Ignite_TM_AY25_G3_CC

IGNITE

Unlocking Language Skills

English Teacher Manual

Ignite English Teacher Manual

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Acknowledgements

Academic Authors: Anuj Gupta, Melanie Grobler

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

Book Production: Rakesh Kumar Singh, Tauheed Danish, Amisha Gupta

Project Lead: Chandani Goyal

VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.

© Uolo EdTech Private Limited

First impression 2025

This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.

Book Title: Ignite English Teacher Manual 3

ISBN: 978-81-983195-3-1

Published by Uolo EdTech Private Limited

Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003

CIN: U74999DL2017PTC322986

Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com

All suggested use of the internet should be under adult supervision.

Foreword

Teaching English to young learners is both a privilege and a responsibility as it lays the foundation for literacy, critical thinking, and confidence in young learners. The Ignite Teacher Manual has been developed to support educators in delivering effective and meaningful English lessons for Grades 1 to 5. This manual provides lesson plans that are accurately designed to align with the learning objectives of the English coursebooks. These plans are designed to provide invaluable help to educators to encourage active participation from learners and promotes scaffolded learning to help learners gradually build their LSRW skills.

The lesson plans have also been structured in such a way that it allows the teacher to align their pedagogy to the principles of the National Education Policy (NEP) 2020 and the latest National Curriculum Framework (NCF), ensuring that English language instruction is engaging, competencybased, and rooted in real-world application.

The NEP 2020 emphasises multidisciplinary learning, foundational literacy, and interactive pedagogy, all of which are reflected in the lesson plans provided in this manual. Furthermore, the NCF’s focus on joyful learning, conceptual understanding, and skill development is incorporated through carefully structured activities that foster critical thinking, communication, and creativity. By integrating activity-based learning, differentiated instruction and formative assessment strategies, this manual empowers teachers to deliver lessons that cater to diverse learning needs while maintaining academic rigour and linguistic proficiency.

Teachers will find useful guidance on classroom activities, discussion prompts, and strategies to foster engagement. The plans are flexible, allowing teachers to adapt them based on the needs of their learners. In addition, answer keys are provided to support accurate assessment and to ensure that both teachers and learners can measure progress effectively.

We recognise that classrooms are diverse, and no single approach works for every learner. This manual is not just a set of instructions but a resource meant to inspire. Teachers are encouraged to bring their creativity into lessons, modify activities to suit their classroom dynamics, and use the manual as a springboard for fostering a love for the English language.

We hope that the Ignite Teacher Manual serves as a valuable companion in your teaching journey, equipping you with the tools and confidence to make every lesson enriching. Thank you for your dedication to shaping young minds and nurturing a lifelong love for language and learning.

Progress Tracker:

Using the Trackers

Progress Tracker ControlCopy

CB pages 163–164

• The Progress Tracker is a tool that empowers parents and teachers to track the students’ growth, highlight their skill gaps and support their year-round development.

• Students and parents collaborate to fill in the Progress Tracker at the beginning, middle and end of the year.

• Run through the points on the tracker to ensure that students understand them.

• Set dates at the beginning of each term, in a year, by which students and parents should have completed the tracker.

• Observe students during the first three weeks before completing your part of the Progress Tracker.

Student’s Name

Teacher’s Name

Parent’s Name

Criteria:

• Mark Green  for Can Do

• Mark Orange  for Getting There

• Mark Blue  for Needs Help

Date

Learning Outcomes

Listening

Listens to texts with attention to comprehend key details

Understands and follows complex steps and instructions

Focusses on the speaker or activity for 15–20 minutes

Speaking

Describes people, objects, experiences, and emotions in detail

Participates confidently in discussions and conversations

Expresses ideas and thoughts using complete sentences

Uses grade-level vocabulary accurately when speaking

Reading Tracker: CB pages 165–166

• Reading for pleasure is a great way to encourage a love of the language and to extend students’ language abilities.

• Introduce the Reading Tracker and tell students that regular reading and discussion sessions will be held.

• Schedule a date for the first sharing session.

• Show students the Recommended Reading list (CB pages 167–168).

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

DateDay

02/09/2024Monday

1 to 20

Being kind and honest is more important than wealth or greed

Charlie and the Chocolate Factory Roald Dahl

Charlie Bucket

Willy Wonka’s magical chocolate factory

Learning Objectives

Students will be able to:

 read and understand a realistic story on the importance of sharing.

 practise their reading and comprehension skills after an in-depth reading of a story.

 pronounce and practise words with ‘ph’, and ‘gh’ to make the /f/ sound.

 correctly use synonyms.

 identify the subject and the predicate in a sentence.

 form questions using wh- words and do.

 listen to a text to complete a paragraph.

 ask their partner ’s a few questions and then introduce them.

 write a short description of a picture.

Period 1: Reading Theme 1:

Get Set

1 The Tiffin Gang ControlCopy

CB page 1

Introduce the theme to the learners and ask them general questions, such as: Do you share your things with your brother or sister at home? Do you share your things with your friends at school? What do you share? How do you feel when you share?

Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks.

Ask the learners to do the Get Set exercise. After that, ask learners to form pairs and let them discuss amongst themselves the question in that section.

Let’s Read

CB pages 1–4

Read the story brief, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read the Did You Know? facts to bolster the learners’ IQ.

Read and Respond

CB page 5

Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Do you think it is important to share one’s things with one’s friends? Why or why not?

Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Let the learners check their own answers.

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

Homework

page 5

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

Ask them to attempt Read and Respond Q3 in their notebooks.

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Who wrote this story? to recap the story.

Let’s Read

ControlCopy

CB pages 2–4

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: Why did Meenu not like her tiffin at the beginning of the story? What did Meenu feel about tiffin time at the end of the story? What is the main idea of this story? to gauge the learners’ depth of understanding.

Read and Respond

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

Homework

CB page 5

CB page 6

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

Ask them to attempt the Think and Answer Q1 and Q2.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB page 6

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about the importance of sharing. Meenu and Kamlesh enjoy their tiffin more when they share it amongst themselves. Soon, the entire class joins them and tiffin becomes a class party.

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

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to answer, and then help the learners to frame correct and complete answers.

Homework

WB pages 1–3

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

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

Period 4: Vocabulary

Recap

Ask questions such as: What is the story ‘The Tiffin Gang’ about? Who became the gang by the end of the story? to recap the story.

Pronounce Well

Draw the learners’ attention the words. Ask them to notice how ‘ph’ and ‘gh’ both make the /f/ sound. Read each word multiple times. Ask them to repeat after you.

CB page 7

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

Vocabulary: Synonyms

CB pages 7–8

Write the words ‘big’ ‘large’ and ‘huge’ on the board. Draw the learners’ attention to it and say: Look at these words. They almost mean the same thing. Words that have same or similar meanings are called synonyms. Write ‘SYNONYM’ on the board. Then, read the definition and instruct learners to do Q1 and Q2. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.

Homework

WB pages 3–4

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

Period 5: Grammar

Go Grammar: Subject and Predicate

CB pages 8–9

Revise the definition and examples of Subject and Predicate in the coursebook. Write two more sentences on the board and ask the class to guess which part would the subject and the predicate be, respectively.

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

Homework

WB page 5

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

Period 6: Grammar

Go Grammar: Questions with Wh- words and Do

CB pages 9–11

Tell the learners: Today we will learn about forming questions. Then, write a question on the board that begins with a Wh- word. For example: What is your name?

Draw the learners’ attention the use of a Wh- words at the beginning and a question mark at the ending. Explain that is the way to write a question sentence.

List the Wh- words on the board and underline ‘wh’: Who, What, Where, When, Why and Which. Ask then learners to note it down. Then, tell them that the word ‘How’ is also grouped as a Wh- word although it does not begin with ‘wh’.

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

Next, write another question on the board: Do you take the bus to school?

Draw the learners’ attention to the use of ‘Do’ to begin the question. Read the definition and ask them to attempt Q4. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.

Homework

WB page 6

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

Period 7: Listening & Speaking

Listen Well

CB page 11

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

Play the audio or read the text again. Ask the learners to fill in the blanks while listening to the text the second time.

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

Speak Well

Explain the exercise to the learners. Then, read out the example. Give learners a few minutes to practise. Ask them to refer to the tips.

CB pages 11–12

Encourage them to come to the front and say three to four sentences about their favourite thing in the classroom.

Homework

WB page 7

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

Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience. They need to present their Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 8: Writing

Speak Well: Presentation

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

Write Well

CB page 12

Explain the exercise to the learners. Say: Look at the picture. Say a few lines about it. Give examples, such as: The flag is red. The children are running in a sack race. Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.

Homework

WB page 8

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

Theme 2: Health and Hygiene

2 The Weightlifting Princess ControlCopy

Learning Objectives

Students will be able to:

 read and understand a folktale on sportsmanship.

 practise their reading and comprehension skills after an in-depth reading of a story.

 pronounce and practise magic e words.

 correctly use word pairs; and change singular words to plural.

 practise kinds of nouns; and learn to use articles.

 listen to a text and tick the right answers.

 talk about a given topic.

 write an informal letter.

Period 1: Reading

Get Set

CB page 13

Introduce the theme to the learners and ask them general questions, such as: Do you like playing sports? What kind of games do you like to play? Do you think it is important to play outdoors as much as indoors? Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks.

Ask the learners to do the Get Set exercise. Ask a few of them to share their answers with the class.

Let’s Read

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

CB pages 13–16

Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read the Did You Know? facts to bolster the learners’ IQ.

Read and Respond

CB page 17

Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? What is the story about?

Then, do Read and Respond Q1 in class. Let the learners write the answers in the book.

Homework

CB page 17

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

Ask them to attempt Read and Respond Q2 in their notebooks.

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Who wrote this story? Why was Princess Nila worried? What happened at the end of the story? to recap the story.

Let’s Read

CB pages 14–16

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: Do you think it is important to prepare well for anything that we do? Why? to gauge the learners’ depth of understanding.

Read and Respond

CB page 17

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

Homework

CB pages 17–18

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

Ask them to attempt the Think and Answer Q1 and Q2.

Period 3: Reading

Recap

Ask a few questions, such as: What is the name of the story and its writer? Who is the main character in this story? What is the story about? to recap the story.

Think and Answer & Big Idea

CB pages 17–18

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This is an inspiring story of a princess who proves everyone wrong about winning the weightlifting competition. Her passion and her determination makes her win.

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

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to answer, and then help the learners to frame correct and complete answers for each question.

Homework

WB pages 9–11

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

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

Period 4: Vocabulary

Recap

Ask questions such as: Do you remember the story about Princess Nila—what was it about? Who wrote it? to recap the story.

Pronounce Well

Write on the board ‘mat’. Ask learners to say the word aloud. If they have pronounced it correctly, then write an ‘e’ at the end of the word to make it ‘mate’. Ask the learners to pronounce the new word. Wait for some time and read it aloud for the class. Draw the learners’ attention to the fact that adding the ‘e’ changed the pronunciation of the word. Read its definition on page 19. Read each word multiple times. Ask them to repeat after you. Explain the exercise and ask them to attempt it. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary: Words that Go Together

CB pages 19–20

Tell learners that some words go together. For example, bread and butter, night and day, in and out. Ask them to come up with a few examples. Ask learners to attempt Q1. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.

Vocabulary: Singular to Plural

CB page 20

Read the definition and the examples given on page 20. Read out the rule in the Remember! box. Then, ask learners to attempt Q2. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.

Homework

WB pages 11–13

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

Period 5: Grammar

Go Grammar: Kinds of Nouns

Read out the definition for naming words in the Remember! box to recap.

CB pages 21–22

Explain Common and Proper Nouns based on the definition provided in the book. Read out the examples and encourage learners to give their examples on their own as well.

Then, ask: What would be the name for a group of birds? A group of stars, stairs and sheep? Ask a few learners to guess the answer. Then, explain the definition of collective nouns and go through the examples. Ask learners to attempt Q1 and Q2. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.

You may read out the Did You Know? to bolster the learners’ IQ and to take a short break between the questions.

Homework

WB pages 13–14

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

Period 6: Grammar

Go Grammar: Articles

CB pages 22–23

Tell the learners: Today we will learn about using a, an and the correctly. You may write these articles on the board.

Explain the definition and go through the examples. Then, ask them to attempt Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.

Homework

WB pages 14–15

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

Period 7: Listening & Speaking

Listen Well

CB page 23

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

Play the audio or read the text again. Ask the learners to tick the correct answers when listening to the text the second time.

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

Speak Well

CB page 24

Group the learners into pairs and explain the exercise to the learners. Then, read out the examples. Give learners a few minutes to practise. Ask them to use the tips given, when presenting. Then, ask each pair to come to the front and talk about the topic ‘The Importance of Exercising’.

Homework

WB pages 15–16

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

Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.

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

Period 8: Writing

Speak Well: Presentation

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

Write Well

Begin the class by introducing the concept of writing letters, especially to our friends or family.

CB page 25

Ask learners to think and name the person to whom they would like to write a letter. They may name their friend or their family. Then, read out the examples and the model answer to them.

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

Homework

WB pages 16–17

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

Learning Objectives

Students will be able to:

 read and appreciate a poem on brushing one’s teeth.

 practise their reading and comprehension skills for a poem.

 correctly use homophones.

 understand the use of titles in poetry

Period 1: Reading

Get Set

Theme 2: Health and Hygiene

3 The Toothbrush Brigade ControlCopy

CB page 26

Begin the class by asking learners about their morning routine. Let learners get an opportunity to express themselves. Help them answer in complete sentences.

Draw their attention to the title of the poem. Ask and answer: A brigade is a small army unit. What do you think ‘the toothbrush brigade’ can be? Let learners get an opportunity to express themselves. Help them answer in complete sentences.

Ask learners to attempt the Get Set exercise. Help them answer in complete sentences.

Let’s Read

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

CB pages 26–28

Play the Talking Book or read the poem aloud to the class, twice, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.

In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the Think and Tell question and read the Did You Know? text to the learners.

Homework

CB page 29

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

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

Period 2: Reading

Recap

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

Let’s Read

CB pages 27–28

Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand.

You may even ask learners to read a stanza each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: How did you like the poem? What did you like the most about the poem? to gauge the learners’ depth of understanding.

Read and Respond & Big Idea

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

Period 3: Vocabulary ControlCopy

CB pages 29–30

Discuss Q2 of Read and Respond. Help learners to refer to the correct stanza/s in the poem to answer these questions.

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.

Homework

Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.

Vocabulary

CB pages 30–31

Tell learners that some words may sound the same but have different meanings. For example, bear can mean both the animal and to carry something.

Read the definition in the Remember! box and the example. Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.

Poetry Appreciation

CB pages 26, 31

Ask the learners to open page 26 and look at the title. Ask them to guess what the title may mean and what can it tell us about the poem at the beginning.

Then, ask learners to go to page 31 to the Poetry Appreciation section. Explain the exercise and let them attempt it. Instruct the rest of them to mark their own work and write the corrections, if any, in pencil.

Theme 3: Kindness and Humility

4 Doctor, Doctor ControlCopy

Learning Objectives

Students will be able to:

 read and understand a story about a man with a magical pot of water.

 practise their reading and comprehension skills.

 pronounce and practise words with the hard and soft /th/ sound.

 correctly use antonyms.

 learn how to use the dictionary to search for words.

 correctly use adjectives of quantity and comparison.

 listen to a text to number pictures in the correct order.

 say what is different between two pictures.

 write a new ending of a story.

Period 1: Reading

Get Set CB page 34

You may do the Get Set activity either as a class activity or a paired activity.

As a class activity, ask all learners questions such as: Should we help people who are in need? How can we help a thirsty or hurt animal?

As a paired activity, you may ask each pair to present the discussion as a short skit.

Help learners to speak in complete sentences and appreciate them for their effort.

Let’s Read

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

CB pages 34–37

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? text to the learners to bolster their IQ.

Read and Respond

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

Then, ask learners to attempt Read and Respond Q1 and Q2.

CB page 38

Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB pages 38–39

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

Recap

Ask a few questions, such as: What is the name of the story? What was the name of the shopkeeper? to recap the story.

Let’s Read

CB pages 35–37

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions to gauge the learners’ depth of understanding.

Read and Respond

CB pages 38–39

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

Homework

CB page 39

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

Ask them to attempt Think and Answer Q1 and Q2.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 39–40

Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate them for their effort.

Homework

WB pages 18–20

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

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

Period 4: Vocabulary

Recap

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

Pronounce Well

With the help of the points given in the book, you may explain the hard and soft ‘th’ sounds.

CB page 40

You may relate these consonant sounds to vernacular consonant letters for comprehension through association.

Read the soft ‘th’ and hard ‘th’ words multiple times. Ask the learners to repeat after you. Ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary: Antonyms

CB page 41

Explain Antonyms to learners. Ask them the antonyms of some common words, such as up—down, tall— short, etc.

Then, ask them to attempt Q1. Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.

Vocabulary: Dictionary Hunt

CB pages 41–42

Explain how learners can use a dictionary. You may explain the concept better if you use a dictionary in the class.

Divide the class into pairs. Have each pair come to your desk and find a word you give them in the dictionary. Then, ask them to attempt Q2. Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 20–21

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

Period 5: Grammar

Go Grammar: Adjectives of Quality & Quantity

Begin the class by revising adjectives.

Then, explain Adjective of Quality to learners. Go through the examples in the book. Then, explain Adjective of Quantity to learners. Go through the examples in the book.

CB page 42

Ask learners to think of the correct adjectives to use for different types of nouns. You may divide the class into groups and do this activity as a pop quiz.

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

Homework

WB page 22

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

Period 6: Grammar

Go Grammar: Adjectives of Comparison

Begin the class by revising adjectives of quality and quantity.

CB page 43

Then, explain the use of Comparative and Superlative Adjectives to learners. Go through the examples in the book.

Again, conduct a pop quiz by dividing the class into teams and asking the correct degree of comparison for various adjectives.

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

Homework

WB pages 22–23

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

Period 7: Listening & Speaking

Listen Well

CB page 44

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

Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.

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

Speak Well

Divide the class into pairs and explain the activity to them.

CB pages 44–45

Ask them to prepare the read aloud of the lines as a pair first. Finally, ask them to come to the front and tell the class their version of the story. Appreciate them for effort.

Homework

WB pages 24–25

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.

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

Period 8: Writing

Speak Well:

Presentation

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

Write Well

Explain the activity to learners. Then, divide the class into groups and ask them to attempt the exercise. Encourage them to read the story thoroughly and refer to the tips given in the book. Have them submit their notebooks to you for checking.

Homework

CB page 45

WB page 26

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

Theme 4: Travel and

Learning Objectives

Students will be able to:

 read and understand a realistic fiction.

 practise their reading and comprehension skills.

 pronounce and practise the short and long sounds of /a/ and /e/.

 correctly use words related to travel.

 correctly use personal and possessive pronouns.

 listen to a text and sequence the parts of a story correctly.

 tell their friends about where they had travelled.

 write a diary entry

Period 1: Reading

Get Set

Ask the learners to do the Get Set activity.

Then, tell them the correct path line in the maze.

Let’s Read

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

5 Sailing Home ControlCopy

CB page 46

Hold a short talk on waiting for someone who is travelling to return home. Encourage them to talk about things like missing that person, waiting eagerly, etc.

CB pages 46–49

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? text to the learners to bolster their general knowledge.

Read and Respond

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.

CB page 50

Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB page 51

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

Recap

Ask a few questions, such as: What is the name of the story? Who were Basava and Sundari waiting for? to recap the story.

Let’s Read

CB pages 47–49

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions to gauge the learners’ depth of understanding.

Read and Respond

CB page 51

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

Homework

CB page 39

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

Ask them to attempt Think and Answer Q1 and Q2.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 51–52

Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate their effort.

Homework

WB pages 27–29

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

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

Period 4: Vocabulary

Recap

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

Pronounce Well

CB pages 51–52

Take two examples each of words with short and long /a/ sounds. Read these aloud. You may relate these vowel sounds to vernacular letters to aid comprehension through association.

Do the same for the short and long /e/ sounds.

Then, divide the class into pairs and ask each pair to read one set of words aloud and underline the letters correctly.

After this activity, ask them to attempt the fill-in-the-blanks exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary

CB pages 53–54

For Q1, first ask learners to match the words with the correct pictures. Then, they must use those words fill in the blanks.

Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil. Explain Q2 to learners. Let them write the words in the correct order in their notebooks.

Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 29–31

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

Period 5: Grammar

Go Grammar: Personal Pronouns

Revise Personal Pronouns. You may use the definition in the Remember! box.

CB pages 54–55

You may hold a short quiz in class where you ask the learners the correct personal pronouns for various nouns.

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

Homework

WB pages 31–32

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

Period 6: Grammar

Go Grammar: Possessive Pronouns

Begin the class by revising personal pronouns.

CB page 55

Then, explain possessive pronouns and its use. You may refer to the definition and the examples given in the book.

Again, conduct a pop quiz to ask learners the correct use of possessive pronouns. Ensure that you explain confusing aspects, such as the difference between its and it’s, and the use of his without any additional s After that, ask them to attempt Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 32–33

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

Period 7: Listening & Speaking

Listen Well CB page 56

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

Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.

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

Speak Well

Divide the class into groups of four and explain the activity to them.

Advise them to select one person in the group who speaks the lines.

Ask them to discuss the lines as a group and then perform as a group.

Appreciate them for effort.

CB pages 56–57

Homework WB page 34

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.

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

Period 8: Writing

Speak Well: Presentation

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

Write Well CB page 57

Explain the process of diary writing to learners. Walk them through each component of a diary entry. Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.

Homework WB page 35

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

6 Travel for Fun

Learning Objectives

Students will be able to:

 read and appreciate a poem on travelling.

 practise their reading and comprehension skills.

 use the words related to travelling.

 understand the mood of a poem.

Period 1: Reading

Get Set

CB page 58

Discuss the topic given in the Get Set exercise with the learners. Ask them to share where they would go on their magic carpets and why would they go to that place. Help them speak in complete sentences and appreciate their effort.

Let’s Read

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

CB pages 58–60

Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, read the interesting fact given in Did You Know?

Homework

CB page 61

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

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

Period 2: Reading

Recap

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

Let’s Read

CB pages 59–60

Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.

Read and Respond & Big Idea

CB pages 61–62

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

Then, discuss Q3 and Q4. Ask learners to write the answers in their notebooks. Help them write in complete sentences, if required.

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.

Homework

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

Period 3: Vocabulary

Vocabulary

CB page 63

Explain Q1 to learners and let them attempt it on their own. Call out the answers and let them mark their own work in pencil.

For Q2, ask learners to use the words from the Hint Box and sort them in the correct category. Call out the answers and let them mark their own work in pencil.

Poetry Appreciation

Explain the concept of mood to the learners.

Ask learners to write the correct mood of the poem.

Finally, ask them to write the two lines from the poem to support the mood they chose earlier. Ask a few learners to share their answers. Help them write and speak in complete sentences.

Homework

CB page 64

You may ask learners to write the mood for the poem ‘The Toothbrush Brigade’ and support it with lines from the text. Ask them to share their answers in the next class.

Learning Objectives

Students will be able to:

 read and understand an excerpt from a biography.

 practise their reading and comprehension skills.

 pronounce and practise the short and long sounds of /i/, /o/ and /u/.

 correctly use words that are used for a group.

 correctly use prepositions of time, place and movement.

 listen to a text and fill in key details.

 speak in a group discussion.

 write a poster

Period 1: Reading

Get Set

Discuss the topic given in the Get Set exercise with the learners.

Ask them to share how they would help their friend in any one of the situations from the ones given in the book.

Help them speak in complete sentences and appreciate their effort.

Let’s Read

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

7 The Story of Helen Keller ControlCopy

CB page 66

CB pages 66–69

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? texts to the learners to bolster their general knowledge.

Read and Respond

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.

CB page 70

Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB page 70

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What was Helen’s teacher’s name? Name the type of writing that Helen learnt to read. to recap the story.

Let’s Read

CB pages 67–69

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions to gauge the learners’ depth of understanding.

Read and Respond

CB page 70

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

Homework

CB page 71

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB page 71

Discuss the Think and Answer exercise with the class. Ask them to attempt it after that. Once they complete it, instruct them to mark their own work and write the corrections, if any, in pencil.

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate their effort.

Homework

WB pages 36–38

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

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

Period 4: Vocabulary

Pronounce Well

CB pages 51–52

Take two examples each of words with short and long /i/ sounds. Write them on the board and say them aloud. Let learners repeat after you. You may relate these vowel sounds to vernacular letters to aid comprehension through association. Do the same for the short and long /o/ and /u/ sounds.

After this activity, ask them to attempt the two fill-in-the-blanks exercises. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary

CB page 73

Explain the concept of using one word to stand in place for different words that belong to the same type or family.

Then, ask learners to attempt the exercise.

Explain that they must first write the group word name, and then use those words to fill in the blanks. Call out the answers after they complete the exercise, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 39–40

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

Period 5: Grammar

Go Grammar: Prepositions of Time

Revise Prepositions of Time. You may use the definition in the Remember! box.

Direct the learners’ attention to the table to revise how the prepositions are used.

CB page 74

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

Go Grammar: Prepositions of Place

Explain Prepositions of Place to learners by telling them that these words tell us where an object is.

CB page 75

Direct the learners’ attention to the table to teach how the prepositions are used.

Focus on explaining the difference in usage of at, on and in for both prepositions of time and place to remove confusion.

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

Go Grammar: Prepositions of Movement CB page 75

Explain Prepositions of Movement to learners by telling them that these words tell us in which direction an object moves.

Direct the learners’ attention to the table to teach how the prepositions are used.

Ensure that learners don’t confuse this preposition type with adverbs.

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

Homework

WB pages 41–42

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

Period 6: Listening & Speaking

Listen Well

CB page 77

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

Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.

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

Speak Well

Divide the class into groups of four and explain the activity to them.

Ask them to discuss the topic based on the points and the tips given in the book. Help them use complete sentences and appreciate their effort.

Homework

Period 7: Writing ControlCopy

CB pages 76–77

WB pages 43–44

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Speak Well: Presentation

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

Write Well

Step by step, explain the important components of a poster.

CB page 78

Tell them that a poster contains the most important message, in short, and it has to capture the attention of people.

Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.

Homework

WB pages 44–45

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

Theme 6: Protecting Animals

Learning Objectives

Students will be able to:

 read and understand a biographical story.

 practise their reading and comprehension skills.

 pronounce and practise the two sounds of ‘ch’.

 correctly use collocations, prefixes and suffixes.

 correctly use simple present and present continuous tense.

 listen and choose the correct answer.

 ask questions to interview a person.

 write an invitation.

Period 1: Reading

Get Set

Discuss the topic given in the Get Set exercise with the learners. Ask them to share their views on the safety of wild animals and their habitats. Help them speak in complete sentences and appreciate their effort.

Let’s Read

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

8 Carpet Sahib ControlCopy

CB page 79

CB pages 79–82

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? texts to the learners to bolster their general knowledge.

Read and Respond

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.

CB page 83

Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB page 83

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

Recap

Ask a few questions, such as: What is the name of the story? What did the villagers request Carpet Sahib to do? to recap the story.

Let’s Read

CB pages 80–82

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions to gauge the learners’ depth of understanding.

Read and Respond

CB page 83

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

Homework

CB page 84

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

Ask them to attempt the questions given in Think and Answer.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB page 71

Discuss the Think and Answer exercise with the class. Ask them to attempt it after that. Once they complete it, instruct them to mark their own work and write the corrections, if any, in pencil.

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Correct their sentences wherever necessary and appreciate their effort.

Homework

WB pages 46–48

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

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

Period 4: Vocabulary

Pronounce Well

Write on the board: ‘chop’ and ‘school’. Underline the ‘ch’ in both the words.

CB page 85

Read both the words aloud, and draw the learners’ attention to the pronunciation of ‘ch’ in both the words.

Ask them to note that in ‘chop’, it has a softer sound, while in the word ‘school’, it has the /k/ sound. You may relate these consonant sounds to vernacular letters to aid comprehension through association.

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

Vocabulary

Revise collocations and ask learners to attempt Q1.

Then, ask them to write three sentences with any one of the collocation word pairs.

Revise prefix and suffix, as concepts. You may use the definition in the Remember! box.

Ask leaners to attempt Q2 and Q3.

CB pages 86–87

Finally, call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 48–49

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

Period 5: Grammar

Go Grammar: Simple & Continuous Present Tense

Revise the concept of tense first. Then, revise simple present tense.

Direct the learners’ attention to the table to revise how simple present tense is used.

Then, explain the structure and use of the present continuous tense.

Write the formula on the board: subject + is/are/am + verb-ing.

CB pages 87–89

After that, ask them to attempt Q1 and Q2. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

You may ask a few learners to share their answers for Q1B.

Homework

WB pages 49–51

Ask the learners to attempt the exercises on simple present and present continuous tenses given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Listening & Speaking

Listen Well

CB page 77

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

Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.

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

Speak Well

CB pages 90–91

Divide the class into pairs and explain the activity to them. Say: In this activity, you will take turns to be the interviewer and the community helper. You will prepare your lines and present together.

Ask them to discuss the topic based on the points and the tips given in the book. When they present, help them use complete sentences and appreciate their effort.

Homework

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 7: Writing

Speak Well: Presentation

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

Write Well CB page 91

Step by step, explain the important components of an invitation.

Tell them that an invitation contains a short text to invite people, and the details of the event, its time and location.

Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.

Homework WB page 53

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

Learning Objectives

Students will be able to:

 read and appreciate a poem on the cow.

 practise their reading and comprehension skills.

 use the prefixes and suffixes correctly.

 create a simple poem on one’s favourite animal.

Period 1: Reading

Get Set

Theme 6: Protecting Animals

9 The Cow ControlCopy

CB page 92

Explain the Get Set activity to learners. Highlight the solved example for their better comprehension. Then, ask learners to attempt the exercise.

Ask them to share what their gratitude is for any one animal. Help them speak in complete sentences and appreciate them for their effort.

Let’s Read

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

CB pages 92–93

Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions. Also read the interesting fact given in Did You Know?

Homework

CB page 94

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

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

Period 2: Reading

Recap

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

Let’s Read

CB page 93

Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.

Read and Respond & Big Idea

Period 3: Vocabulary ControlCopy

CB pages 94–95

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

Discuss the questions in Read and Respond Q3. Then, help learners write the answers in their notebooks. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.

Homework

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

Vocabulary

CB pages 95–96

Do the Q1 in class as a pop quiz first, where you ask the learners to guess the correct prefixes. Then, ask learners to fill in the blanks.

After that, ask learners to attempt Q2. Call out the answers and let them mark their own work in pencil.

Poetry Appreciation

Explain the activity to the learners. Say: You will learn how to create a simple poem on a topic.

CB page 114

Go through the exercise for their better comprehension. Then, ask them to write a poem based on the guidelines in the book.

Once they complete the exercise, ask them to share their poem, one by one.

Homework

CB page 96

Ask learners to use the words with suffixes in Vocabulary Q2 to make sentences about caring for or protecting animals. They must submit their notebooks to you for checking on the next day.

Learning Objectives

Students will be able to:

 read and understand a fable on the theme Nature.

 practise their reading and comprehension skills.

 pronounce and practise words the silent letters k, b, w, l and t

 correctly use contractions.

 correctly use phrasal verbs and verb forms in the simple past tense.

 listen to a story and mark true or false according to it.

 talk about a picture.

 write a story

Period 1: Reading

Get Set

10 The Magpie’s Nest ControlCopy

CB page 98

Begin the class by asking learners to describe birds that they may have seen around the school, on the way or around their home.

Ask: Where do you think birds go when we cut away trees and forests? Listen to their answers and help them speak in complete sentences.

Then, ask them to attempt the Get Set exercise. Call out the answers and let the learners mark their work in pencil.

Let’s Read

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

CB pages 98–101

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? text to the learners to bolster their general knowledge.

Read and Respond

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

Then, ask learners to attempt Read and Respond Q1 and Q2.

CB page 102

Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB page 102

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What did the birds want to learn? Who was the cleverest bird? to recap the story.

Let’s Read

CB pages 99–101

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions to gauge the learners’ depth of understanding.

Read and Respond

CB page 102

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

Homework

CB page 102

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

Ask them to attempt the questions given in Think and Answer.

Period 3: Reading

Recap

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

Think and Answer

Discuss the Think and Answer question with the class.

Encourage them to express their reasons and help them form complete sentences.

Homework (incl. Big Idea)

CB page 102

CB page 103, WB pages 54–56

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

Ask them to create the poster in WB Q3 and bring to the class in the following week. Explain the Big Idea exercise to learners and ask them to attempt the exercise at home. Ask them to submit their work in the next class.

Period 4: Vocabulary

Pronounce Well

Tell learners that some words have letters that we do not pronounce. Then, show them the list of words in their books.

CB pages 103–104

Read aloud each word multiple times and ask learners to repeat after you. Then, ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary

CB pages 104–105

Explain contraction to learners. Show them the correct use of apostrophe (‘) when making contractions with a helping verb and ‘not’.

Ask leaners to attempt Q1 and Q2. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 57–58

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

Period 5: Grammar

Go Grammar: Phrasal Verb

First explain phrases to the learners. Then, explain phrasal verbs.

CB page 105

After that, ask them to attempt Q1. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Go Grammar: Verb Forms in the Simple Past CB pages 106–107

Explain regular and irregular verbs to learners.

Explain the use of -ed when using the past form of regular verbs.

After that, ask them to attempt Q2 and Q3. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 58–60

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

Period 6: Listening & Speaking

Listen Well

CB page 107

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

Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.

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

Speak Well

CB page 108

Divide the class into groups and explain the activity to them. Say: In this activity, you will describe what you saw in the Bharatpur Bird Sanctuary.

Ask them to refer to the picture given. Tell them they may either nominate one person to speak or take turns to speak when presenting their description.

When they present, help them use complete sentences and appreciate their effort.

Homework

WB pages 60–62

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience.

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

Period 7: Writing

Speak Well: Presentation

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

Write Well

Step by step, explain the important components of a story.

CB page 109

Tell them that a story must have a setting, important characters, and a beginning, middle and end that should be interesting for the readers and connected in mood and storyline.

Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking. You may even ask them to submit their stories in the next class.

Homework

WB pages 62–63

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

11 Wind on the Hill

Learning Objectives

Students will be able to:

 read and appreciate a poem on nature.

 practise their reading and comprehension skills.

 identify the correct homophones based on context.

 understand and describe the setting of the poem.

Period 1: Reading

Get Set

Ask learners to attempt the exercise. Then, ask learners to share their answers.

CB page 110

Let’s Read CB pages 110–111

Read the brief of the poem, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book. In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.

Homework

CB page 112

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

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

Period 2: Reading

Recap

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

Let’s Read

CB page 111

Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.

Read and Respond

CB page 112

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

Then, discuss Q3 of Read and Respond. Help learners to form and write complete sentences. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.

Homework (incl. Big Idea)

Period 3: Vocabulary ControlCopy

CB page 113

Explain the Big Idea activity. Then, ask them to attempt it on their own on the following weekend. Ask them to show their completed chart in the first class after the weekend.

Vocabulary

Revise homophones with the learners.

CB pages 113–114

Go through the solved example to make learners understand the exercises very well. Then, let them attempt Q1 and Q2 on their own. Call out the answers and let them mark their own work in pencil.

Poetry Appreciation

Explain the importance of settings in a poem.

CB page 114

Then, discuss the first question with the learners. Ask them to describe the setting of the poem ‘Wind on the Hill’.

Then, divide the class into pairs and have them attempt the second question on their own. Once they complete the exercise, ask each pair to share their answers.

Homework

You may ask learners to describe the settings of other poems that they have done so far.

Theme 8: Imagination and Fantasy

Learning Objectives

Students will be able to:

 read and understand a graphic excerpt from Alice in Wonderland.

 practise their reading and comprehension skills.

 correctly use similes and homographs.

 correctly use punctuation marks and the simple future tense.

 listen to a text to fill in key details.

 present a short scene as a role-play.

 write dialogues.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Ask them to show their drawings with the class once they finish it.

Note: Appreciate every learner’s effort and prevent other learners making fun of drawings that may not be so good.

Let’s Read

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

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Read and Respond

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

Once the learners complete each exercise, call out the answers. Let them mark their own work in pencil. After that, ask learners to attempt Read and Respond Q2. Ask them to share their answers once they complete it.

12 Alice in Wonderland ControlCopy

Homework

Ask them to attempt Read and Respond Q3.

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Whom did Alice follow into the hole? Who was playing croquet? to recap the story.

Let’s Read

CB pages 118–120

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions to gauge the learners’ depth of understanding.

Read and Respond

CB page 121

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

Homework

CB page 122

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

Ask them to attempt the questions given in Think and Answer.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 122–123

Discuss the Think and Answer question with the class. Help them refer to the correct parts in the story to answer the questions. Then, explain the Big Idea exercise to the learners. Ask them to fill in the table and share their answers.

Homework

WB pages 64–66

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

Period 4: Vocabulary

Vocabulary: Similes

CB page 123

Explain similes to learners. Explain the way ‘like’ is used to compare two different things. Ask leaners to attempt Q1. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Vocabulary: Homographs

CB page 124

Explain homographs to learners. Say: Homographs are words with the same spelling but different meanings. Sometimes, they are pronounced differently as well.

Give them examples, such as ‘rose’, ‘bear’ and ‘present’.

Then, ask leaners to attempt Q2. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 66–67

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

Period 5: Grammar

Go Grammar: Punctuation Marks

Explain the use of the full stop, comma, question mark and exclamation mark.

CB pages 125–126

Highlight the example of each. You may also write sentences with incorrect or incomplete punctuations on the board and ask learners to correct it.

After that, ask them to attempt Q1. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Go Grammar: Simple Future Tense

CB pages 126–127

Explain future tense to learners. Highlight the use of will and the simple present form of the verb when writing sentences in the future tense.

Ask learners to say sentences in simple future tense. For example, you may ask: What will you do at home?

And the leaners need to respond in simple future tense, such as: I will eat my lunch.

After that, ask them to attempt Q2 and Q3. Call out the answers after they complete the exercises, and ask them to mark the corrections, if any, in pencil.

Homework

WB pages 68–70

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

Period 6: Listening & Speaking

Listen Well

CB page 127

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

Play the audio or read the text again. Ask the learners to attempt the exercise while listening for the second time.

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

Speak Well

CB page 128

Divide the class into groups and explain the activity to them. Say: In this activity, you will perform a short scene from any one of the stories given in your book.

Ask them to choose any one of the stories. Tell them the summary of the story/stories if they do not know them.

Give them time to prepare. Then, ask each group to perform and appreciate their performance.

Homework

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 7: Writing

Speak Well: Presentation

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

Write Well CB page 129

Step by step, explain the salient points for dialogue writing. Then, ask them to attempt the exercise. Have them submit their notebooks to you for checking.

Homework WB pages 72–73

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

13 The Pot Face ControlCopy

Learning Objectives

Students will be able to:

 read and understand an amusing folktale.

 practise their reading and comprehension skills.

 practise breaking words into syllables.

 correctly use compound words and anagrams.

 correctly use adverbs.

 listen to a text to fill in the blanks.

 debate on a topic.

 write a paragraph.

Period 1: Reading

Get Set CB page 130

Discuss the two questions in the Get Set exercise.

For the first question, ask learners to share how they felt and what they did when they were upset with someone.

For the second question, ask learners to share what they did when they, accidentally, made someone upset. Encourage learners to express themselves and help them speak in complete sentences, if required.

Let’s Read

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

CB pages 130–134

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? text to the learners to bolster their IQ.

Read and Respond

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2.

CB page 135

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

Homework

Ask them to attempt Read and Respond Q3.

CB pages 135–136

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Who was the man with a pot on his head? to recap the story.

Let’s Read

CB pages 131–134

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions, to gauge the learners’ depth of understanding.

Read and Respond

CB pages 135–136

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

Homework

CB pages 136–137

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

Ask them to attempt the Think and Answer Q1 and Q2.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 136–137

Discuss the Think and Answer questions with the class and help them write in complete sentences.  Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate them for their effort.

Homework

WB pages 74–76

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

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

Period 4: Vocabulary

Recap

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

Pronounce Well

Write the word ‘happily’ on the board and then write it in this way as well: hap-pi-ly.

CB pages 137–138

Then, explain syllables to learners, drawing their attention to the word on the board and the examples in the book.

Then, ask them to complete the table given on page 138. Once they complete it, call out the answers and have them check their own work, in pencil.

Vocabulary: Compound Words

CB pages 138–139

Explain compound words to learners with the help of the definition and the example given in the book. You may also use examples of other objects such as ‘cupboard’.

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

Vocabulary: Anagrams

CB page 139

Explain anagrams to learners with the help of the definition and the example given in the book. You may also use examples of other objects such as ‘gum’ to ‘mug’.

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

Homework

Period 6: Listening & Speaking ControlCopy

WB pages 77–78

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

Period 5: Grammar

Go Grammar: Adverbs

CB pages 140–141

Explain adverbs to learners. Tell them that adverbs are words that describe how something happens or is done.

Explain the use of the suffix -ly and the rule of changing the spelling of words that end with ‘y’.

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

Homework

WB pages 78–80

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

Listen Well

CB page 141

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

Play the audio or read the text again. Ask the learners to fill in the table on the second hearing. Help them write in complete sentences wherever required.

Speak Well

CB pages 141–142

Explain the concept of debate. Then, divide the class into two groups. Give each group some time to prepare their points. Then, ask each to state their point one by one. Remind them that they should effectively support their view and counter the opponent’s view.

Homework

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their opponent, when practising at home. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 7: Writing

Speak Well: Presentation

Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB. You are also free to choose whether they present their debate as pairs or they debate as the entire class divided into two teams.

Write Well CB page 143

Go through the sample letter to revise the concept with the learners. Draw their attention to the various parts of the format as well as to the language that is used in the letter. Ask them to attempt the exercise. Call out the answers while the learners check their own work. Ask them to mark the corrections, if any, in pencil.

Homework

WB page 82

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

Learning Objectives

Students will be able to:

 read and appreciate a humorous poem.

 practise their reading and comprehension skills.

 use rhyming words to complete lines in a poem.

 understand imagery in poetry.

Period 1: Reading

Get Set

14 I Woke Up This Morning ControlCopy

CB page 144

Explain the exercise to learners and ask them to share their experience of the time they were running late. Help them speak in complete sentences and appreciate their effort.

Let’s Read

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

CB pages 144–145

Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.

Homework

CB page 146

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

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

Period 2: Reading

Recap

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

Let’s Read

CB page 145

Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.

After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.

Read and Respond & Big Idea

Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil. Then, discuss Q3 of Read and Respond. Help learners to form and write complete sentences. Explain the Big Idea activity. Then, ask them to share their experience. Help them speak in complete sentences and appreciate their effort.

Homework (incl. Big Idea)

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

Period 3: Vocabulary

Vocabulary

CB pages 147–148

Ask learners to attempt Q1. Call out the answers and let them mark their own work in pencil. Then, ask learners to attempt Q2. Once they complete it, ask them to share their lines in class. Help them speak in complete sentences and appreciate their effort. Then, let them attempt Q3. Once they complete it, call out the answers and let them mark their own work in pencil.

Poetry Appreciation

Explain the concept of imagery as well as their use and importance in poetry

CB page 148

Divide the class into pairs and ask them to attempt the exercise. Once they complete the exercise, ask each pair to share their answers.

Homework

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

Learning Objectives

Students will be able to:

 read and understand a Japanese folktale.

 practise their reading and comprehension skills.

 identify the long /I/ sound with different spellings.

 correctly use idioms.

 correctly use conjunctions.

 listen to riddles and answer them.

 tell a story

 write instructions.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Once they complete it, ask them to share their answers. Help them speak in complete sentences and appreciate their effort.

Let’s Read

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

15 Momotaro, the Peach Boy ControlCopy

CB pages 150–153

Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

Pause to read out the Did You Know? text to the learners to bolster their IQ.

Read and Respond

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

Then, ask learners to attempt Read and Respond Q1 and Q2.

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

Homework

Ask them to attempt Read and Respond Q3.

CB page 154

CB page 154

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What does Momotaro mean? to recap the story.

Let’s Read

CB pages 151–153

Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.

After the reading is over, ask questions, to gauge the learners’ depth of understanding.

Read and Respond

CB page 154

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

Homework

CB page 155

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

Ask them to attempt the Think and Answer Q1 and Q2.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 155–156

Discuss the Think and Answer questions with the class. Call out the answers after the discussion.  Explain the Big Idea activity. Then, ask them to attempt it on their own.

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

Homework

WB pages 83–85

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

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

Period 4: Vocabulary

Recap

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

Pronounce Well

CB pages 156–157

Write the word ‘happy’ on the board and draw the learners’ attention on the long /e/ sound. Then, explain how this sound can be expressed with different spellings, not just with a ‘y’ at the end of the sentence.

Walk them through the table of spelling given in the book and then ask them to attempt the fill in the blanks exercise.

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

Vocabulary: Idioms

CB pages 157–158

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

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

Homework

Period 5: Grammar

Go Grammar: Conjunctions

WB pages 85–87

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

CB pages 140–141

Explain conjunctions to learners. Tell them that conjunctions are words that join two words, phrases or sentences.

Explain the use of and, or, but and so to learners. Ask them to the table in the book.

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

Homework

Period 6: Listening & Speaking

Listen Well

WB pages 87–89

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

CB page 160

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

Play the audio or read the text again. Ask the learners to fill in the blanks on the second hearing. Help them guess the riddles, if required.

Speak Well

ControlCopy

CB page 160

Walk the learners through the steps on creating and narrating a story. Ask them to remember the tips when they attempt the exercise.

Then, divide the class into pairs. Give them some time to think of a story. Advise them to keep their story short and to write it in their notebooks.

Then, ask each pair to narrate their story to their partner. They may refer to their notebooks. Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 90–91

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their listener when they practise narrating stories. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.

Period 7: Writing

Speak Well: Presentation

Begin the class by asking learners to present the Speak Well projects that they have practised.

Write Well

Explain how instructions are written with the help of the tips given in the book. Draw their attention to the various parts of the format as well as to the language that is used to write instructions.

Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and then share the set of instructions they wrote.

Homework

ControlCopy

CB pages 161–162

WB page 91

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

Answer Key ControlCopy

Coursebook

The Tiffin Gang

Get Set

Answers will vary. Here is a sample answer.

• A Toy – You can draw your favourite toy that you like to share with your friends.

• A Book – Draw a book that you enjoy reading and sharing with friends during story time.

• A Snack – Draw a plate of cookies or chips that you share with your friends during lunch or break.

Do you think sharing is important? Why?

Yes, sharing is important because it makes everyone happy. When we share, we show kindness and make friends feel special. It also helps us learn how to care for others.

Read and Respond

1. Circle the correct answers.

a. What does Meenu bring for lunch?

• i. Idli and podi

b. Who brings mutke for lunch?

• ii. Kamlesh

c. What do Meenu and Kamlesh decide to do?

• ii. Exchange their lunches

d. What does Meenu’s mother do for Kamlesh?

• i. Packs a few extra idlis

e. Who brings pakhala bhata with potatoes?

• iv. Sachi

2. Number the events 1–5 the way they happen in the story:

1. b - Meenu finds idli and podi in her tiffin box.

2. a - Kamlesh shares her jowar bhakri and bhaji with Meenu.

3. d - Meenu’s mother packs three extra idlis in a tiffin box.

4. e - Sachi brings pakhala bhata with potatoes in her tiffin.

5. c - All the children in the classroom enjoy sharing their tiffins.

3. Answer the questions in one to two sentences:

a. Which words tell us that Meenu is hungry?

• Words like "Meenu’s tummy growls," "her mouth waters," and "her tummy rumbles" tell us that Meenu is hungry.

b. How does Kamlesh feel when she opens her tiffin?

• Kamlesh feels disappointed and sulks when she opens her tiffin because it has jowar bhakri and bhaji again.

c. What problem do Meenu and Kamlesh have?

• Meenu and Kamlesh both feel bored and unhappy with the food packed in their tiffins, as it’s the same every day.

d. How does the class react to the tiffin party?

• The class reacts by eagerly scrambling to join the tiffin party, crowding around Kamlesh’s desk to share the food.

e. Why does Meenu love tiffin time by the end of the story?

• Meenu loves tiffin time because it becomes a fun party where everyone shares different foods, and every day feels like a celebration.

Think and Answer

1. Read the actions of the people in the story. Tick ( ) the reason for the actions.

Meenu’s mother packs idlis for her every day.

• Meenu’s mother thinks Meenu likes idlis.

Kamlesh shares her tiffin with Meenu.

• Kamlesh does not like jowar bhakri and bhaji.

Meenu’s mother packs extra idlis for Kamlesh the next day.

• Meenu told her mother that Kamlesh liked them.

Sachi wants to join Meenu and Kamlesh.

• She thinks sharing food is a good idea.

2. Write two things that might happen next.

a. A new student in school forgets to bring lunch.

• Meenu, Kamlesh, and Sachi could share their food with the new student, making them feel welcome and included.

b. A friend falls and is hurt during sports class.

• Meenu and Kamlesh might help their friend by taking them to the nurse or offering comfort, just like how they helped each other with their food.

Big Idea

Answers will vary. Here is a sample answer.

From the story The Tiffin Gang, we learn the importance of sharing, friendship, and looking beyond what we have to offer to consider the needs and happiness of others. Meenu, initially unhappy with her food, learns to appreciate the value of sharing and how it can turn something ordinary into an exciting experience. Kamlesh, despite not liking her food, shares it with Meenu, and together, they create a joyful atmosphere where everyone is included. Sachi joins in, and the classroom becomes a place of unity, with the children forming a "tiffin party." This shows how cooperation and kindness can bring people together and make any situation more enjoyable. In my life, I can apply this lesson by being more open to sharing, not just food, but also knowledge, time, and support. Whether it's helping a friend with homework, sharing a resource, or simply offering a kind word to someone who is feeling down, small acts of kindness can create a sense of community and belonging. Like Meenu, I will also focus on seeing the good in what I have and appreciate how sharing can make life more meaningful for everyone involved.

Pronounce Well

Circle the correct words to complete the sentences. Read the sentences aloud.

a. Meenu likes to take pictures with her i. phone

b. The zoo has a big ii. elephant

c. We draw a ii. graph in the maths class.

d. My favourite animal is a i. dolphin

e. Meenu took a lovely i. photo of the tiffin party.

Vocabulary

1. Some words have the same or similar meanings. These words are called synonyms. Match the words that mean the same.

• friend = buddy

• noisy = loud

• dislikes = hates

• gobble = eat

• clever = smart

2. Complete the sentences with words that mean the same. Use the words in the box.

a. There is a little bird in that nest.

b. Rihaal and Nita like to draw during their free time.

c. The table is in the middle of the room.

d. A strong wind blows across the ocean.

e. The students are hungry because they did not eat anything.

Go Grammar

1. Circle the subjects and underline the predicates in the sentences. Double underline the verbs.

a. Kamlesh shrugs at her own box.

• Subject: Kamlesh

• Predicate: shrugs at her own box

• Verb: shrugs

b. Meenu wolfs down Kamlesh’s jowar bhakri.

• Subject: Meenu

• Predicate: wolfs down Kamlesh’s jowar bhakri

• Verb: wolfs

c. The whole class crowds around Kamlesh’s desk.

• Subject: The whole class

• Predicate: crowds around Kamlesh’s desk

• Verb: crowds

d. Sachi comes over with her tiffin box.

• Subject: Sachi

• Predicate: comes over with her tiffin box

• Verb: comes

e. Meenu loves tiffin time now.

• Subject: Meenu

• Predicate: loves tiffin time now

• Verb: loves

2. Match the subjects and the correct predicates.

• Amma packs idli and podi in the tiffin box.

• Meenu’s mouth waters.

• Kamlesh’s tiffin gobbles up Meenu’s idlis.

• Yummy smells waft towards Meenu.

• Kamlesh looks yummy.

3. Use the correct WH words to form the questions.

a. What has pakhala bhata in her tiffin?

b. What is in Kamlesh’s tiffin?

c. Where is the tiffin party?

d. What tiffin has sandwiches and noodles?

e. When do the girls meet?

4. Use the correct DO words to form questions.

a. Did Meenu and Kamlesh share their lunch?

b. Do the tiffin boxes have lots of food?

c. Does Sachi join Meenu and Kamlesh?

d. Did Amma pack extra idlis for Kamlesh?

Listen Well

Listen carefully to the text and fill in the blanks with the correct words. Sonu is new in town and feels nervous about making new friends. One day, he decides to go to the park to play. In the park, Sonu meets someone. They play together, laugh and have fun. They ride on the merry-go-round and go down the slide. Sonu feels happy because he has made a new friend.

Speak Well

Answers will vary. Here is a sample answer.

Hi, everyone! I want to introduce you to my friend. This is Rahul. Rahul likes to play soccer and ride his bike. An interesting thing about Rahul is that he has a pet hamster named Sparkle.

Write Well

Answers will vary. Here is a sample answer.

ControlCopy

The picture shows a sack race in the park on a sunny day. There are five kids, two girls and three boys, playing the game. The sun is shining bright and it’s a warm summer day. The kids are having fun jumping in their sacks.

The Weightlifting Princess

Get Set

Answers will vary. Here is a sample answer.

• A karate competition

• A football game

• A sack race

• Running a race

• A basketball competition

• A swimming competition

Read and Respond

1. Complete the summary of the story with the words in the box.

Princess Nila loves to lift weights. She wants to take part in the Surya Championship. For the weightlifting competition, Nila has to weigh fifty-five kilos. She wants to win the competition and go to Taibar. On the day of the competition, Nila lifts an ancient iron throne. Princess Nila wins the competition.

2. Answer the questions in two to three sentences.

a. What is the Surya Championship? Why does Princess Nila want to take part?

The Surya Championship is a famous weightlifting contest in Princess Nila's kingdom. She wants to take part because it is a big event, and she has always dreamed of winning and going to Taibar, the land of snow.

b. Why does the queen understand her daughter’s wish to win?

The Queen understands Nila’s wish because many years ago, she also had dreams of winning competitions and achieving great things, just like Nila. She knows the passion and determination it takes to succeed.

c. What does Princess Nila do to prepare for the championship?

ControlCopy

Princess Nila trains hard by running up and down the mountain, swimming in the river, and eating protein-rich foods like curd and dal. She also works on gaining the weight she needs to qualify for the competition.

d. Who are the other athletes competing against Princess Nila?

Other athletes competing against Princess Nila include a boy with a yellow turban, a girl with a tight braid, and Prince Vikram of Nethil, who had won the championship four years ago.

e. What do the judges watch for when the participants lift weights?

The judges watch for whether the arm is shaking, whether the leg is steady, and if the stance is correct while the participants lift the weights.

Think and Answer

1. In your notebook, write how Princess Nila solves these problems.

a. She has to increase her weight.

Princess Nila solves this problem by eating foods that are rich in protein, such as curd and dal. She also works hard to put on the required two kilos by eating well, and with the Queen’s encouragement, she manages to reach the required weight of fifty-five kilos.

b. She finds the iron throne very heavy.

Princess Nila solves this problem by applying all her strength during the final round of the competition. Even though it is tough and painful, she doesn’t give up. She thinks of Surya and her dream of going to Taibar, which motivates her to lift the iron throne.

2. Use the sentence starters to write about Princess Nila.

The main person in the story is Princess Nila.

In the beginning, she worries about not being able to gain the required weight for the Surya Championship.

I say so because she needs to weigh fifty-five kilos to participate in the competition, and she still has to put on two kilos.

She likes lifting weights.

I say so because she has been practising weightlifting since she was a child and loves the challenge of lifting heavy objects.

Her dream is to win the Surya Championship and go to Taibar, the land of snow.

I know it because she talks about winning the championship and going to the best sports school in Taibar. She is a determined girl.

I know it because she works hard to gain weight, trains tirelessly, and pushes herself to lift the heavy iron throne to win the competition.

Big Idea

To participate in the quiz competition, I will follow a timetable.

I will study from 4:00 PM to 6:00 PM.

I will start practising at 6:30 PM.

I will ask for help from my teacher and my older sister.

I will need more energy. I will eat healthy food.

1. Milk   2. Fruits   3. Salads   4. Dry fruits

I will listen to music and take short walks to relax.

kltape

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tpinec

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tdwoin

shrope

a. pine b. cone c. kite d. tape e. rope

Vocabulary

1. Match the words that go together. Fill in the blanks with the pairs.

• tea and biscuits • bread and butter • salt and pepper

• knife and fork • pen and paper

a. Princess Nila makes her diet chart using dal and curd.

b. Princess Nila does not include cakes and sweets in her diet plan.

c. Princess Nila likes to eat fruit and banana for breakfast.

d. Princess Nila eats her food with a fork and knife

e. Princess Nila adds tomatoes and cucumber to her salad.

2. Fill in the blanks by choosing the correct plural forms.

a. The princesses wore sparkling dresses to the ball.

b. The weight-lifting matches were tough.

c. Princess Nila ate sandwiches after the competition.

d. The judges announced the final decision.

Go Grammar

1. Underline the common nouns and circle the proper nouns in the sentences.

a. The Surya Championship is a famous contest.

b. The Queen of Taibar eats a banana every day.

c. Princess Nila lifted tables and even the throne.

d. There is a sports school in Taibar.

e. Nila swims in the Brahmaputra river.

2. Fill in the blanks with one of the collective nouns in the box.

a. a bunch of grapes b. a class of students c. a flock of birds

d. a swarm of bees e. a herd of elephants

3. Fill in the blanks using a, an, and the.

a. The people are watching the Surya Championship.

b. The King is sitting on his iron throne.

c. She eats an orange everyday.

d. Prince Vikram is a strong man.

e. Princess Nila is a good athlete.

Listen Well

Listen carefully to the text, and tick ( ) the images that match the tips on how to stay healthy.

ControlCopy

Drink water

Play with water

Brush your teeth

Paint with your handsWash your hands Sleep well

Eat dirty fruit

Speak Well

Eat fruit and vegetables

Eat junk food

Answers may vary. Here is a sample response. Exercising is important for staying healthy and fit. It helps keep our body strong, improves our heart health, and maintains a healthy weight. Regular exercise also boosts our mood by releasing chemicals in our brain that make us feel happy and less stressed. It doesn’t always have to be intense; activities like walking, dancing, or playing sports can also keep us active and energized. Overall, exercising is a fun and essential way to take care of our body and mind, and it helps us feel good every day.

Write Well

Answers may vary. Here is a sample response. B-203/2 Salt Lake Kolkata 778890 25 July 2025

Dear Anya,

I hope this letter finds you feeling better. I heard that you have been unwell and have missed school for a while now. I just wanted to check in and see how you're doing. I hope you’re getting plenty of rest and taking good care of yourself.

I know it’s tough being sick, but make sure you drink lots of water and eat healthy food to help your body heal. If you haven’t already, maybe you could try taking some light walks around your home or stretching to keep your muscles from feeling too stiff. Don't worry about school too much—your health is the most important thing right now! Take your time to get better, and don’t forget to relax and get enough sleep.

We all miss you at school, and I can’t wait to see you back soon. If you ever need any help catching up with lessons, just let me know. Take care of yourself, and feel better soon!

Wishing you a speedy recovery, Sarah

ControlCopy

The Toothbrush Brigade

Get Set

Answers may vary. Here is a sample response.

1. I brush my teeth in the morning and night.

2. I wash my hands before eating and after using the bathroom.

3. I take a bath or shower every day.

4. I wear clean clothes.

5. I comb my hair to keep it tidy. Why is it important to stay clean?

Staying clean is important because it helps us stay healthy. It keeps germs away and makes us feel fresh. Being clean also helps us look nice and feel good about ourselves!

Read and Respond

1. Choose the correct answers.

a. What do the boys and girls form?

ii. A club to take care of their teeth

b. What do the boys and girls promise to do in the morning and at night?

i. Brush their teeth

c. How do they brush their teeth?

ii. Across/up and down

d. What do they do after brushing their teeth?

ii. Rinse their teeth

e. What do they want their teeth to look like?

i. Clean

2. Answer the questions in two to three sentences.

a. The boys and girls form the Toothbrush Brigade to take care of their teeth and prevent them from decaying. They want to keep their teeth clean and healthy.

b. If we do not take care of our teeth, they can become decayed and unhealthy. This can lead to pain and other dental problems.

c. The correct steps to brush our teeth are to first brush across, then brush up and down. After brushing, we should rinse our mouth to ensure our teeth are clean.

d. The message at the end of the poem is to encourage everyone to brush their teeth every day, starting from that night, to keep them clean and healthy for a long time.

Big Idea

Answers will vary.

Vocabulary

a. Please pass me the light of paint.

b. She can sing beautifully.

c. I hope you get well soon.

d. The room is filled with light.

e. We watched a cricket match yesterday.

f. Let’s go to the park and have a picnic.

g. The suitcase is very light

h. In my grandfather’s village, people get water from the park

i. Don’t park the car in front of the store.

j. Father needs a match to light the campfire.

Poetry Appreciation

a. When I first read the title ‘Toothbrush Brigade,’ I thought it might be about a group of people or kids who work together to promote good dental hygiene, or maybe a fun club that focuses on brushing teeth.

b. After reading the poem, my idea was confirmed. The poem is about a group of boys and girls who form a club to care for their teeth by brushing them regularly, making sure to keep them clean and healthy.

c. If I could change the title, I might choose something like "The Tooth Care Club" or "The Clean Teeth Team" to reflect the focus on taking care of teeth and making it sound like a fun group effort.

Doctor Doctor

Get Set

Answers will vary. Here is a sample response.

One day, I saw an injured animal on the road. It was a small bird, and it looked hurt. I carefully picked it up and took it to my home. I told my parents, and they helped me take the bird to the vet. The bird felt better after some care, and I was happy to see it fly away later.

Another time, I saw an old man struggling to carry his groceries. I helped him by carrying some bags for him. He smiled and said thank you. He looked relieved and happy after I helped him.

Once, my friend was crying because she lost her pencil case. I helped her look for it and found it under her desk. She felt much better and thanked me for helping. It made me feel good to help my friend!

Read and Respond

1. Choose the correct answers.

a. iii. two years

b. i. Karim’s limp became better.

c. iv. nothing

d. ii. the Queen

e. v. He brought a doctor to the village.

2. Number the events 1–5 in the correct order.

1. The old man blesses Ravi.

2. News spreads about Ravi’s magic water.

3. Karim’s limp improves after drinking the water.

4. The queen is bitten by a mosquito.

5. Ravi’s pot becomes dry at the palace.

3. Answer the questions in two to three sentences.

a. The people in Ravi’s village faced a water shortage due to no rain for two years, leaving everyone with very little stored water.

b. Ravi realized that the magic water seemed to heal Karim’s limp, and he began to believe the old man’s words that helping others brings blessings.

c. Ravi chose to help the Queen because he was tempted by the reward he would receive for providing the magic water, which led him to ignore the old man’s need.

d. The king threatened to banish Ravi from the village because Ravi failed to provide the magic water to the Queen as promised.

e. After losing his magic water, Ravi missed the joy and love he received from helping others selflessly and realized that kindness was more valuable than money.

Think and Answer

1. Describe Ravi at different points in the story:

• At the beginning: Ravi is kind and generous, helping the old man with water despite the village's water shortage. He is selfless and willing to share what little he has.

• In the middle: Ravi is curious, as he notices the effects of the magic water when Karim's limp heals. He begins to believe that the water might have magical properties. He is still kind but now feels a sense of wonder about the water.

• At the end: Ravi is regretful and ashamed. After losing the magic water due to his greed, he reflects on his past actions and realizes the true value of kindness. He is humble and learns to prioritize helping others without expecting anything in return.

2. Write what the characters' thoughts could have been:

• The old man took the pot and drank all the water in it.

⸰ Ravi thought that: "I can't believe he took all the water! But I did help him, and that's what matters. Maybe I’ll be blessed for it."

• Karim drank water from the pot, and his limp went away.

⸰ Karim thought that: "This water is amazing! My leg feels much better now. I’m grateful to Ravi for helping me."

• The king called Ravi to the palace with his healing water

⸰ The king thought that: "This water is the solution to the queen’s problem. I will reward Ravi handsomely for bringing it to me."

Big Idea

People in my area face this problem: frequent water shortages, especially during the summer season. I wish I had this power to help everyone: the ability to create an unlimited supply of clean water for everyone in the neighbourhood.

I chose this power because: access to clean water is essential for daily life, and having a constant water supply would make life much easier and healthier for everyone. It would also prevent water-related issues like dehydration and poor hygiene.

Pronounce Well

Say the words aloud. Fill in the blanks with the ‘th’ words in the box.

a. Rohan gave me this apple.

b. My mother helps me with Maths.

c. Please thank your uncle for the gift.

d. I need to think before I make a decision.

e. She prefers books to those ones.

f. My brother drives me to school.

Vocabulary

1. Fill in the blanks with the correct pairs of opposite words in the box.

a. On a hot day, everyone wishes for cold weather.

b. The pot was full in the morning but by the evening, it was empty.

c. Ravi was kind to the villagers but the king was cruel to them.

d. Ravi felt blessed when he had the healing water but cursed when he lost it.

e. Ravi was rewarded for his kindness, but the evil minister was punished for his unkind acts.

2. Use a dictionary to arrange the following words in alphabetical order.

Alphabetical order:

• being

• blessed

• drink

• dry

• empty

• everything

• magic

• mean

• near

• never

Go Grammar

1. Circle the adjectives of quality. Underline the adjectives of quantity.

a. Ravi was a helpful man.

b. The tall man wanted more water.

c. Many people came outside Ravi’s small shop.

d. Karim’s injured leg had worried him for many years.

e. Poor people would leave a few rupees or some food.

2. Fill in the blanks with the comparative or the superlative form of the adjectives.

a. Ravi is more helpful than Kishan.

b. Today is the hottest day of the month.

c. The man was older than Ravi.

d. Raghu was more interested in Maths than Meenu.

e. Ravi’s shop is the tiniest shop in the village.

f. Water is more precious than gold.

g. The king will give the handsomest reward you can imagine.

Listen Well

Speak

Well

Answers may vary. Here is a sample response.

1. In the first picture, I see the snowman wearing a red cap. But in the second picture, I see the snowman wearing a yellow cap.

2. In first picture the wing of the bird is upwards but in the second picture the wing of the bird is downwards.

3. In first picture the teddy’s tracks have two lines but in the second picture the teddy’s tracks have one line.

4. There are six trees in the first picture but there are only five trees in the second picture.

Write Well

Answers may vary. Here is a sample response.

After the river goddess gave Hari the gold, silver, and iron axes, he was very happy. But instead of keeping the gold and silver axes for himself, Hari decided to share them with the villagers. He thought they would help everyone. The villagers were so grateful and decided to throw a big party for Hari. Everyone in the village cheered, and they gave Hari a special gift—an even better axe to help him with his work. Hari smiled and felt very proud, not because of the shiny new axes, but because he had helped everyone. The river goddess appeared one last time and said, "Your kindness will always be rewarded."

From that day on, Hari was known as the kindest woodcutter in the whole village, and he never had to worry about money again. He always helped his friends, and they helped him too. The village became the happiest place because everyone worked together, just like Hari did.

Sailing Home

Get Set

Answers may vary.

Read and Respond

1. Choose the correct answers.

a. How long had Basava and Sundari’s father been away from home?

ii. many months

b. What did Sundari enjoy about visiting the market?

i. seeing sailors from different places

c. What colour were the sails of their father’s ship?

i. red with a flying eagle

d. What did the old sailor at the jetty show the children?

iv. their father’s ship

2. Write True or False.

a. Basava and Sundari’s father had never been away for such a long time before. True

b. The children immediately found their father’s ship with red sails and a flying eagle. False

c. Sundari did not enjoy visiting the market where her mother sold vegetables. False

d. Sundari’s mother communicated with the sailors by using her hands to show what she meant. True

e. The sailor they met at the jetty spoke their language very well. False

3. Answer the questions in one or two sentences.

a. Describe the places that Basava and Sundari go to in the story. Basava and Sundari go to the beach, the market, and the jetty.

b. Why were Basava and Sundari sitting on the sand at the beginning of the story? They were waiting for their father's ship to return after being away for many months.

c. How did Basava and Sundari feel about their father being away for so long?

They were worried and sad, especially because their father had never been away for so long before.

ControlCopy

d. Where did Basava and Sundari go to ask about their father’s ship? What did they find out there? They went to the jetty to ask about their father's ship. There, they found out that a ship with black and green sails came from Kamboja.

e. Describe how Basava and Sundari communicated with the sailor on the ship from Kamboja. They used gestures and words, pointing to the red sail and Sundari's red skirt to explain that they were looking for a ship with a flying eagle on the sail.

Think and Answer

1. Identify the problem and the solution in the story by answering these questions.

a. What is the main problem that Basava and Sundari face in the story?

The main problem Basava and Sundari face is that they are waiting for their father's ship to return, but they can't find it among the ships they see.

b. What do they do to try and solve their problem?

To solve the problem, they go to the jetty to ask about their father’s ship. They communicate with the sailor using gestures and words to figure out which ship belongs to their father.

c. How is the problem solved at the end of the story?

The problem is solved when they finally spot their father's ship with red sails and a flying eagle, just as the old sailor had described. The children are happy to see the ship and know that their father is returning home.

2. For each event, choose how Sundari and Basava probably felt.

a. Watching the sunrise while waiting for their father.

Hopeful – They were waiting for their father, and the sunrise might have given them hope that he would return soon.

b. Remembering the big storm from last week.

Worried – They were likely concerned about their father’s safety due to the storm.

c. Seeing the ship with the black and green sails.

Disappointed – They thought it was their father's ship, but it wasn’t, which would have left them feeling disappointed.

d. Finally, seeing their father’s ship with red sails and a flying eagle.

Delighted – They were overjoyed and excited when they saw their father’s ship finally approaching.

Big Idea

Answers may vary. Here is a sample response.

a. How did you feel while they were away? How did you feel when they came back?

When my family member was away, I felt sad and missed them a lot. I also worried about them. When they came back, I was so happy and excited to see them! I couldn’t wait to give them a hug.

b. How was your experience similar or different to Sundari and Basava’s?

My experience was similar to Sundari and Basava’s because I missed my family member too, just like they missed their father. But it was different because I didn’t have to go on a big search. I just waited at home for them to come back. When they did, I was so happy, just like Sundari and Basava were!

Pronounce Well

Short a sound Long A sound Short e sound Long E sound mat mate fell feel plan plane met meet sack sake bet sweep rack rake left evening am aim speck geese pad paid beat

a. The kids played in the sand at the beach.

b. The children were happy to meet new travellers.

c. The kids felt safe when they saw their father’s ship.

d. One traveller wore a red hat.

e. The ship had black and green sails.

Vocabulary

1. These are words related to travel. Match the words and the pictures.

ControlCopy

2. Arrange the following list of words in alphabetical order in your notebook.

• sails

• sailor

• sand

ship

harbour

sailor

life jacket

cruise ship

• ship

• shouted

• soldier

• storm

Go Grammar

1. Imagine you are Basava. Fill in the blanks with the correct personal pronouns.

I am Basava. My father is a sailor and hasn’t been home for months. Sundari and I are worried and cannot help thinking about the storm last week. It damaged quite a few ships. We go down to the harbour and see a ship, but it has the wrong sails and we are disappointed. Sundari and I go to the market where my mother works. She sells vegetables to sailors from all over. They have interesting stories to tell.

2. Write the correct possessive pronouns for the pictures.

a. Whose father is this? He is theirs.

c. This is her father’s ship. It is his

e. This boat is ours.

Listen Well

b. She is saying the cap is hers.

d. I wish all the gold on the ship were mine

Listen to the story carefully. Number the sentences in the correct order.

1. Last summer, Sahil went on a trip to the mountains with his family.

2. First, they packed their bags and got into the car.

3. Then, they drove for a few hours and reached the mountains.

4. After setting up their tent, they went hiking.

5. In the evening, they ate hot chapatis and told stories.

6. Sahil had a wonderful time and couldn’t wait to go on another trip.

Speak Well

Answers may vary. Here is a sample response.

My parents and I went on a trip to Goa last summer. We visited the beaches and ate yummy seafood. We also saw beautiful temples and forts. The day/thing I enjoyed most was playing in the water at Baga Beach because the water was so clear and warm. I wish that we could stay in Goa for a longer time. It was a lovely holiday and I loved the food and the fun activities. I was sorry we had to go home, but I knew I could visit again someday.

Write Well

Answers may vary. Here is a sample response.

25 May 2025

9 p.m.

Monday

Dear Diary,

Today, I visited Nainital with my family. It was so much fun! I saw beautiful lakes, tall trees, and snowy mountains. We did boating in Naini Lake and we even went up to Snow View Point to see the snow!

My favourite part was riding the cable car because the view from up high was amazing! I felt so happy and excited because it was my first time seeing snow, and I really loved the cold weather.

It was a wonderful day, and I can't wait to visit Nainital again!

Goodnight,

Anya

Travel for Fun Get

Set

Answers will vary. Here is a sample response.

ControlCopy

If I had a magical carpet, I would travel to the beach with my friends. We would go to a place where the water is clear and blue, and the sand is soft. I would want to spend time playing in the water, building sandcastles, and relaxing under the sun. We could have a picnic and enjoy snacks together. A magical carpet would let us go anywhere, so we could also visit other countries and learn about different cultures. Traveling with friends would be so much fun because we could share amazing adventures together!

Read and Respond

1. Tick ( ) the correct answers.

a. How does the boy want to travel around the world?

ii. By magic carpet

b. Where does the boy keep the magic carpet?

ii. Under the bed

c. What does the boy not need if he travels on the carpet?

i. A passport

d. Which famous place in China does the boy want to see?

i. The Great Wall

e. What is the boy worried about when using the magic carpet?

ii. It will get caught in the rain

2. Match the places and what the boy will see.

Place What the boy will see

Egypt the River Nile and the Pyramids

Europe London, Paris and Rome

China the Great Wall

Himalayas snowy mountains

Africa jungles with wild animals

3. Answer the questions in one to two sentences.

a. Who is ‘I’ in the poem?

‘I’ in the poem is the boy who is imagining traveling around the world on a magic carpet.

b. Why does the boy keep the magic carpet rolled up under his bed?

He keeps the magic carpet rolled up under his bed so it is easy to reach whenever he wants to take a flight.

c. Why does the boy want to travel by magic carpet?

The boy wants to travel by magic carpet because it would be more fun and he wouldn’t need a passport or ticket to fly.

d. Name all the places that the boy sees.

The boy sees China, Egypt, Africa, Europe, and the Himalayas.

e. Explain why a soaking wet carpet cannot fly.

A soaking wet carpet cannot fly because it would be too heavy and wet, and would not be able to float or move in the air.

4. Read these lines from the poem and answer the questions. I want to travel around the world for fun, And see different lands, one by one.

But I would not like to travel by aeroplane, train, or by car –I would like to have a magic carpet that will take me afar

a. What does the boy want to do?

The boy wants to travel around the world and see different lands.

b. How would the boy not want to travel?

The boy does not want to travel by aeroplane, train, or car.

c. What does the boy wish to have?

The boy wishes to have a magic carpet to travel on.

Big Idea

Answers may vary. Here is a sample response. For this adventure, I will need:

1. A map

2. A water bottle

3. A notebook and pencil

The first item I need is a map because I want to know where I’m going and find cool places like mountains and beaches!

The second item I need is a water bottle because I’ll get thirsty while flying on my magic carpet, and I need to stay hydrated!

The third item I need is a notebook and pencil because I want to write down all the exciting things I see and hear during my adventure.

When I go on my magic carpet adventure, I will feel excited and happy because I will be flying high above the clouds and seeing the whole world from up there!

Vocabulary

1. Match the travel words and the pictures. In your notebook, make sentences with the words.

TRAVELING ELEMENTS

Answers may vary. Here is a sample response.

• I need my passport to travel to another country.

• The boarding pass is given to you before you get on the plane.

• I always take my camera when I go on vacation.

• I packed all my clothes in my luggage.

• We took a taxi to the airport this morning.

2. Read the words aloud. Write the names in the correct line.

Land: Bicycle, Truck, Train

Water: Boat, Submarine, Ship

Air: Helicopter, Aeroplane

Poetry Appreciation

Answers may vary. Here is a sample response.

The mood of the poem is imaginative.

Two lines from the poem that made me choose this word are:

1. "I would like to have a magic carpet that will take me afar."

2. "I’ll cross rivers and valleys, and the snowy Himalayas so tall."

The Story of Helen Keller

Get Set

Answers will vary. Here is a sample response.

In the Classroom:

If my friend has broken their arm and is absent from school for a long time, I would help by sharing my notes with them. I would sit next to them and help them with their schoolwork. If they need help writing, I could write for them or give them a pencil that’s easy to hold. I would make sure they don’t feel left out and encourage them to ask for help whenever they need it.

On the School Bus:

On the school bus, I would make sure my friend is comfortable and safe. I would help them find a good seat where they won’t be bumped around. If they need help carrying their school bag, I could carry it for them. I’d also talk to them and make them laugh, so they don’t feel sad or lonely during the ride. I would stay with them and be a good friend.

At Lunchtime:

At lunchtime, I would help my friend by opening their food or drink if they have trouble with one hand. I’d sit with them, so they don’t feel alone. We could talk and enjoy the food together. If they need help carrying their tray, I would help them get the food they need. I would also ask if they need anything else, so they feel comfortable and happy.

On the Playground:

On the playground, I would make sure my friend doesn’t feel left out while others play. I’d help them find a place to sit where they can watch the games. If they want to join in, I’d help them find a game that is easy for them with a broken arm, like a board game or a game of cards. I’d encourage them to have fun and be there to support them.

Read and Respond

1. Write True or False.

a. Helen Keller was born without the ability to see or hear. False

b. Miss Sullivan was a kind nurse who helped Helen. False

c. Helen understood the word ‘fire’ the first time Miss Sullivan spelt it on her hand. False

d. Helen learned to read and write with the help of her family and Miss Sullivan. True

e. Helen Keller went to college and later became a writer and a speaker. True

2. Tick ( ) the correct answers.

a. How did Helen’s mother first teach her to express herself?

iii. By teaching her to point and nod or shake her head.

b. What did Helen do when she could not understand what people were saying or when they did not understand her?

ii. She would kick and scream.

c. What message did Helen Keller and Anne Sullivan share with the world?

ii. Blind and deaf people can achieve great things.

3. Answer the questions in one or two sentences.

a. What happened to Helen when she was a baby?

Helen became very ill when she was almost two years old, and as a result, she lost her ability to see and hear.

b. What was Miss Sullivan’s special way of teaching Helen?

Miss Sullivan spelt words on Helen’s palm to teach her how to understand and communicate.

c. How did Helen’s family help her learn new words?

Helen’s family practiced spelling words with her every day, helping her learn and understand new words.

d. What was Helen Keller able to achieve as she grew older?

Helen Keller became a well-known writer and speaker, and she went to college where she was one of the best students.

e. What did Helen write in the note to Miss Sullivan?

Helen wrote, “Dear Teacher, You showed me that alone we can do so little and together we can do so much.”

Think and Answer

Actions

When people spoke, Helen would touch their lips.

Miss Sullivan used her fingers to spell words on Helen’s palm.

Helen would not understand anything and pull back her hand.

Helen writes a letter to Miss Sullivan.

Big Idea

What the boy will see

Helen thinks about trying to understand what they are saying, but she feels confused and frustrated

Helen thinks she is learning something new and exciting, but it might feel strange and puzzling at first.

Helen feels frustrated, confused, and perhaps a little upset bevouse she doesn't understand what is being taught.

Helen feels grateful, thankful, and happy becouse she is able to express her deep feelings of appreciation for Miss Sullivan's help.

Answers may vary. Here is a sample response.

Goal: Learn how to play the guitar.

People who can help me:

1. My father can help me by showing me how to hold the guitar and teaching me the basic chords.

2. My music teacher can help me by teaching me new songs and helping me practice.

3. My older brother can help me by playing with me and giving me tips when I get stuck.

Pronounce Well

Short Vowel Sounds Long Vowel Sounds doll duty kick cope upset kind

a. Helen hugged her favourite doll when she was sad.

b. Miss Sullivan was very kind to Helen.

c. Helen’s teacher felt it was her duty to help Helen learn.

d. Helen would kick and scream when she was upset.

e. Helen learnt to cope with her fears.

Vocabulary

One word for the items:

• Car, truck, ship: Vehicles

• Sunny, rainy, windy: Weather

• Shirt, jeans, dress: Clothes

• Square, circle, triangle: Shapes

• Pen, paper, eraser: Stationery

Complete the sentences:

a. We should wear clean clothes to school every day.

b. I need some new clothes when I go back to school.

c. We can use different shapes to make a drawing.

d. The smoke from vehicles can cause air pollution.

e. The weather is so pleasant today.

Go Grammar

1. Fill in the blanks with the correct preposition of time.

a. Miss Sullivan came in the morning.

b. Helen’s mother helped Helen practise her spelling at noon.

c. Her birthday is on 7 June, two days before mine.

d. Helen hugged Miss Sullivan on her birthday.

e. Helen went to college after school.

2. Fill in the blanks with the correct prepositions of place.

a. Helen is in her library.

b. There are many books on the shelves.

c. The trees are near the water pump.

d. Miss Sullivan and Helen are at the water pump.

e. Helen’s hand is under the tap.

3. Match the pictures and the correct prepositions of movement. Hint Box: Look at the arrows to understand the direction. Column A

Listen Well

Listen carefully to the text and fill in the blanks with the correct words.

a. The river near the village had dried up.

b. Villagers needed water for their crops and animals.

c. The villagers dug channels to bring water from another river.

d. Some of the villagers built a well to collect rainwater.

e. The children helped by planting trees in the village.

f. The villagers celebrated the success of their teamwork.

Speak Well

Answers may vary. Here is a sample response.

Sharing personal experiences:

• Once, when I worked with my friends, we built a big tower out of blocks. It was so fun because we helped each other!

ControlCopy

Expressing ideas and opinions:

• I think teamwork is important because when we all work together, we can do bigger and better things.

• When we help each other, it makes me feel happy and proud because we can achieve more as a team.

Listening to others:

• I agree with what you said about helping each other. It’s always easier to do something when you have friends by your side!

Asking questions:

• How did you feel when we worked together?

• Why is it important to help each other?

Write Well

Answers may vary.

Carpet Sahib

Get Set

Answers may vary. Here is a sample response.

1. Protect their habitats – We should make sure forests, oceans, and other natural places where animals live are kept clean and safe. By not cutting down trees or polluting, we help animals stay in their homes.

2. Avoid hunting or capturing animals – We should never hurt wild animals or take them from their natural environment. Instead, we should support wildlife protection laws and help spread awareness about animal rights.

Read and Respond

1. Fill in the blanks with the words in the box.

a. Jim Corbett went into the jungle to protect the villagers.

b. Jim set up a trap with food inside to capture the leopard.

c. The leopard had a hurt leg.

d. Jim and the village doctor treated the leopard’s leg.

e. Jim built a high wall around the village to keep the leopards away.

2. Number the events of the story, 1–5, in the correct order.

4. The villagers ask for help, as a leopard is attacking people.

2. Jim and his helpers find the leopard and see it is hurt.

5. Jim decides to set a trap for the leopard.

1. They treat the leopard and look after it until it is well.

3. They set the leopard free in the forest.

3. Answer the questions in one or two sentences.

a. The villagers called Jim Corbett ‘Carpet Sahib’ because they could not pronounce his surname.

b. Jim and the guards knew that the leopard was close when they heard a low growl and saw glowing eyes in the distance.

c. The leopard started catching people instead of animals because it was injured and very hungry.

d. Jim spent more time in the village after they released the leopard to teach the villagers about the jungle and animals and to help them live safely with wildlife.

e. India’s first national park was called Jim Corbett National Park. It was created to protect wild animals, including tigers, and their natural habitat.

Think and Answer

Answer the questions.

a. Another expression in the text that means almost the same as "Jim's heart beat faster" is "Jim’s heart raced."

b. A sentence that shows Jim really cares about the leopard is: "Jim whispered, 'It’s okay, my friend,’ he whispered. ‘I am here to help.’"

c. The words from the passage that show that the leopard did not get better quickly are: "Over time, the leopard got stronger and healthier."

d. The look the leopard gives Jim when they release it could be described as "a look as if saying thank you," indicating gratitude or appreciation.

Big Idea

ControlCopy

Answers may vary. Here is a sample response.

At School:

1. I can talk to my friends about endangered animals.

2. I can help organize a poster competition about protecting animals.

3. I can join a tree-planting event to help animals.

4. I can reduce, reuse, and recycle at school to keep the environment clean.

5. I can support wildlife charities by donating or helping with events.

At Home:

1. I can save water by turning off the tap when I'm not using it.

2. I can avoid using plastic to help protect animals.

3. I can create a bird feeder to help birds like the Great Indian Bustard.

4. I can learn more about endangered animals by reading books or watching videos.

5. I can respect animals and never harm or disturb them.

Pronounce Well

a. chirp – ch; stomachs – k

b. chaos – k; charges – ch

c. school – k; choir – ch

d. chest – ch; aches – k

e. anchor – k; chain – ch

Vocabulary

1. There are some words that usually go together. Match these pairs and then say them aloud. endangered  tricks animal

fire national

animals monkey

pond duck

kingdom forest

park

1. The endangered animals in the jungle need our help to survive.

2. The monkey tricks were so funny, everyone laughed.

3. We visited a national park to see tigers and other wild animals.

2. Look at the pictures. Fill in the prefixes re- or un- to complete the words. Make sentences with each word in your notebook.

a. unsafe

d. unhappy

b. replant

e. refill

c. untie

f. recycle

3. Complete the sentences by adding a suffix from the box to the words in brackets.

a. Rangers are the protectors of animals. (protect)

b. Rangers can give people helpful information. (help)

c. The actions of people can harm animals carelessly. (care)

d. The zookeeper handles the animals safely. (safe)

e. A female lion is called a lioness. (lion)

f. We should show kindness to animals. (kind)

Go Grammar

1. A. Underline the verbs in the sentences to see how they are different. Write (SP) if the sentence is in the simple present and (PC) if the sentence is in the present continuous tense.

a. • The sun usually shines during the day. (shines - SP)

• The sun is shining at the moment. (is shining - PC)

b. • Is the earth moving around the sun now? (is moving - PC)

• The earth moves around the sun. (moves - SP)

c. • There are rules in the Jim Corbett National Park. (are - SP)

• The people in that car are breaking the rules! (are breaking - PC)

d. • Metu, why aren’t you reading the rules? (aren’t reading - PC)

• I always study the rules given at the park gate. (study - SP)

B. Write what you noticed about the verbs in each tense. How are they different? What I noticed about the verbs in each tense:

• Simple Present Tense (SP):

The verbs describe habitual actions, facts, or general truths. For example, "The earth moves around the sun" shows a regular action or fact that is always true.

• Present Continuous Tense (PC):

The verbs describe actions that are happening at the moment or around the present time. For example, "The sun is shining at the moment" describes something occurring right now.

2. Look at the picture and fill in the correct form of the verbs in brackets.

a. The jaguar is watching its prey.

b. Look, it is sitting very still.

c. Jaguars are the third biggest cat after tigers and lions.

d. You see them mostly in the Amazon jungle.

e. Their numbers are decreasing because people keep on cutting down trees in the forest.

Listen Well

Listen to the passage carefully. Tick ( ) the correct answers.

a. ii. On the beach

b. ii. There was a lot of garbage on the beach.

c. ii. The children

d. ii. They cleaned up the beach.

e. i. The turtles could lay their eggs safely.

Speak Well

Answers may vary. Here is a sample response.

Interviewer: Good morning, Uncle Raj. Thank you for speaking to me. May I please ask you a few questions?

Uncle Raj: Good morning! Yes, of course. I'm happy to help.

Question 1: When did your interest in animals start?

Uncle Raj: I’ve loved animals ever since I was a child. I used to watch birds and play with my pet dog.

Question 2: What is the most interesting thing you have done with animals?

Uncle Raj: The most interesting thing I’ve done is rescue a baby owl that fell from a tree. I helped it back to health and released it into the wild!

Question 3: How long have you been working with animals?

Uncle Raj: I’ve been working with animals for 12 years now. It’s such a rewarding job!

Interviewer: Thank you for your time. I look forward to sharing what I learned with my classmates.

Uncle Raj: It was my pleasure! I’m glad I could help.

Interviewer: Thanks for answering my questions.

Uncle Raj: You’re very welcome! Have a great day and good luck with your project!

Write Well

Answers may vary. Here is a sample response.

Invitation

Let’s Go Green!

Date: Saturday, 15 July 2025

Time: 10:00 AM – 12:00 PM

Where: Green Park, Main Street

Join us for a fun and educational Tree-Planting Event where we will plant trees to help protect the environment. Bring your family and friends, and let’s work together to make our community greener!

Cow

Get Set

Answers may vary. Here is a sample response.

1. Cows: I am thankful for the milk they give us.

2. Sheep: I am thankful for wool, which is used to make warm clothes like sweaters and blankets.

3. Goats: I am thankful for goat’s milk, which is used to make tasty cheese and other dairy products.

4. Bees: I am thankful for honey, which is sweet and good for health.

Read and Respond

1. Complete the summary of the poem with the words/phrases in the box:

The cow is friendly. She gives cream. She wanders around lowing but does not stray far. She enjoys the open air and light of day. She walks among the meadow grass.

2. Match the lines from the poem and their meaning.

Lines from the poem

The friendly cow, all red and white

Meanings

The cow roams around making soft noises. She gives me cream with all her might

The cow is outside in the fresh air. She wanders lowing here and there

All in the pleasant open air

The cow is red and white.

The cow wanders through the grass and eats flowers. She walks among the meadow grass and eats the meadow flowers

The cow gives a lot of cream.

3. Answer the questions in one or two sentences:

a. What does the cow enjoy eating?

The cow enjoys eating meadow flowers.

b. Do you think the speaker loves the cow? How do you know?

Yes, the speaker loves the cow. The speaker says, "I love with all my heart," showing their affection.

c. How does the cow help the speaker?

The cow helps the speaker by giving cream to eat with apple tart.

d. Why do you think the cow roams in the meadow?

The cow roams in the meadow because it enjoys the pleasant open air and the freedom to wander.

e. What does it mean when the speaker says the cow ‘cannot stray’?

It means the cow stays in the meadow and doesn't wander too far away, staying close to the area where it belongs.

Big Idea

This poem is about the beauty of nature. What are your favourite things in nature? Fill in the table. Answers may vary. Here is a sample response.

bright flowerstrees

butterflies clouds

birds green grass

Vocabulary

1. Fill in the blanks with the correct prefixes to form words that show how we can care for and protect animals.

a. We should encourage children to respect wildlife.

(i) en-

b. It’s important to recycle plastic to keep the rivers and the sea clean.

(ii) re-

c. We must prevent actions that can harm animals, like starting fires.

(ii) pre-

d. We must not be impatient with animals.

(i) im-

e. Hunting and killing animals causes an imbalance in nature.

(ii) im-

2. Add a suffix (-ness/-ful) to each word to make a new word.

careful helpful kindness thankful happiness

Answers may vary. Here is a sample response.

• I am careful with my pet so it doesn't get hurt.

• The vet is helpful when my dog is sick.

• We should show kindness to animals by feeding them.

• I am thankful for the animals that help us.

• The zoo animals look full of happiness.

Poetry Appreciation

Answers may vary. Here is a sample response.

My Favourite Animal: Elephant

• What is your favourite animal?

My favourite animal is an elephant.

• What colour is your favourite animal?

It is grey with big ears and a long trunk.

• What sound does your favourite animal make?

It makes a loud trumpet sound!

• What does your favourite animal do?

It walks slowly through the forest and eats grass.

• What else can your favourite animal do?

It can use its trunk to pick up things and spray water.

• What do you love about your favourite animal?

I love how big and strong the elephant is, and how gentle it can be. The Elephant, All Grey

The elephant, all grey, I love with all my heart, It makes me so happy, To see it play around. It walks all day, And it also sprays water, It sounds like a trumpet, Just look at it splash away!

The Magpie’s Nest

Get Set

Match the information about the birds and their pictures.

Name and Description

A magpie is a black, white and blue bird with a long tail.

A thrush is a brown bird with spots on its chest.

A blackbird is an all-black bird with a bright yellow beak.

A turtle dove is a small bird with a reddish-brown feathers.

A starling is a dark, shiny bird with spotted feathers.

Read and Respond

1. Match the birds and how the story says they build their nests.

Birds Nests

Thrush feathers and soft things inside

Blackbird messy twig nests

Starling mud and twig nests

Sparrow mud nests

Picture

2. Fill in the blanks:

a. The magpie agreed to teach the birds how to build nests.

b. They asked the magpie because they thought she was clever.

c. The thrush flew away and was the first to go and build a nest.

d. The owl said that building a nest was easy.

e. It is the soft materials inside a nest that make it comfortable.

3. Answer the questions:

a. Give three facts that show that magpies are smart birds.

1. The magpie knew how to build a nest from mud, twigs, and soft materials.

2. She was able to teach the other birds how to build their nests.

3. She was clever enough to recognize that the turtle-dove was distracting her.

b. What problem did the birds face? How did they solve it?

The problem was that each bird wanted to learn how to build a nest, but they all left before seeing the entire process. They solved it by learning bits and pieces from the magpie and then using their own method.

c. Why do starlings have cosy nests?

Starlings have cosy nests because they use soft materials like feathers inside the nest, as shown by the magpie's method.

d. What did the magpie think ‘Take two, Taffy, take two-o-o-o’ meant?

The magpie thought it meant the turtle-dove was repeating something silly and distracting her.

e. Name two things that made the magpie angry.

The magpie got angry because the turtle-dove kept saying the same silly phrase, "Take two, Taffy, take two-o-o-o," and wouldn’t stop. Even though the magpie told her that "One's enough" and there was no room for more, the turtle-dove didn’t listen. This made the magpie upset, and she flew away, deciding not to teach the birds anymore.

Think and Answer

Answers may vary. Here is a sample response.

a. If the birds had stayed for the full lesson, the nests would have been perfect, with mud, twigs, and soft materials inside.

b. This would have been a good thing because all the birds would have learned how to build nests the right way, and they would have made strong and comfortable homes.

Big Idea

Answers may vary. Here is a sample response.

The bird is called crow.

The bird’s feathers are black.

The bird’s eyes are black.

The bird lives in trees, buildings, and parks.

The bird eats seeds, fruits, and sometimes small dead animals.

I saw it do these interesting things:

1. Caws loudly to talk to other crows.

2. Flies high in the sky in a big group.

3. Looks for food on the ground and sometimes steals it.

Pronounce Well

Fill in the blanks with the correct letters. Then, read the sentences aloud.

a. The yolk of the egg feeds the chick as it grows in the egg.

b. The bird flew to catch a worm.

c. The bird ate the bread crumbs.

d. The woodpecker knocks on the tree trunk.

e. The worm wriggled when the bird picked it up.

Vocabulary

1. Write the words these contractions are made of.

a. is + not = isn’t b. there + is = there’s

e. can + not = can’t f. they + are = they’re

i. was + not = wasn’t j. I + will = I’ll

2. Fill in the blanks with the correct contractions.

c. did + not = didn’t d. you + are = you’re

g. must + not = musn’t h. we + will = we’ll

a. The magpie said, ‘I will teach you how to make a nest.’

b. ‘It’s hard to build a nest,’ she said.

c. The birds did not stay for the whole lesson.

d. It didn’t long before the birds were all building their own nests.

e. ‘What a silly bird,’ said the magpie to the dove.

Go Grammar

1. Underline the phrasal verbs in the sentences. Then, match the phrasal verbs and their meanings.

a. The magpie looked for twigs for her nest. relied on

b. The birds set up a meeting with the magpie. understood

c. Each bird must look after its own nest. searched

d. The owl figured out how to build a nest. arranged

e. The birds counted on the magpie for help. take care of

2. Write the past tense form of the underlined verbs. Use a dictionary to check your spelling.

Present Tense

Past Tense

a. The bird taps against the window. The bird tapped against the window.

b. I wrap the little bird in a soft cloth. I wrapped the little bird in a soft cloth.

c. It dips its beak in the water. It dipped its beak in the water.

d. I hum to myself.

e. The bird flaps its wings.

I hummed to myself

The bird flapped its wings.

3. Fill in the past tense forms of the verbs. Write ‘R’ for regular verbs and ‘IR’ for irregular verbs.

a. All the birds hoped the magpie would help them. R

b. They felt she was the right one to ask. IR

c. When she began the lesson, they listened carefully. IR

d. The birds formed a circle around the magpie. R

e. The magpie was cross when she found that they had left. IR

4. Rewrite the sentences using the past tense forms of the verbs.

a. No bird stayed till the end.

b. Only the turtle-dove remained.

c. Why did the turtle-dove repeat the same silly call? d. The birds dreamed of having their own nests.

e. The magpie felt angry.

Listen Well

Listen to the text Interesting Facts About Birds carefully and write if the sentences are True or False.

a. False – Penguins cannot fly; they are flightless birds.

b. True – Eagles are known for their excellent eyesight.

c. False – Parrots are known for their bright and colourful feathers, not dull colours.

d. True – Hummingbirds can hover in one place by flapping their wings very quickly.

e. False – Birds typically use their beaks to eat food, not their feet.

f. True – Many birds have unique songs or calls used to communicate with others.

Speak Well

Answers may vary. Here is a sample response.

During our visit to the Bharatpur Bird Sanctuary, we saw many beautiful birds like cranes, eagles, and peacocks. The sanctuary was filled with lush greenery and peaceful lakes. We took a boat ride and watched the birds up close. Some of us even took pictures of the birds flying high in the sky. It was a fun and educational trip where we learned a lot about wildlife conservation.

Write Well

Answers may vary. Here is a sample response.

Title: The Brave Birds

Setting:

The story takes place in a peaceful forest with tall trees and colorful flowers. It is a bright, sunny day.

Characters:

There are three birds: Robin, Sparrow, and Owl. They are good friends who live in the forest.

Beginning:

One day, Robin, Sparrow, and Owl were sitting on a tree branch, enjoying the sunny weather. Suddenly, they heard a loud cry for help coming from a nearby bush. It was a baby bird that had fallen from its nest!

Middle:

The three birds decided to help the baby bird. Robin tried to fly up to the tree, but the wind was too strong. Sparrow tried too, but it couldn’t reach the nest. Owl then had an idea. He used his sharp eyes to find a safe path up the tree. With teamwork, the three birds carefully carried the baby bird back to its nest.

End:

The baby bird was safe and happy with its family. Robin, Sparrow, and Owl felt proud because they worked together to solve the problem. They sang a happy song and promised to always help each other in times of need.

Wind on the Hill

Get Set

Answers may vary. Here is a sample response.

1. Leaves blow around. 2. Trees sway back and forth.

4. Paper bits fly in the air. 5. Kites soar high.

Read and Respond

1. Tick ( ) the correct answers.

a. Where does the wind come from?

i. We don’t know where.

3. Flags flap in the wind.

b. How fast does the wind blow?

iii. As fast as it can.

c. What will happen if the speaker lets go of the kite string?

ii. The kite will fly away.

d. How long will the kite fly if the poet lets it go?

ii. For a whole day and night.

2. Write True or False.

a. The poem says that nobody knows where the wind goes. True

b. The speaker can keep up with the wind by running. False

c. The kite will blow away if the speaker lets go of the string. True

d. The wind has gone wherever the kite blew. True

3. Answer the questions in two to three sentences.

a. Which lines tell us that the speaker has asked people where the wind comes from and where it goes?

The lines "No one can tell me, Nobody knows, Where the wind comes from, Where the wind goes." show that the speaker has asked people, but no one knows the answers.

b. What would happen to the kite if the wind stopped blowing?

If the wind stopped blowing, the kite would come down because it needs the wind to stay up in the air.

c. What do you think will happen if there are very strong winds?

If there are very strong winds, the kite will fly even higher and farther, and the string might be harder to hold onto.

d. How does the speaker think he can find out where the wind goes?

The speaker thinks that if he lets go of the kite, he can follow it and find out where the wind goes.

Big Idea

Answers may vary. Here is a sample response.

Ways in which the wind helps me and my family

1. It helps cool us down on a hot day.

2. It helps the plants grow by carrying pollen.

3. It dries the clothes we hang outside.

Ways in which the wind troubles me and my family

1. It blows the leaves all over the yard.

2. It makes it hard to walk outside, especially with the kite.

3. It makes the garden tools and trash blow around.

Vocabulary

1. Look at the pictures and circle the correct spelling of the word shown in the picture.

2. Choose the correct homophones to complete the sentences.

a. The river flows down to the sea. (see/sea)

b. The hare hopped quickly across the meadow. (hare/hair)

c. We found a small hole in the ground where the rats might be hiding. (hole/whole)

d. The cat is over there, near the tree. (there/their)

e. The wind blew very strongly. (blue/blew)

Poetry Appreciation

Answers may vary. Here is a sample response.

1. The setting of the poem is outside, where the wind is blowing. The speaker talks about the wind flying fast, and the kite being blown with it. It seems to take place during the day and night, with the wind moving everywhere.

2. When I close my eyes and listen, I imagine a big, open field with a strong wind blowing. I can see the kite flying high in the sky, moving with the wind. The trees are swaying, and I hear the sound of the wind rushing by. It feels like the wind is everywhere, blowing all around me.

Alice in Wonderland

Get Set

Answers may vary. Here is a sample response.

My magical place would be a beautiful garden full of colourful flowers. There would be big, shiny trees with soft leaves that glow in the dark. I would see butterflies flying around, and cute animals like rabbits and deer playing. In the sky, there would be rainbows all the time. My friends and family would be there, laughing and having fun. There would be a sparkling river where we could all swim. The air would smell sweet, and it would always be sunny. It would be a happy, peaceful place where everyone feels safe.

Read and Respond

1. Complete the summary of the story with the words in the box.

ControlCopy

Alice saw a talking rabbit. She followed it into the rabbit hole. She drank something from a bottle and became smaller. She went through the small door and into a wonderland. She attended a tea party and met the Queen of Hearts. It was all a dream and she was woken up by her sister.

2. Rewrite one main event that happened at the beginning, middle and end of the story.

a. Beginning: Alice is sitting under a tree with her sister, feeling bored by the book she is reading.

b. Middle: Alice follows the white rabbit down a rabbit hole, shrinks after drinking from a bottle, and goes on a strange adventure.

c. End: Alice wakes up from her dream, realizing it was all just a strange dream.

3. Answer the questions in two to three sentences.

a. What does the talking rabbit say while running past Alice?

The talking rabbit says, "Oh, dear! Oh, no! I'm late! I’m late!" as he races past Alice.

b. Why do you think Alice decided to follow the white rabbit down the rabbit hole?

Alice was curious and surprised to see a talking rabbit. She wanted to know more about where it was going and what was happening, which is why she decided to follow it.

c. How do you think Alice felt when she realised she had grown smaller after drinking from the bottle?

Alice must have felt confused and shocked when she realized she had shrunk. It was unexpected, and she probably wondered how to fix it or how to get back to her normal size.

d. Do you think Alice enjoyed the tea party with the Mad Hatter and the March Hare? How do you know?

I think Alice enjoyed the tea party because she seemed curious and happy to join in, even though the party was very strange. She also smiled and tried to make the best of the situation.

e. At what part of the dream did Alice finally wake up?

Alice woke up when she was in the middle of playing croquet with the Queen of Hearts. Just after the Queen shouted "Off with her head!", Alice woke up under the tree, realizing it was all a dream.

Think and Answer

1. Complete the table with the solutions to the problems in the story.

Problems

Alice found a door that she was too small to pass through.

Alice became too small and wanted to become bigger.

The Mad Hatter told Alice there was no place for her at the table.

2. Tick ( ) how Alice feels at these times.

Event

When she sees the talking rabbit.

When she takes a bite of the mushroom.

When the Mad Hatter sees Alice.

When she meets the Queen of Hearts.

When she wakes up from her dream.

Big Idea

Answers may vary. Here is a sample response.

What is in both the real world and in Wonderland?

1. A garden

2. A door

3. A tea party

Vocabulary

Solutions

Alice drank from a bottle and became smaller to fit through the door.

Alice ate a piece of mushroom to grow back to her normal size.

Alice squeezed in anyway and joined the tea party.

a. curious

b. curious

a. confused

b. nervous

b. relieved

How does Alice feel?

ControlCopy

What in only in Wonderland?

1. A talking rabbit

2. A Cheshire Cat that smiles

3. The Queen of Hearts' croquet with a flamingo and hedgehog

1. Underline the simile in each sentence. Circle the person or thing the simile describes.

a. Alice felt as light as a feather as she floated down.

b. The dormouse snored like a bear.

c. The rabbit ran as fast as the wind.

d. The Cheshire’s cat was as big as a pumpkin.

e. The tea at the Mad Hatter’s party was like honey.

2. Match the homographs, in the middle column, with both its meanings.

a character in the alphabet a device to tell time right moving water on the sea a message written to someone on paper bat something that is correct a flying mammal wave

1. Rewrite the sentences using the correct punctuation marks and capital letters.

a. Alice saw a white rabbit. It was wearing a coat.

b. "I’m late! I’m late!" exclaimed the rabbit.

c. Alice met the Caterpillar, the March Hare, the Mad Hatter, and the Queen of Hearts.

d. "Wait! Where are you going?" Alice asked the rabbit.

e. The Queen of Hearts was playing croquet with a flamingo and a hedgehog.

2. Fill in the blanks with simple future forms of verbs.

a. I go where the rabbit goes.

b. Alice drinks from this bottle.

c. A bite from the other side makes you smaller.

d. The Queen has some tea.

e. You let the Queen win.

A stick used to hit a ball a direction watch to look at something to move your hand back and forth letter

Go Grammar

3. Correct and rewrite the sentences to describe actions that will happen in the future.

a. Everyone will enjoy the tea party.

b. The flamingo will spoil Alice’s game.

ControlCopy

c. Alice will miss a shot.

d. Alice will pass through a tiny door.

e. The Dormouse will sleep till tea.

Listen Well

Listen carefully to the text and fill in the blanks with the words in the box.

a. Jack lived with his mother hen.

b. Jack exchanged the cow for five magic beans.

c. A giant grew outside Jack’s house.

d. Jack climbed the beanstalk and saw a giant’s castle.

e. Jack took a golden axe and a musical instrument that laid golden eggs.

f. Jack cut down the beanstalk with an axe.

Speak Well

Answers may vary.

Write Well

Answers may vary. Here is a sample response.

Paul: (shouts) Hey Amala, come here! Look what I found!

Amala: (whispers) It looks like a magic key.

Paul: Let’s see what it opens!

Amala: (excited) Wow! Maybe it opens a secret door!

Paul: What if we find something amazing?

Amala: (nervous) What if it leads to a scary place?

The Pot Face

Get Set

Answers may vary. Here is a sample response.

1. One time I was upset with my friend because they didn’t share their toy with me. I felt angry, but I didn’t shout. Instead, I took a deep breath and walked away for a little while. After I calmed down, I talked to my friend and told them how I felt. I said I was upset because I wanted to play too. My friend understood and said sorry. After talking, we both felt better and started playing together again. It felt good to use kind words instead of getting more upset.

2. One time, I made my friend upset when I accidentally broke their favorite pencil. They were really angry, and I felt bad. I told them I was sorry and that I didn’t mean to break it. I then offered to buy a new pencil for them. I also gave them a hug to show that I cared. Slowly, my friend stopped being angry and smiled. We both talked about what happened, and everything was okay again. I learned that saying sorry and showing kindness can help calm people down.

Read and Respond

1. Match the characters and their actions in the story.

Character

Action

The chief priest lied to the king. The King shouted at Tenali. The ministers discussed important matters. Tenali Ramakrishna wore a pot on his head.

2. Tick ( ) the correct answers.

a. Who was the clever poet in Vijayanagara?

ii. Tenali Ramakrishna

b. Why was the chief priest unhappy?

i. He was jealous of Tenali.

c. What did the king order Tenali Ramakrishna to do?

ii. He asked him never to show his face again.

d. How did Tenali Ramakrishna solve the problem of not showing his face?

ii. He covered his head with a pot.

3. Answer the questions in two to three sentences.

a. What did the priest tell the king? How did the king react?

The chief priest told the king that Tenali had been spreading rumors about the king, including the claim that the king had a collection of pink elephants. The king was very angry and ordered Tenali to never show his face again in the court.

b. How did Tenali follow the king’s orders but still do his work?

Tenali followed the king’s orders by hiding his face with a pot, but he still worked and did his duties at the palace. He made sure to stay loyal to the king while fulfilling his responsibilities.

c. Why was the court dull without Tenali?

The court was dull without Tenali because the courtiers missed his clever wit, jokes, and humorous remarks that always brightened the atmosphere and made things lively.

d. Why did people laugh when they saw Tenali with a pot on his head?

People laughed when they saw Tenali with a pot on his head because it was a humorous and unexpected sight. His clever way of following the king's orders while still doing his work made the situation amusing.

e. How did the king feel at the beginning of the story? How did he feel when he knew the truth?

At the beginning of the story, the king felt angry and upset with Tenali after hearing the false accusations. When he learned the truth, he felt guilty for not listening to Tenali and apologized for his mistake.

Think and Answer

1. Retell the story ‘The Pot Face’ in your own words. What did he do? The priest was jealous, so he lied to the king about Tenali. Next, the king became very angry and told Tenali never to show his face again. Then, Tenali came up with a clever idea. He put a pot on his head so he could still work for the king. But, the courtiers were confused when they saw someone with a pot on his head. The king saw the person too, but they couldn't catch him.

Finally, the king found out the priest lied to him. He called Tenali back and laughed at his clever idea. The king said sorry, and Tenali forgave him. The priest never tried to trick the king again.

2. Compare Tenali and the priest. Write their actions and what each action tells us about them. You can use some of the words in the box.

Character Action A Word that Describes the Character

Tenali Ramakrishna

1. Followed the king's orders by covering his face with a pot. Loyal

2. Used his cleverness to solve the problem and continue his work. Clever

Chief Priest 1. Lied to the king about Tenali to make him look bad. Unfaithful

2. Was jealous of Tenali and tried to get him in trouble. Jealous

Answers may vary. Here is a sample response.

I think Tenali is a better person because he is clever and loyal. He followed the king’s orders but still found a smart way to help the kingdom. The priest, on the other hand, was jealous and lied to the king to get Tenali in trouble. Tenali always tries to do good things, while the priest was unfair.

Big Idea

Tenali solves many problems in the kingdom. Do you think there are problems around us that also have to be solved? Think about your home, your community, or your school. Complete the table with a problem and solution.

Answers may vary. Here is a sample response.

Problem Problem 1

Problem 2

Problem sentence No street lights. Too much noise at night. Where is it happening My community. My neighborhood. Who does it effect? People living in the area. People who want to sleep at night. What is the solution? People who live there should complain to the local authorities. People should talk to the neighbors and ask for less noise.

Pronounce Well

Say the words aloud. Write the number of syllables in each word.

Vocabulary

1. Look at the pictures and write the compound words. a. teapot b. bedroom c. snowman d. moonlight e. goldfish

2. Rearrange the letters to write a new word. The picture will give you a clue.

a. stop

d. hare

Go Grammar

b. vase

e. garden

1. Change the underlined words to adverbs.

a. Tenali spoke clever. Tenali spoke cleverly.

b. He looked at the priest cunning. He looked at the priest cunningly.

c. Tenali left the palace sad. Tenali left the palace sadly.

d. He thought of an idea quick. He thought of an idea quickly

e. The king spoke angry. The king spoke angrily.

2. Fill in the blanks with the -ly forms of the word.

a. The chief priest behaved badly.

b. The king was treated royally.

c. Tenali moved around mysteriously in the garden.

d. The guards left immediately.

e. Surprisingly, the king asked Tenali to leave his court.

Listen Well

Listen to the text and fill in the table.

Question

Who are the main characters?

Where does the story take place?

What do the characters try to find?

Do they succeed? How do you know?

Speak Well

Answers may vary. Here is a sample response.

Topic: Maths is the most important subject in school.

Student 1:

c. heart

Answer

1. Anil

2. The village chief

In a small village

They try to find the thief who stole the necklace

Yes, They succeed. Anil finds the thief becouse the thies's stick was two inches shorter than the others.

I agree because maths helps us count money and solve problems. Yes, I think that maths is important for daily life.

Student 2:

I disagree because I think we need art to be creative.

No, I don’t think that maths is the most important. Art is also important for school.

Student 1:

I see it differently because without maths, we can't measure things or learn about shapes. I feel the same way because maths is everywhere around us.

Student 2:

I don’t agree because we need both maths and art to be good students. You are right because we need a mix of subjects to learn different skills.

Topic: Each student should do at least two kinds of sport.

Student 1:

I agree because sports keep us healthy and strong. Yes, I think that sports are fun and make us happy.

Student 2:

I disagree because I prefer reading books more than playing sports. No, I don’t think that everyone should do two sports. Some people don’t like sports.

Student 1:

I see it differently because playing different sports helps us learn teamwork. I agree because sports help us stay active and learn new skills.

Student 2:

I don’t agree because I am good at one sport already, and I enjoy it. You are right because if we do two sports, we get better at different things.

Topic: Art and music should be given more time in school.

Student 1:

I agree because art and music help us be creative. I feel the same way because we can express our feelings through art and music.

Student 2:

I disagree because I think we should spend more time on math and science. No, I don’t think that art and music should take too much time.

Student 1:

You are right because we need both subjects, but I think art and music are also important. I see it differently because art and music help us relax and enjoy school more.

Student 2:

I don’t agree because I like learning about facts more than doing art. That’s a good idea because art and music make us feel happy and calm.

Write Well

Answers may vary. Here is a sample response. My favourite comedy show is "Taarak Mehta Ka Ooltah Chashmah." It is a funny show that makes me laugh every time I watch it. The characters like Jethalal, Daya, and Gada Ji are always getting into funny situations. For example, Jethalal often has problems with his shop, and Daya's funny dance moves make everyone laugh. The show is full of fun and teaches us good lessons about friendship and helping others. I love watching it with my family, and it always brings a smile to my face. "Taarak Mehta Ka Ooltah Chashmah" is the best comedy show!

I Woke Up This Morning

Get Set

Answers may vary. Here is a sample response.

One morning, I was late for school because I woke up late. My alarm didn’t ring, so I slept longer than usual. When I finally woke up, I quickly got dressed and ran to the kitchen for breakfast, but my little brother was making a mess, and I had to help him. Then, I couldn’t find my school bag, and I had to look for it. By the time I was ready, I missed the school bus. My mom drove me to school, but I was still late. I felt bad, but I learned to check my alarm the night before.

Read and Respond

1. Write True or False.

a. True

d. False

b. True

e. True

c. False

2. Imagine you are the girl in the poem. Complete the sentences with the words from the poem to retell what happened.

I woke up this morning and got out of bed. I put on my clothes and a hat on my head. I went to the kitchen to look for some food and yawned. I managed to stuff all my things into my pack. I left home and wandered to school. When I arrived, the lights were all off and the doors were locked! I must say, I was embarrassed and a little bit shocked. I looked at my watch and realised it was eight o’clock. I’d overslept and was twelve hours late.

3. Answer the questions in one to two sentences.

a. The girl stuffed her books, lunch, and a snack into her pack.

b. The girl walked to school while feeling sleepy and tired, not realizing she was late.

c. The girl felt like "the world's biggest fool" because she went to school only to find it was locked and empty.

d. She realised after looking at her watch that it was eight o'clock and that she had overslept by twelve hours.

Big Idea

Answers may vary. Here is a sample response.

Share a funny or silly mistake you made recently. You may use one of the ideas below or think of your own. One time, I was looking for my favourite pencil and couldn't find it anywhere. I looked all over my desk, under the papers, and even in my backpack, but it was nowhere to be found! After a while, I realized I had been holding the pencil the whole time, and it was in my hand the whole time! Everyone laughed when I told them what happened. I felt a little silly, but it was funny in the end! It just goes to show that sometimes we make silly mistakes, but it's okay because we can always learn from them.

Vocabulary

1. Read the words from the poem. Match the words that rhyme. bed   chewed food   shocked locked   snack eight   head pack   late

2. Read the poem. Then, use rhyming words to add your own lines to the poem. Squeaky’s hat was so big, It wobbled when he tried to dig. He loved to dance, to move and sway, And jump around in a fun display!

3. Match the words and their meanings. to giggle  a statement or story meant to make people laugh a fool  a trick played on someone a joke   to act in a playful or stupid way be silly  to laugh quietly and often uncontrollably a prank  a person who acts in a way that will make people laugh

Poetry Appreciation

Answers may vary. Here is a sample response.

What I See

What I Hear

What I Feel

The girl getting out of bed The sounds of the girl yawning and chewing Sleeps and a bit confused

The girl putting on clothes and a hat The sound or her walking to schoolEmbarrassed and shocked at the empty school

The kitchen where she looks for food

The school with the lights off and doors locked

Momotaro, the Peach Boy

Get Set

The soft sounds of the morningA little bit foolish and surprished

Silence at the school, no sounds of people

Answers may vary. Here is a sample response.

Surprised and a bit silly

If I found a large amount of treasure, I would first make sure it was safe and tell an adult or the police about it. I would want to be honest because it might belong to someone. Then, I would share the treasure with people who need it, like helping schools, hospitals, or families who don’t have enough money. I might even give some to charity to help animals and the environment. Helping others with treasure would make me feel happy and proud, knowing I did something good for the community.

Read and Respond

1. Fill in the blanks with the correct answers.

a. The old woman found a large peach in the stream.

b. The child who came out of the peach was named Momotaro.

c. Momotaro decided to go to the island of the giants.

d. Momotaro’s three friends were a dog, a monkey, and a pheasant.

e. The chief of the giants was called Akandoji.

2. Number the events, 1 to 6, in the order they happened in the story.

a. 1 Momotaro fights Akandoji.

b. 2 She takes the peach home, and finds a boy inside it.

c. 6 Momotaro returns home with the treasures.

d. 4 Momotaro sets off to find the treasure.

e. 3 An old woman finds a peach in the stream.

f. 5 Momotaro meets a dog, a monkey, and a pheasant.

3. Answer the questions in one to two sentences.

a. The events of the story happen in the mountains, the stream, the island of the giants, and at Momotaro’s home.

b. Momotaro learned about the island of the giants through stories. He learned that the giants had stolen many treasures and kept them on their island.

c. Momotaro’s parents were surprised by his plan, but they were also proud of him for wanting to help others.

d. On the island of giants, Momotaro and his animal friends fought the giants, and eventually, Momotaro defeated the chief, Akandoji, who agreed to give up the stolen treasures.

e. The family celebrated Momotaro’s return with a big feast. He shared stories of his adventures and showed everyone the treasures.

Think and Answer

1. What do the events tell you about the characters? Tick () the correct option.

Event

The old woman pulls the large peach out of the stream.

The giants stole the treasures and kept them on their island.

Momotaro decides to go to the island of the gaints to get back the stolen treasures.

What it tells me about the character

This shows that the old woman is b curious

This shows that the giants are a greedy and terrifying

This shows that Momotaro is b brave and selfless

2. Match the events that happened in the story and their effect.

Event

What it tells me about the character

The old woman finds a large peach in the stream.The family found a child, and named him Momotaro.

Momotaro brings the stolen treasures home. The family is happy and celebrates with a feast Momotaro shares his decision to go to the island of giants.

The family is worried, but they support Momotaro's good cause

Momotaro gets loyal friends and helpers. Momotaro meets a dog, a monkey, and a pheasant.

Momotaro gives a millet dumpling each to a dog, a monkey, and a pheasant.

Momotaro fights the chief of the giants, Akandoji, and defeats him.

Big Idea

Think and Answer

Name the story: Beauty and the Beast

Name the main characters: Beauty (Belle) and Beast

The animals agree to help him on his journey.

Momotaro brings the stolen treasures back home.

Similarities and Differences:

Similarities Differences

Both stories have a giant or a beast (the Beast in Beauty and Beast and the giants in Momotaro).

In both stories, the characters are brave. Momotaro is brave to fight the giants, and Belle is brave to stay with the Beast.

Both stories have a good character who help others. Belle helps the Beast, and Momotaro helps the people who lost their treasures.

Pronounce Well

In Beauty and the Beast, the Beast is sad and lonely, while the giants in Momotaro are mean and steal treasures.

The Beast is turned into a humna at the end of Beauty and the Beast, but the giants in Momotaro stay as giants.

Beauty and the Beast takes place in a castle, but Momotaro happens in a village and on an island.

Fill in the blanks with the correct words. Then, read the sentences aloud.

a. Momotaro found a magic peach.

b. Momotaro likes to eat dumplings made of millet.

c. Together, they crossed a river.

d. Momotaro and his friends got home at night.

e. Momotaro’s parents were scared that he might get hurt.

Vocabulary

1. Match the idioms and their meanings. Then, complete the sentences with the correct idiom. on top of the world

something amazing or wonderful out of this world

feeling very happy carry the world on one’s shoulder

very different from each other the world is your oyster

to carry a lot of responsibility worlds apart

you can do anything you want

a. Momotaro seems to carry the world on his shoulder; he has taken the responsibility to bring back the treasures.

b. After winning the battle, Momotaro felt on top of the world.

c. Momotaro’s parents told him that he could be anything he wanted to be! Remember, the world is your oyster.

d. The treasures on the island of giants were out of this world.

e. Although Momotaro and the animals were friends, they were worlds apart in how they looked.

2. In your notebook, write the sentences where the words have been used in the story. Then, write your own sentences using the words.

Answers may vary. Here is a sample response.

a. overjoyed

In the story: "The old man and the old woman were overjoyed when Momotaro returned."

My sentence: I was overjoyed when I found out I got the highest score in the class!

b. adventurous

In the story: "He grew up to be strong and adventurous."

My sentence: My cousin is very adventurous; she loves to explore new places and try exciting activities!

c. treasures

In the story: "After gathering a huge pile of precious things, Momotaro loaded them up and set off for home."

My sentence: We found many old treasures in the attic, like an ancient clock and a beautiful painting. d. defeated

In the story: "Momotaro and his friends fought their way to the chief of the giants, Akandoji. Akandoji was tough but they fought until Momotaro defeated Akandoji."

My sentence: The soccer team defeated their rivals in the final match and won the trophy!

Go Grammar

1. Fill in the blanks with the joining words and/but/so/or.

a. The old woman was very curious, so she pulled the big peach out of the water.

b. She quickly finished her washing and went home.

c. Momotaro was very strong, but he was not arrogant.

d. Momotaro wanted to help the people, so he went to the island of the giants.

e. He could ask the dog or monkey to help.

2. Join the sentences using or, and, so, or but.

a. Momotaro can eat dumplings and Momotaro can eat peaches.

b. They met many of the giants’ helpers but they were looking for Akandoji.

c. Momotaro fought for the treasures and Momotaro took them home.

d. Momotaro gave the dog a dumpling so the dog went with him.

e. Akandoji attacked Momotaro with an iron club, but Momotaro dodged him.

Listen Well

a. teapot b. age c. bottle d. stamp e. table

Speak Well

Answers may vary. Here is a sample response.

Title: The Brave Little Bird

Characters:

• A little bird named Chirpy

• A kind old owl

• A mischievous fox

Setting:

• A big forest with tall trees and a clear blue sky.

Beginning:

One day, Chirpy, a tiny bird, was hopping around the forest. He loved flying high in the sky, singing songs, and making friends with other animals. But Chirpy had one big fear: he was afraid of flying through the deep forest because it was dark and full of big trees.

Middle (Problem/Adventure):

One afternoon, Chirpy decided he wanted to gather some berries from the other side of the forest. As he flew over the trees, he noticed a mischievous fox hiding behind a bush. The fox saw Chirpy and said, "Come here, little bird. I want to be your friend!" Chirpy knew the fox could be tricky, so he decided to fly away, but he got caught in a tree branch! Chirpy felt scared and stuck.

End:

Just then, a wise old owl named Hoot flew down and helped Chirpy. Hoot used his strong wings to untangle Chirpy from the branch. "Thank you, Hoot!" Chirpy chirped. "I was scared, but I learned that being brave means asking for help when you need it." From that day on, Chirpy was no longer afraid to fly through the forest, knowing he had good friends like Hoot who would help him in times of need.

Write Well

Answers may vary. Here is a sample response.

How to Make an Ice-Cream Sundae

Materials Needed:

• 1 bowl

• Ice cream (any flavour)

• Chocolate syrup

• Whipped cream

• Sprinkles or toppings (cherries, nuts, etc.)

• A spoon

Steps:

1. First, take a bowl and place one or two scoops of ice cream into it.

2. Then, pour some chocolate syrup over the ice cream.

3. Next, add a little bit of whipped cream on top of the ice cream and syrup.

4. After that, sprinkle your favorite toppings like sprinkles, cherries, or nuts.

5. Finally, grab a spoon and enjoy your delicious ice-cream sundae!

Warnings:

• Make sure to use a bowl that's big enough for your sundae.

• If you want to try different flavours, you can add more scoops of ice cream!

• Be careful not to put too much syrup or toppings—just enough for a tasty treat!

Chapter 1: Friendship

Read and Respond

1. Write True or False:

a. False - Riya looks scared, not excited.

Workbook

b. False - Aman talks to Riya and says hello on the first day.

c. True - Aman invites Riya to sit with him.

d. False - The friends play kho-kho during breaks, not lunchtime.

e. False - The friends share parathas, pickles, and mango lassi, not sandwiches and juice.

2. Answer the questions in one to two sentences:

a. How does Riya feel on the first day of school? Riya feels scared on the first day of school because it’s her first time in the class.

b. How does Aman make Riya feel better when they first meet?

Aman smiles at Riya and invites her to sit with him, which makes Riya feel better and happier.

c. Describe the food that Riya and her friends share during lunchtime. Riya and her friends share parathas, pickles, and mango lassi for lunch.

d. How do you think Riya feels at the end of the story?

At the end of the story, Riya probably feels happy and comfortable because she made new friends and had fun with them.

3. Imagine that a new student joins your school. What can you do to help the student feel less scared and lost? If a new student joins my school, I would introduce myself and ask them if they need help finding their class or a place to sit. I would invite them to play with me and my friends, and make sure they feel included. I would show them around the school and explain the rules so they don’t feel lost or scared.

Pronounce Well

Fill in the blanks with the words in the box:

a. Everyone had a good laugh at Meenu’s joke.

b. Kamlesh won a trophy for the best-tasting tiffin.

c. Neha played the xylophone at the party.

d. Meenu coughed after having a very cold drink.

e. Rishika’s cake was in the shape of a sphere.

Vocabulary

Replace the underlined words with synonyms (a word that means the same). Rewrite the sentences:

a. Tina felt anxious because she did not know anyone in class.

b. Nisha and her buddy had tasty snacks at the party.

c. The birthday celebration was fun.

d. The balloons were shiny and colourful.

e. There were many thrilling games at the party.

Go Grammar

1. Complete the sentences by adding the missing parts. Answers may vary. This is a sample response.

a. Rohan is studying.

b. Aryan is reading a book.

c. Raju lends Riya his pencil.

d. They are playing football.

e. Anav and Karan are shaking hands.

2. Read the sentences and make questions starting with wh-words.

a. How do the children come to school?

b. Who is very active at school?

c. Where do the children read, write, and play?

d. Which ball do the children choose to play catch and throw?

3. Read the questions. Tick () if correct and cross () if incorrect. Write the correct word if the sentence is incorrect.

a. Does you like poha?

Correct: Do you like poha?

b. Did Kamala share her pencils with others?

c. Does all the students want to play? 

Correct: Do all the students want to play?

d. Do they look happy?

e. Do he want to join the game?

Correct: Does he want to join the game?

Listen Well

1. Nina is at school. It is her drawing class.

2. Nina feels sad.

3. Nina left her drawing supplies at home.

4. Preethi calls Nina’s name.

5. Preethi shares her drawing supplies with Nina.

6. Nina and Preethi become good friends.

Speak Well

Answers may vary. This is a sample response.

a. What job do you want to do when you grow up?

Example answer: I want to be a teacher when I grow up.

b. Why have you chosen this job?

I have chosen to be a teacher because I love helping others. I think teaching is a fun job because I can share what I know and see others learn new things. I enjoy making learning exciting and helping students solve problems. Being a teacher will make me happy.

c. Do you know anyone who does this in real life? Tell me about them!

Yes, I know my aunt, who is a teacher. She teaches at a local school. She is very kind and patient with her students. She loves to make learning fun with games and activities. My aunt always encourages kids and helps them do their best in school.

Write Well

Answers may vary. This is a sample response. Naina, Soham and Shaan are having lunch.

Naina is waving.

Sohan is eating a sandwich. Shaan joins them.

The three friends are eating. They enjoy their lunch together.

Health and Hygiene

Read and Respond

1. Fill in the blanks with the words from the passage:

a. Dev’s mother signs him up for a yoga class.

b. At first, Dev thinks yoga is boring.

c. Dev wants to play cricket with his friends.

d. Dev starts focusing better at school because of yoga.

e. The principal is impressed by Dev’s dedication and leadership.

2. Answer the questions in one to two sentences:

a. Why does Dev’s mom take him to her yoga class?

Dev’s mom takes him to her yoga class because she thinks he is not getting enough physical exercise.

b. Who helps Dev to start the small yoga club?

Dev’s mom and his yoga teacher help him start the small yoga club at his school.

3. Read how Dev felt before doing yoga. How do you think he feels after practising yoga for some time?

Before Yoga

After Yoga

Pronounce Well

Read the words aloud. Unscramble and write the magic e words.

a. My father has a red bike.

b. Reema cut a chocolate cake on her birthday.

c. The doctor gave me a tube of ointment for the cut.

d. My dog likes to chew a bone for hours.

e. Rohan’s grandfather uses a cane.

Vocabulary

1. Choose the correct word pair to complete the sentences:

a. I wash my hands with soap and water.

b. I had peanut butter and jelly for breakfast.

c. It is hygienic to clean our pots and pans.

d. We use spoon and fork to cook food.

e. We placed the cup and saucer on the tea tray.

2. Read the sentences. Fill in the blanks with the correct words in the box. Each word can be used twice:

a. The band played beautifully last night.

b. Sarah decided to strike the ball with all her strength.

c. We went for a run in the park this morning.

d. The ball was hit out of the stadium during the match.

e. The climbers reached the top of the huge rock.

f. The workers went on a strike.

g. Cinderella lost her slipper at the ball.

h. Mr. Shah and my father run their business together.

i. Mother and father rock the baby to sleep.

j. In the yoga class, my father uses a band to exercise.

Go Grammar

1. Fill in the blanks with the words in brackets. Use capital letters wherever needed.

a. School is a gurukul for sports.

b. It was started by a man named Mohan.

c. The headmaster does not allow boys in his school.

d. Usha is very fit and she is a great runner.

e. She wants to be an athlete and win awards.

2. Match the columns to find the collective nouns. Then, fill in the blanks with the collective nouns.

a. After the long trip, we shared a wipes to clean our hands.

b. The bunch was ripening nicely

c. The coach gathered the team for a final talk before the game.

d. At the end of the race, the crowd cheered for the runners as they crossed the finish line.

e. The campers bought a bundle to make a fire.

3. Rewrite the correct sentences by using a, an, and the.

a. The sun is the star

b. Swimming is a kind of sport.

c. An athlete must eat healthy food.

d. The Indian team wins the first match.

e. The people cheer for the last participant.

Listen Well

Brush your teeth

Wash your hands

Before Yoga

Shower after playing

Exercise for an hour

Change to comfortable wear

Speak Well

Answers may vary. This is a sample response.

ControlCopy

After Yoga

To keep them free of cavities

To stop germs from making you sick

To stay strong and fit

To get a good night's sleep

To avoid skin problems

a. Ways to keep surroundings clean and hygienic:

To keep our surroundings clean, we should always throw trash in the bins and not litter on the streets. We should clean our homes and classrooms regularly. If we see any garbage lying around, we should pick it up and throw it away. Planting trees and flowers helps keep the environment fresh. Washing our hands before eating and using clean water also helps prevent germs from spreading.

b. What happens when we do not keep our surroundings clean:

When we do not keep our surroundings clean, germs and bacteria can spread easily. This can make people sick with diseases like fever, cold, and stomach infections. Dirty places attract insects like flies and mosquitoes, which can carry harmful diseases. If we do not clean up garbage, it can also pollute the air and water, which makes it unsafe for everyone to live in. Keeping things clean helps everyone stay healthy.

Answers may vary. This is a sample response. 123, Green Park, New Delhi - 110052, India.

12th February 2025

ControlCopy

Dear Rohan,

I hope you're doing well in Mumbai! I miss you a lot and hope to see you soon. Today, I wanted to share something exciting that me and my friends have been doing to help our community. We have started a small project in our neighborhood to keep it clean and healthy. Every Saturday, we gather together to pick up litter from the streets. We also clean the parks, water the plants, and make sure no garbage is thrown in the open. We have placed trash bins in different areas to help people throw waste properly. We also tell everyone in the community to wash their hands and keep their homes clean to avoid falling sick.

I feel really happy because, with everyone’s help, the community is becoming cleaner, and we are keeping harmful germs away. I hope you and your friends can do something like this in your city too!

Take care and write to me soon.

Love, Aman

Kindness and Humility

Read and Respond

1. Write True or False.

a. False - Meher moved to Kolkata recently.

b. True - Rafi noticed Meher looking lonely.

c. False - Meher and her new friends explored museums and tried local food, not an adventure camp.

d. False - Meher hosted a small party, not Rafi and his family.

e. True - Meher’s days in Kolkata became filled with joy.

2. Answer the questions in one or two sentences.

a. What kind of things did the friends do in Kolkata? They explored museums, tried local food, and had fun together.

b. Why did Meher decide to host a gathering? Meher wanted to thank Rafi and show her gratitude for making her feel at home in Kolkata.

c. What kind of gathering did Meher host? Meher hosted a small party where she cooked dishes from her hometown.

d. How did Meher’s feelings about Kolkata change after becoming friends with Rafi? Meher felt happier and more at home in Kolkata after becoming friends with Rafi.

3. If you were Meher and you had to thank Rafi, what would you do?

If I were Meher, I would thank Rafi by inviting him to a fun gathering, sharing my favorite food with him, and telling him how much his friendship means to me.

Pronounce Well

Say the words aloud. Fill in the blanks with words in the box

a. Rafi has injured his thumb.

b. Meher is thankful for Rafi’s friendship.

c. Rafi ate three servings of the dessert.

d. Rafi is taller than Meher.

e. The weather is good today, so we can explore Kolkata.

Vocabulary

1. Number the words in the order they would appear in the dictionary.

a. green b. house

e. rabbit

f. silly

c. penguin d. quiet

g. smile

2. Fill in the blanks with the opposite of the words in brackets.

a. Meera was (sad) when she lost her favourite book.

b. His (unhelpful) attitude made it difficult for people to approach him for advice.

c. The teacher asked the students to be (quiet).

d. The (generous) man shared his wealth with the villagers.

e. He never shows his feelings. He is like a (closed) book.

f. The king decided to (punish) the thief.

Go Grammar

1. Underline the adjectives of quality and circle the adjectives of quantity.

h. square

Today, Riya did three kind actions. She helped her elderly neighbour carry his heavy bags up the stairs. Then she donated a few toys, a warm blanket, and many old books for poor children. She also helped an old lady to cross a busy street. This made her feel great. Even little acts can make a huge difference.

2. Fill in the gaps.

Adjective

Comparative Superlative

tall taller tallest beautiful more beautiful most beautiful sweet sweeter sweetest famous more famous most famous

3. Use the adjectives given below to make sentences. Answers may vary. This is a sample response.

a. My little brother is greedier than me when it comes to candy.

b. She is the most generous person in our class, always helping others.

c. I need to be more careful when crossing the road.

d. This is the shortest route to the park.

e. Sara is cleverer than her classmates in solving math problems.

Listen Well

Listen carefully to the text and label the pictures with the correct sentences. Then, number the pictures 1–6 in the correct order.

Speak Well

Answers may vary. This is a sample response.

1. The position of the cloud is different in both the pictures.

2. There is a butterfly in the first picture but it is missing in the second one.

3. The cat in the first picture is white but in the second picture it is black and white.

4. There is a crow in the first picture but it is missing in the second picture.

Write Well

Answers may vary. This is a sample response. Key events of the story:

1. The hare was proud of how fast he could run.

2. The tortoise challenged the hare to a race.

3. The hare ran ahead and decided to take a nap.

4. The tortoise kept walking slowly and steadily.

5. The tortoise won the race because the hare slept too long. New ending to the story:

After the race, the hare felt sad for being too proud. He learned that slow and steady wins the race. The tortoise smiled and said, "It’s not always about speed, but doing your best." The hare promised to be humbler and work hard from then on.

Travel and Tourism

Read and Respond

1. Tick () the correct answers:

ControlCopy

a. What did Tara see in Agra? ii. the Taj Mahal

b. Who built the Taj Mahal? i. Shah Jahan

c. What did Tara eat in Agra? ii. street food

d. How did Tara and the girl from Japan communicate? i. by using their hands

e. Why couldn’t Tara and the girl from Japan speak to each other easily? ii. they spoke different languages

2. Number the events 1–5 in the correct order:

b. Tara travelled by train.

d. Tara saw the Taj Mahal for the first time.

a. Tara ate street food.

e. Tara talked to a Japanese girl.

c. Tara looked at a picture of the Taj Mahal.

3. Imagine that you are Tara. You are writing an email to your best friend about your trip. Which three things would you include in the email?

Answers may vary. This is a sample response.

a. I saw the Taj Mahal for the first time.

b. I ate street food in Agra.

c. I met a girl from Japan and we had fun talking with our hands.

Pronounce Well

• pan

• pain

• granny

• grain

• bed

• bead

• net

• neat

• wet

• wheat

Vocabulary

1. Use a dictionary. In the blanks, write BEFORE or AFTER to show where these words appear in the dictionary.

a. Picture comes AFTER pipe.

b. Pencil comes AFTER pie.

c. Pillow comes AFTER pin.

d. Pink comes AFTER puzzle.

e. Plum comes AFTER pirate.

2. Fill in the blanks with the words in the box.

a. We asked the man at the hotel how to get to our next destination.

b. The station was crowded with people waiting for their trains.

c. After landing at the airport, we took a taxi to our hotel.

d. We met a friendly tourist who told us about the good places for sightseeing.

e. Before we started our journey, we marked all the tourist places we wanted to visit on the map.

Go Grammar

1. Write the personal pronouns for this family.

a. Our family: We

b. Bhushan: He

c. Sia: She

d. The dog: It

e. Mother, Father, Bhushan, and Sia: They

2. Fill in the blanks with the correct possessive pronouns.

a. The suitcase belongs to Bhushan. He says it is his and not mine.

b. Our parents say we are theirs.

c. I also have a travel pillow. My friend says it is not as cute as his.

d. These pieces of luggage are ours. We have to carry them.

e. I may not play with my sister ’s dolls. She says they are hers and not mine.

3. Underline the personal pronouns and circle the possessive pronouns in the sentences.

a. Basava and Sundari liked to go to the market. They went to buy groceries.

b. Basava said, ‘I think my bike is faster than yours.’

c. Sundari said, ‘We will see who reaches there first.’

d. They parked their bikes and went to the shop.

e. The shopkeeper asked them, ‘Are these bikes yours?’

Listen Well

Listen carefully to the story. Read the sentences below and put them in the correct order.

1. Priya and her brother, Vinay, travelled to Nepal with their parents.

2. First, they arrived at a busy market where people spoke Nepali.

3. Priya and Vinay learnt to say ‘hello’ and ‘thank you’ in Nepali.

4. Then, they went to a small café to try some local food.

5. In the evening, they watched a local dance performance and enjoyed the music.

Speak Well

Answers may vary. This is a sample response.

I want to visit Paris.

I would love to go there because I’ve always wanted to see the Eiffel Tower. When I go there, I will take lots of pictures and visit the museums. Another thing I want to do is try delicious French food like croissants and cheese. This place is special because it has so much history and beautiful landmarks.

Write Well

Answers may vary. This is a sample response.

1 November 2025

Sunday 09:00

Dear Diary,

Today, I visited the Diwali festival with my family.

I saw many colourful lights and beautiful decorations all around the streets. There were fireworks in the sky, and people were smiling and sharing sweets.

I did rangoli with my mom and helped decorate the house with diyas. It was so much fun! I also helped my dad with cleaning the house to make it look nice for the festival.

My favourite part was watching the fireworks light up the night sky. It was so bright and beautiful!

I felt really happy and excited because Diwali is one of my favourite festivals. I also got lots of gifts from my relatives, which made me feel loved and special.

Goodbye for now.

Tarun

Teamwork

Read and Respond

1. Choose the correct answers.

a. Where did Orville and Wilbur Wright live?

ii. Dayton, Ohio

b. What did the Wright brothers love to do?

i. Experiment with machines

c. Where did the Wright brothers test their flying machine?

i. Kitty Hawk

d. What was the name of the Wright brothers’ plane?

iii. The Wright Flyer

e. For how long did Orville fly on that first flight?

iii. 12 seconds

2. Answer the questions in one to two sentences.

a. What did the Wright brothers do during the day?

The Wright brothers worked in their bicycle shop during the day.

b. How did teamwork help the brothers achieve their dream?

Teamwork helped the brothers by allowing them to support each other and work together to build and test their flying machine.

c. What lesson can we learn from the Wright brothers?

We can learn that teamwork, determination, and not giving up are key to achieving our dreams.

d. Why was December of 1903 an important year for the Wright brothers?

December of 1903 was important because it was the year they successfully flew the first powered, controlled flight with the Wright Flyer.

3. Think about a time when you worked with a friend or family member on a project or to solve a problem.

• What was the project or problem?

I worked with my friend on a science project about plants and how they grow.

• What did each of you do to help?

My friend researched the types of plants, and I prepared the materials and set up the experiment.

• How did working together make it easier or more fun?

Working together made it easier because we shared the tasks and were able to learn from each other. It was also more fun because we both contributed ideas and enjoyed the experience.

Pronounce Well

Fill in the blank with the correct words in the box.

a. The bunny likes to hop in the garden.

b. She drinks from a red cup.

c. He can fly his kite in the park.

d. She used a handkerchief to wipe her nose.

e. This house is very pretty.

Vocabulary

1. Identify and correct the spelling errors in the sentences. Rewrite the sentences in the lines below.

a. Pinky, the butterfly likes to fly.

b. Her friend Catty, the cat is fluffy and likes to sleep.

c. Pinky uses her wings to wake Catty up.

d. Catty is angry. He uses magic on Pinky.

e. Pinky yawns. She closes her eyes and sleeps.

2. Write one word for the list of words.

a. Sri Lanka, China, India - Countries

b. Red, Green, Brown - Colours

c. Rugby, Basketball, Cricket - Sports

d. Carrot, Spinach, Cabbage - Vegetables

e. French, Hindi, English - Languages

3. Use the words above to fill in the gaps.

a. I like playing sports.

b. We use colours to paint beautiful pictures.

c. Someday, I want to visit many different countries.

d. Vegetables help us get the vitamins and minerals we need.

e. People around the world speak different languages.

Go Grammar

1. Look at the pictures. Fill in the blanks with the correct prepositions of place.

a. The dog is in the box.

b. The dog is on the box.

c. The dog is under the box.

d. The dog is between the boxes.

e. The dog jumps over the box.

2. Fill in the blanks with the correct preposition of time or place.

a. Helen started reading books after a few years.

b. Miss Tanya placed her bag under the chair.

c. Before joining the team in January, Sam used to work alone.

d. He had a great time with his team on the first day.

e. The team is standing behind the coach in the picture.

3. Fill in the blanks using the words in the box.

a. She climbed the hill.

b. The children must run around the field twice.

c. The train passed through a tunnel.

d. You can hide the ball behind the cupboard.

e. The see-saw goes up and down.

Listen Well

Listen to the story and fill in the blanks using the correct words.

a. The three best friends are Lily, Ben, and Maya.

b. They found an old box in the storeroom.

c. They needed to solve some riddles to find the treasure.

d. Lily found clues in the pictures.

e. Ben opened the tricky lock.

f. They found a chest filled with shiny coins.

Speak Well

Answers may vary. This is a sample response.

Helping each other is very important. Once, I helped my friend carry her books because she was feeling tired. I felt really happy because it made her smile. When we help each other, we feel good and make the person feel better too. Helping others can be small things, like sharing your pencil or helping someone find their way. It’s nice to help because it makes everyone happy and shows we care about each other. We should always help our friends and family whenever we can.

Write Well

Answers may vary.

Protecting Animals

Read and Respond

1. Tick () the correct answers.

a. Which animal is known for its loud roar?

i. Lion

b. What do the birds do in the poem?

i. Sing songs

c. What does the poet call animals?

iv. Our friends

d. What does the panda eat?

i. Bamboo shoots

2. Fill in one word from the poem that means the same as the words given.

a. move smoothly through water glide

b. walk without hurrying stroll

c. turn over and over roll

d. something of value treasure

e. a very close friend comrade

Pronounce Well

Fill in the gaps with words spelled with ch. Tick () the words with the ch sound and circle those with the k sound.

a. The chick says cluck cluck. 

b. They had to choose a class monitor.

c. They found a hidden chest in the sand.

d. The boy ate so much that he had a stomach ache.

e. I wake up early, so I reach school on time.

Vocabulary

Fill in the blanks with words from the box that are often used, with the words in bold. Wild animals live in the national parks of India. Even in these protected areas, they are still in danger from fires caused by the careless actions of humans.

Go Grammar

1. Write the correct doing words to complete the sentences about what happens in a camp every morning.

a. We all wake up very early.

b. One person starts a fire.

c. Someone else goes to fetch water for coffee.

d. The rest of us get our things to get ready for the trek.

e. We all drink coffee before we leave.

2. Fill in the doing words to make sentences about what is happening in the jungle right now.

a. The explorers are walking through the jungle.

b. They are carrying bags on their backs.

c. One explorer is reading a map.

d. A monkey is swinging from the branches.

e. The butterflies are flying around.

3. Make sentences in the simple present and in the present continuous tense. Use the verb and the time words given.

Answers may vary. Here is a sample response.

a. Shine

• Always: The sun shines brightly every day.

• Right now: The sun is shining brightly.

b. Look

• Always: She looks at the stars before going to bed.

• Right now: She is looking at the stars.

c. Care

1. Always: He cares for his pets every day.

2. Right now: He is caring for his pets.

d. Feed

ControlCopy

• Always: I feed my dog twice a day

• Right now: I am feeding my dog.

Listen Well

Listen to the passage carefully. Answer the questions correctly.

a. Why was the forest important?

ii It was home to the animals.

b. What problem did the villagers face?

i. People came to cut down trees.

c. What did the villagers do to save the forest?

ii. They held hands around the trees.

d. What did the people who were cutting down the trees do after talking to the villagers?

ii. They stopped cutting down the trees.

e. How did the villagers feel after protecting the forest? ii. Proud.

Speak Well

Answers may vary. This is a sample response.

Interviewer: Good day, Sir! It is great to have you on the show.

Interviewee: Thank you! It is good to be here. I look forward to talking to you.

Interviewer: Where did you grow up?

Interviewee: I grew up in a small village near a forest. I loved spending time outside, exploring nature.

Interviewer: How did your interest in animals begin?

Interviewee: When I was young, I used to watch animals in the forest. I was fascinated by how they lived and moved. This made me want to learn more about them.

Interviewer: Which are some of the most exciting adventures you have had?

Interviewee: One of the most exciting adventures was when I went on a safari in Africa. I got to see lions, elephants, and giraffes up close! It was amazing.

Interviewer: Thank you for answering my questions.

Interviewee: Thank you for having me on your show. I enjoyed chatting with you.

Write Well

Answers may vary. This is a sample response.

River Cleanup

Date: February 15, 2025

Time: 10:00 AM

Where: Riverside Park, near the riverbank

Invitation

We will be cleaning up the nearby river to help keep our environment clean and safe for everyone. Please join me and my friend to make a difference! Bring gloves, bags, and a positive spirit. Together, we can help protect nature and make the river beautiful again.

Looking forward to seeing you there!

Nature

Read and Respond

1. Choose the right answers and circle them.

a. What do monkeys do in the jungle?

ii. swing

b. Which animals squeak?

i. squirrels

c. Who hoots softly in the night?

ii. owls

d. What do parrots do as they fly by?

ii. squawk

2. Summarise and then retell the poem in your own words.

The poem talks about the fun and lively activities of animals in the jungle. Monkeys swing from trees, parrots squawk as they fly, foxes play hide and seek, and squirrels chatter. Lions roar loudly, while owls hoot softly at night. The jungle is a lively place full of action, and the fun continues all day long. In the jungle, the monkeys swing from tree to tree, parrots squawk loudly as they fly, and squirrels chat noisily. Foxes play hide and seek, lions roar loudly, and owls hoot quietly when night falls. The jungle is a fun and active place, full of sounds and life, all through the day.

3. Answers may vary

Pronounce Well

Fill in the blanks with the correct letters. Look at the pictures and spell the words.

a. comb b. knee c. castle d. plumber e. witch

Vocabulary

Make sentences with the words that sound the same but have different meanings. Answers may vary. Here is a sample response.

a. deer - The deer ran quickly through the forest.

b. dear - My dear friend gave me a birthday gift.

c. bear - We saw a bear while hiking in the mountains.

d. bare - The tree had bare branches in the winter.

e. pair - I bought a pair of shoes at the store.

f. pear - She ate a juicy pear for lunch.

Go Grammar

1. Fill in the blanks with the correct phrases to complete the sentences.

a. The flood wiped out the entire village.

b. People have scaled back on the use of fuels.

c. We should not throw away reusable items.

d. Bengal tigers may die out.

e. I am worried we will use up the world’s natural resources.

2. Underline the simple past form of verbs in the sentences below.

a. The magpie knew the owl.

b. The magpie put another layer of mud over the twigs.

ControlCopy

c. The turtle-dove sang a silly song.

d. At last, the magpie heard it.

e. She flew away too.

3. Fill in the blanks with the -ed forms of the animal sounds.

a. The horses neighed.

b. The dogs barked.

c. The frog croaked.

d. The lions roared.

e. The duck quacked.

4. Look at the picture. Make sentences to describe it using the given words.

Answers may vary. Here is a sample response.

a. I visited my grandmother last weekend.

b. We watched her take care of her plants.

c. She walked in the garden with her friends.

d. He smelled the flowers in the garden.

e. I enjoyed playing football with my friends yesterday.

Listen Well

Listen carefully to the text Amazing Facts About Aquatic Animals and correct the statements about the passage to make them true.

Incorrect Statements

Aquatic animals live on land.

Jellyfish have bones.

Female seahorses carry their babies

Octopuses have six arms.

Correct Statements

Aquatic animals live in water.

Jellyfish have no bones.

Male seahorses carry their babies.

Octopuses have eight arms.

Turtles can live only in water and not on land.Turtles can live both in water and on land.

Speak Well

Answers may vary. This is a sample response.

Last Saturday, our teacher took us to the park. The sun was shining, and the sky was blue. We could hear birds singing, and there were lots of trees and flowers around us.

First, my friend Mia ran to the swings. She loves to swing high, almost touching the clouds! Then, Tom and I played soccer. We kicked the ball back and forth, laughing and having fun. Mia joined us after a while, and we all played together.

After that, we went to the picnic area. Our teacher gave us snacks, and we sat on the grass. We ate sandwiches, apples, and juice. It was so yummy!

Later, we went on a nature walk. We saw some squirrels running up trees and even a rabbit hopping across the path. It was a beautiful day, and we all had so much fun at the park!

Write Well

Answers may vary. This is a sample response.

Setting:

A small village, in Tom's garden.

Characters:

Tom, his family, his neighbours.

Beginning:

Tom is a little boy who loves plants. He has a small garden where he grows vegetables and flowers. Every morning, he waters his plants and pulls out the weeds.

Middle:

One summer, there is no rain, and the village’s crops die. Tom doesn’t give up and saves water from his daily chores to keep his garden alive. His neighbours watch and admire his hard work.

End:

Tom has more vegetables than his family needs, so he shares them with his neighbours. He helps the village through a tough time and shows everyone the power of determination and kindness.

Imagination and Fantasy

Read and Respond

1. Write True or False.

a. True – The speaker dreams about a house made of chocolate.

b. True – The windows in the dream house are made of candy.

c. False – The speaker is happy in the dream house, enjoying the sweets.

d. False – The beds in the dream house are made of marshmallows, not cotton candy.

e. False – There is nothing bitter on the walls of the house, it is all sweet.

2. Write your understanding of the poem.

a. In the poem, the speaker dreams about a magical house made entirely of sweets and chocolate.

b. In stanza one of the poem, the speaker describes the house having walls, roof, windows, and doors made of candy and chocolate.

c. In stanza two of the poem, the speaker describes wandering through the house, eating fudge, caramel treats, and enjoying the chocolatey surroundings.

d. In stanza three of the poem, the speaker describes marshmallow beds, chocolate rainbows rising from the chimney, and a dream-like candy land.

3. Imagine that you could build a dream house made of any kind of food; choose what your house would be made of.

a. The windows would be made of sugar cookies with colourful icing.

b. The roof would be made of chocolate bars.

c. The doors would be made of gingerbread.

d. The walls would be made of marshmallows and graham crackers.

e. The floor would be made of gummy bears.

Vocabulary

1. Fill in the blanks with homographs in the box. Then, read the sentences aloud using the correct pronunciation.

a. The dwarfs sat in a row watching Snow White.

b. The king will lead the soldiers to victory.

c. Please close the door when you leave.

d. Cinderella has a pretty bow in her hair.

e. Cinderella and her family live in a small town.

f. The bakery is very close to my house.

g. They decided to row the boat across the lake.

h. The concert was broadcast on television.

i. The prince had to bow to the queen.

j. The pencil’s lead was very soft and broke easily.

2. Underline the simile in each sentence. Then, match the simile in the sentences and their meanings.

Simile

as free as a bird completely free as tired as a dog very tired like a lion very brave as strong as an ox very strong walks like a snail very slowly

Go Grammar

1. Rewrite the story using the correct punctuation marks.

Once upon a time, a tiny dragon named Puff met a magical fairy. "Can you help me fly higher?" Puff asked. The fairy smiled. She gave Puff some pixie dust, a wand, and a cloak. She exclaimed, "Now you can soar to the stars!" Puff flew up, up, and away. He shouted, "Thank you, fairy!"

Meaning

2. Write ‘P’ for sentences that talk about the present and ‘F’ for sentences that talk about the future.

a. F (Future) – "I will tell you a story."

b. P (Present) – "The knight fights a dragon."

c. F (Future) – "He will rescue the princess."

d. P (Present) – "The princess keeps her promise."

e. F (Future) – "They will live happily ever after."

3. Rewrite the sentences in the simple future tense.

a. Tomorrow, Reva will enter an enchanted forest.

b. She will meet the King of Hearts.

c. He will tell her about the lion’s birthday.

d. They will surprise the lion with a party.

e. The elephant and giraffe will join in.

Listen Well

Listen carefully to the text and complete the summary. Reva was cleaning her room when she found an old book. She was curious and opened it. Suddenly, she found herself in a forest with birds singing above her. An old lion gently welcomed her and said she had been sent to help them fight the evil tree. Reva, the lion, and the other animals, bravely fought and defeated the tree. The lion gave Reva a small blue box and just as she tried to open it, she was back in her grandmother’s room.

Speak Well

Answers may vary.

Write Well

Answers may vary. This is a sample response.

You: Good day, Giant. I am Shanaya, and I want to talk to you about your beautiful garden. I think you should let the children play here.

Giant: Hmm, I don’t know. My garden is very special to me. I like it peaceful and quiet. Children might ruin it. You: But, Giant, children love to play! They would be so happy to run and laugh in your garden. It could be a place where they make wonderful memories.

Giant: I see. But I’m afraid they might trample the flowers or pick the fruits.

You: I understand, Giant. But maybe you could show them how to take care of the garden. You could teach them to respect the plants and only play in certain areas. They would love to help you keep it beautiful!

Giant: That’s an interesting idea. Maybe I could let them play in the garden, as long as they promise to take care of it.

You: Yes! The children will be so grateful, and your garden will bring joy to everyone. It could be a magical place for all.

Giant: Alright, I will give it a try. The children can play in my garden, but only if they treat it kindly!

You: Thank you, Giant! The children will love it, and you’ll see how much fun they can have while caring for your garden.

Humour

Read and Respond

1. Complete the story with words from the text.

The clever rabbit, Rosie, was given a task by the village farmer. The farmer promised Rosie a big basket of carrots if she could help with the harvest in a fun way.

She pretended to dig holes but instead hid small treats in the soil. The farmer realised it was a delightful way to work and rewarded Rosie with a basket of carrots.

2. Answer the questions in one to two sentences.

a. What was the farmer ’s problem?

The farmer was bored and didn’t find the harvest enjoyable.

b. How did Rosie solve his problem?

Rosie made the harvest fun by pretending to dig holes and hiding small treats in the soil.

c. How did the farmer feel at the start and end of the story?

At the start, the farmer felt bored, but at the end, he was happy and enjoyed the playful harvest.

d. How will you describe Rosie the rabbit?

Rosie is clever, playful, and mischievous. She loves making work fun.

3. Find a word in the text that means the same as the words given. Make sentences with the words you wrote.

a. busy: bustling

• The village was bustling with people getting ready for the harvest.

b. acted as if: pretended

• Rosie pretended to dig holes while hiding treats in the soil.

Pronounce Well

Clap your hands to split the words into syllables. Write the syllable breakup by drawing lines between each syllable. Write the syllable count.

Can you think of a four-syllable word? celebration (Answers may vary. This is a sample response.)

Vocabulary

Compound WordWord

fireplace fire + place

We sat by the fire and enjoyed the warmth in the place where we gathered.

dragonfly dragon + flyThe dragonfly flew over the pont, its wings shining.

starfish star + fish

We saw a starfish on the beach while we were walking along the shore.

snowflakesnow + flakeEach snowflake is unique and different from the others.

bookcase book + caseShe placed her favorite books neatly on the bookcase in her room.

2. Use all the letters in the words to form a new word. Write the meaning of the new word. You may use a dictionary to help you.

1 ateteaA beverage made by steeping tea leaves in hot water. 2 racecareConcern or worry for someone or something.

3 limessmileA facial expression showing happiness or joy. 4 senttensThe plural form of "ten," a number. 5 cheatteachTo instruct or impart knowledge to someone 6 railliarA person who tells lies or false statements.

Go Grammar

1. Fill in the missing words.

Adjectives

Adverbs easy easily clear clearly lazy lazily joyful joyfully loud loudly

2. Tick () the correct adverb. Then, rewrite the sentence.

a. She writes neatly.

b. The tortoise moves slowly.

c. She fights bravely.

d. The sun shines brightly

e. I read quietly.

3. Fill in the blanks with the -ly form of words in the box.

a. We speak to our teachers politely.

b. He does his duties honestly

c. The Queen dances gracefully.

d. Children wait eagerly to see the king.

e. He ties the knot tightly.

Listen Well

Listen to the story carefully, and then fill in the table with the correct answer.

Simile

Who is the main character?

What was the problem?

Meaning

Anil

The village chief's precious necklace went missing. What did Anil ask the villagers to bring?A stick of the same length. What happened the next morning?Anil measured the sticks, and one was two inches shorter. What happened in the end?

The thief confessed, and the chief got his necklace back.

Speak Well

Answers may vary. This is a sample response.

Agreeing:

I think laughing is a great way to solve problems because it helps you feel better. When we laugh, we relax and stop feeling so stressed. It’s easier to think clearly when we’re not worried or upset. Laughing with friends can make us feel happier, and sometimes, when we laugh about a problem, it doesn’t seem as big or scary anymore. So, laughing can help us feel better and think of solutions.

Disagreeing:

I don’t think laughing is always the best way to solve problems. Sometimes problems are serious and need us to focus and think carefully. If we just laugh, we might ignore the problem or make others feel like we don’t care. It’s important to take problems seriously first and figure out a real solution. After solving it, then we can laugh and feel better!

Write Well

Answers may vary. This is a sample response.

The funniest thing that ever happened to me was last summer when I went on a picnic with my family. We went to a big park, and I was really excited to play games. After we ate, we decided to play tag. I was running super fast to catch my little brother, but I tripped on a tree root and fell right into a big puddle of mud! I got all muddy, and I looked like a muddy monster! At first, I was a little embarrassed, but then I heard my family laughing, and I started laughing too. My little brother pointed at me and said, “You look like a mud monster!” Everyone laughed even harder. Then, we all started playing in the mud together, and it was so much fun. My mom even took pictures of me all covered in mud! I wasn’t upset anymore. We all had a great time, and it turned out to be the best part of the picnic. Now, whenever I think about that day, I smile because it was so funny!

World Story

Read and Respond

1. Write True or False.

a. Emperor Shen Nong discovered tea by accident. True

b. People in ancient China did not like the taste of the drink that the emperor discovered. False

c. The Emperor ordered that more tea plants should be planted. True

d. Tea was used in special ceremonies in China. True

e. Tea is only enjoyed in China and is not liked by people in other parts of the world. False

2. Answer the questions in one to two sentences.

a. Where is the story set?

The story is set in ancient China.

b. What happened to the pot of boiling water?

Some leaves fell into the pot of boiling water, and when the emperor tasted it, he found it yummy.

c. Why did people like the new drink?

People liked the new drink because it tasted good and made them feel better.

d. Which sentence from the text shows that tea became a part of Chinese culture?

“They had special ceremonies for drinking it and called it tea.”

e. How did tea travel to many places?

Tea traveled to many places in the world, making friends everywhere it went.

3. Tea has travelled to many places. It has become a part of different cultures. How is tea prepared in your house? Write down the instructions for making tea.

Instructions for Making Tea:

1. Boil some water in a kettle.

2. Place a tea bag or loose tea leaves into a cup or teapot.

3. Once the water is boiling, pour it into the cup or teapot over the tea.

4. Let it steep for about 3-5 minutes, depending on how strong you like your tea.

5. Remove the tea bag or strain out the leaves.

6. Add milk, sugar, or honey if you like, and stir well.

7. Your tea is ready! Enjoy your cup of tea.

Pronounce Well a. tie b. motorbike c. brilliant d. fries e. time

Vocabulary

1. Read the meaning of the words. Write sentences of your own. Answers may vary. This is a sample response.

a. Folktale:

A folktale is a story that is told from one generation to another.

ControlCopy

Example sentence: My grandmother told me a folktale about a brave princess who saved her kingdom.

b. Legend:

A legend is a story that has been passed down for years, often about a heroic person.

Example sentence: The legend of Robin Hood is about a hero who steals from the rich and gives to the poor.

c. Moral:

A moral is the lesson that we learn from a story.

Example sentence: The moral of the story was to always be kind to others, even if they are different from you.

d. Villain:

A villain is a bad character in a story who causes harm or trouble.

Example sentence: The villain in the movie tried to take over the city, but the hero stopped him.

e. Quest:

A quest is a long journey that the main character goes on to find something or achieve something.

Example sentence: The knight went on a quest to find the magical sword that would save the kingdom.

2. Match the idioms and their meanings. Then, use the idioms in sentences of your own.

Idiom

Meaning

The early bird catches the worm. Those who wake up early have an advantage. Cry over spilled milk.

To be upset about something that cannot be changed. Bite your tongue.

To stop yourself from saying something you shouldn't. Turn the page

Hit the books

Answers may vary. This is a sample response.

To make a fresh start.

To study hard.

• The early bird catches the worm: If you want to get the best deals, remember, the early bird catches the worm, so make sure you wake up early.

• Cry over spilled milk:

It's no use crying over spilled milk. What's done is done, and we need to move on.

• Bite your tongue:

I wanted to tell her the truth, but I had to bite my tongue and keep quiet.

• Turn the page:

After the difficult year, I decided to turn the page and start fresh with a new attitude.

• Hit the books:

Exams are coming up, so I need to hit the books and study hard to do well.

Go Grammar

1. Join the sentences using the words in brackets.

a. Do you want to read a fairy tale or do you want to read an adventure story?

b. I would like to read but together. It is getting late.

c. It’s getting dark, so we can read stories some other time.

d. I like adventure stories and I like fairy tales.

ControlCopy

e. Rohan wants to read an adventure story, but I want to read a fairy tale.

2. Tick () the correct option.

a. Martial arts started long ago, and people all over the world started practising them.

b. Did kung fu start in China or India?

c. She practises kung fu every day, so she is strong.

d. Some martial arts use weapons, but others use only hands and feet.

e. Taekwondo comes from Korea and it uses a lot of kicks.

3. Add in the joining words (and, but, or, so) correctly. There was a woman who was old but very active. She grew her own tea leaves and brewed the best tea. One day a traveller passed by and asked, “Do you have coffee or tea?” The old woman said, “I only have tea.” He loved the tea she served.

The wise old woman shared her recipe so the traveller could teach others to make the wonderful tea.

Listen Well

Listen carefully to the riddles and circle the answers in the word grid.

B S T A P M

O R P T R Q

T A B L Y E

T G S A C W

L E X P V E

E T U E T A F P Z T H O

Speak Well

Answers may vary. This is a sample response.

The Adventure of the Lost Treasure

Once upon a time, in a small village by the sea, there lived four best friends—Lily, Max, Emma, and Jack. They loved exploring the forest near their village. One sunny morning, while walking by the beach, they found an old map buried in the sand. The map had a picture of a treasure chest and a trail that led deep into the forest. Excited, they decided to follow the map. They crossed rivers, climbed hills, and wandered through thick trees. But soon, they encountered a problem— a huge, mysterious cave blocked their path! Emma, who was brave, suggested they enter the cave to see if the treasure was inside.

Inside the cave, it was dark, but they found sparkling stones that lit up their way. After a little while, they reached a room with a big chest. They opened it and found gold coins and shiny jewels! They cheered and decided to share the treasure with the village.

The adventure ended happily, and the friends returned home as heroes. They promised to have more adventures, but now they knew that together, they could solve any problem.

Write Well

Answers may vary. This is a sample response.

How to Make a Paper Aeroplane

Materials needed:

• 1 sheet of paper (A4 size)

Steps:

1. Start with a sheet of paper

Place the paper on a flat surface, with the longer side facing you.

2. Fold the paper in half lengthwise. Take the top edge and fold it down to the bottom edge. Press the crease well, then unfold the paper.

3. Fold the top corners.

Fold the top left and right corners towards the centre crease, making a triangle shape at the top.

4. Fold the new top corners to the centre.

Fold the new top corners to the centre crease again. Now your paper should look like a triangle with a long bottom.

5. Fold the paper in half. Fold the paper along the centre crease, with the triangular folds on the outside.

6. Make the wings.

ControlCopy

Take the top edge of the paper and fold it down towards the bottom edge, forming one wing. Repeat on the other side for the second wing.

7. Adjust the wings.

Make sure both wings are even and at the same angle for balanced flight.

8. Test your plane.

Hold the plane at the front and gently throw it forward. Watch it fly!

1. The Tiffin Gang

Listening Texts

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Page No. 11

Sonu is new in town and feels nervous about making new friends. One day, he decides to go to the park to play. He sees a girl playing with a ball. Gathering his courage, Sonu asks her name. She says that her name is Lily. Sonu introduces himself and asks if he can play with her. Lily smiles warmly and says yes. They play together, laugh and have fun. They ride on the swings and go down the slide. By the end of the day, they have become good friends. Sonu feels happy now that he has made a new friend.

2. The Weightlifting Princess Page No. 23

Hi, everyone! Today, we are going to learn about staying clean and healthy.

First, drink plenty of water every day.

Second, brush your teeth twice a day, in the morning and before going to bed.

Third, wash your hands with soap before eating and after using the bathroom.

Fourth, eat lots of fruit and vegetables.

Finally, make sure to get enough sleep every night to stay strong and healthy.

4. Doctor Doctor

Page No. 44

One day, a boy named Karim was playing in the park. He saw an injured cat on the ground. Karim gently picked up the cat and took it to a doctor. The doctor treated the cat and thanked Karim for being kind. On his way back, Karim saw an elderly woman. She had dropped her bag. Karim rushed to her and helped her pick it up. He carried it to her car. The woman was very grateful. She hugged Karim and said thank you. Karim felt happy.

5. Sailing Home

Page No. 56

Last summer, Sahil went on a trip to the mountains with his family. First, they packed their bags and got into the car. Then, they drove for a few hours and reached the mountains. After setting up their tent, they went hiking. In the evening, they ate hot chapatis and told each other stories. Sahil had a wonderful time and couldn't wait to go on another trip.

7. The Story of Helen Keller Page No. 77

In a small village, there was a big problem. The river near the village had dried up and the villagers were worried. They needed water for their crops and animals. So, the villagers decided to work together to solve the problem. Each person did something. Some dug channels to bring water from another river. Others built a well to collect rainwater. The children helped by planting trees in the village. After the effort of the villagers, the river flowed again. The villagers celebrated the success of their teamwork.

8. Carpet Sahib

Page Nos. 89-90

In a small town near the sea, there was a beautiful beach where many sea turtles came to lay their eggs. Every year, the turtles would come out of the ocean and dig holes in the sand to lay their eggs. After a few weeks, the baby turtles would hatch and make their way back to the ocean.

One year, the people in the town noticed that there was a lot of garbage on the beach. The heaps of garbage made it hard for the turtles to lay their eggs and for the baby turtles to reach the ocean. A group of children decided to help. They organised a beach clean-up day. They picked up all the garbage and made sure the beach was clean and safe for the turtles.

Thanks to the children’s efforts, the turtles were able to lay their eggs safely and the baby turtles could easily make their way to the ocean.

10. The Magpie's Nest Page No. 107

Birds are interesting creatures with many special qualities. Some birds can fly very high in the sky, while others, like penguins, cannot fly at all. Eagles have excellent eyesight and can see their prey from far away. Parrots are known for their brightly coloured feathers and their ability to imitate human speech. Hummingbirds are very small and can hover in one place by flapping their wings very quickly. Some birds fly long distances to find warmer homes during winter. Because birds use their beaks to eat different kinds of food, like seeds, insects and nectar, their beaks are different. Each bird has its own special song that it uses to communicate with others.

12. Alice in Wonderland

Page No. 127

Once upon a time, there was a boy named Jack who lived with his mother. They were very poor and had only one cow. One day, Jack's mother told him to sell the cow for money. On the way to the market, Jack met a man who gave him five magic beans in exchange for the cow. Jack's mother was very upset and threw the beans out the window.

The next morning, Jack saw a giant beanstalk growing outside. He climbed it and found a giant castle in the clouds. Jack went inside and saw the giant's treasures: a golden musical instrument and a hen that laid golden eggs. Jack took them and climbed down the beanstalk. The giant chased him, but Jack cut down the beanstalk with an axe. The giant fell, and Jack and his mother lived happily ever after with their new treasures.

12. Pot Face

Page No. 141

One day, Emperor Akbar and Birbal were walking through the palace gardens when Akbar noticed a huge pot of honey. Curious, he asked Birbal, ‘What do you think of this pot of honey?’

Birbal replied with a grin, ‘It’s the best way to catch a thief!’

Akbar was puzzled. Birbal explained, ‘If you leave this pot here, anyone who tries to steal it will get stuck in the honey and be caught red-handed!’

Akbar decided to test it. They placed the pot in a corner and watched. Soon, a man tried to sneak away with the pot but ended up getting stuck.

Akbar laughed heartily. He praised Birbal’s great idea!

12. Momotaro, the Peach Boy Page No. 160

What has a face and two hands but no arms or legs?

What has to be broken before you can use it?

What has a head, a tail, but no body?

What can you catch but not throw?

What is yours, but your friends use it more than you?

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About the Book

The Ignite Teacher Manual for grades 1 to 5 English is an essential guide designed to support educators in delivering structured and effective lessons. It includes a collection of comprehensive lesson plans that outline a clear and engaging pathway for teaching, as well as answer keys that ensure correct and efficient evaluation. The manual also adheres closely to the guidelines put forward by NEP 2020 and NCF 2023. Whether you're introducing new concepts or reinforcing foundational skills, this manual offers the clarity and support necessary for successful lesson delivery.

Product Components

The Ignite product package also includes the

• Coursebook: A thoughtfully-crafted ELT programme designed especially for 21st-century learners.

• Workbook: A practical companion designed to reinforce learning and develop essential skills through engaging and hands-on activities.

• Uolo App: An interactive learning platform that brings the classroom experience to life with dynamic content and real-time progress tracking.

About Uolo

Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.

ISBN 978-81-983195-3-1