ch. 4. Peace and Harmony

Rohan: Hey Anaya! I saw you help Mrs Mehta yesterday. What were you both doing?

Anaya: Hey Rohan, Mrs Mehta was cooking food for the homeless people near the railway station. I helped her pack and deliver it. She’s so kind!

Rohan: That’s really nice of both of you

Anaya: You were at the local park last Sunday, weren’t you?

Rohan: Yes, my family and I helped with the clean-up project. We picked up litter and planted flowers. It felt good to be able to make a difference.

Anaya: That’s wonderful! I once saw a man helping an old lady cross the busy street. It made me think about how important it is to be kind to others.

Rohan: Yeah, kindness is really important. When I help my little sister with her homework, she feels loved and it does not take much effort from me.

Anaya: These small acts of kindness can make a big difference. It’s great to see people helping each other.

Rohan: Absolutely. We should keep spreading kindness.

Anaya: Definitely! It will make our community a better place for everyone.

Ch. 5. Space

Mars is the fourth planet from the Sun and is known as the Red Planet because of its reddish appearance. It has a thin atmosphere and is colder than Earth. Mars is home to the tallest volcano in the solar system, Olympus Mons, and a massive canyon called Valles Marineris. Scientists are very interested in Mars because it has ice at its poles and evidence of ancient rivers, which might suggest that water once flowed there. Missions to Mars help us learn more about its surface and climate to see if there is potential for life there.

Ch. 6. Gender Equality

In a small village, there was a wise teacher named Mr Sharma. He believed that both boys and girls should have equal chances to learn. One day, he decided to open a new school where everyone could study together. The villagers were curious but also hesitant. Mr Sharma explained that educating girls would lead to better health, economic growth and happier families. He also said that boys would benefit from learning in an environment where everyone was treated the same. As the school grew, the children began to excel in their studies. Gender stereotypes started to fade and the village became a place of equality. By giving both boys and girls the same opportunities, Mr Sharma created a brighter and more prosperous future for everyone.

Ch. 7. Art and Culture

Teacher: Do you know what abstract art is?

Priya: I think so. Abstract art doesn’t look like any real-life object. It’s more about shapes and colours, right?

Teacher: Yes, exactly! Now, what about realism?

Priya: Realism is when you paint or draw things as they really look, like in a photo.

Teacher: That’s right. And have you heard of impressionism?

Priya: Isn’t impressionism about showing the feeling or impression of a scene with light and colour?

Teacher: Yes, very good!

Priya: That’s interesting! Can I try painting in these different styles?

Teacher: Of course, Priya! Experimenting with different styles is a great way to learn and express yourself better.

Ch. 8. Adventure and Mystery

In a quiet town where secrets lie, A young detective passes by, With sharp eyes and a clever mind, Clues and puzzles she will find. A mystery blooms, a puzzle clear, Someone’s been causing trouble here, She follows tracks both small and faint, Listening to each whispered complaint. Her notebook filled with every clue, She thinks and wonders what to do, Quick with questions, sharp in thought, She pieces puzzles she has caught. With clever moves, she sets a trap, Catches the culprit in a snap, The town is safe, the mystery done, Thanks to the detective, the case is won.

Ch. 9. Environment

Lately, climate change has become a big problem. The Earth’s weather has changed a lot. Climate change has caused big changes in the weather and nature. It’s making things like storms and heat waves worse, but it is not just about the weather. Climate change hurts animals and plants. It can make

people’s lives harder too, like making it difficult to grow food. People everywhere are trying to do things to help by using cleaner energy and finding ways to deal with the changes. But even with all these efforts, climate change keeps getting worse. We need to keep working together to find better ways to protect our planet and make sure it’s safe for the future.

Ch. 10. Self Image and Confidence

Neha sees Samir sitting on a bench looking miserable. She approaches him.

Neha: Samir, what’s wrong?

Samir: My teacher said my project wasn’t good enough.

Neha: Don’t feel bad. Did she give any suggestions on how to improve it? Maybe we can work on it together.

Samir: She suggested adding more detail and explaining my ideas more clearly.

Neha: That sounds like good advice. How about we start by looking at the project together?

Samir: That sounds great! I feel a bit nervous about it, but I know it’s a chance to learn.

Neha: Absolutely! Everyone faces criticism. It’s important to stay positive and use it as a chance to grow.

Samir: Thanks for your support, Neha.

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 978-81-983195-5-5