Ignite_TM_AY25_G5_CC by Uolo

5 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.

First impression 2025

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

Book Title: Ignite English Teacher Manual 5

ISBN: 978-81-983195-5-5

Published by Uolo EdTech Private Limited

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

CIN: U74999DL2017PTC322986

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

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

Foreword

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

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

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

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

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

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

Progress Tracker:

Using the Trackers

Progress Tracker ControlCopy

CB pages 167–168

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

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

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

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

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

Student’s Name

Teacher’s Name

Date

Learning Outcomes Beginning of the year

Listening

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

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

Demonstrates understanding by responding with appropriate comments and answers.

Speaking

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

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

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

Paraphrases and explains what others have said to demonstrate understanding.

Parent’s Name

Criteria:

• Write H for Need Help

• Write G for Getting There

• Write C for Can Do

of the yearEnd of the year

Reading Tracker: CB pages 169–170

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

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

• Schedule a date for the first sharing session.

• Show students the Recommended Reading list (CB page 171).

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

DateDay

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

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

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

Learning Objectives

Students will be able to:

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

 practise their reading and comprehension skills.

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

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

 listen to a text to fill in the blanks.

 describe community workers accurately.

 write the ending of a story

Period 1: Reading

Get Set

1 The Shawl ControlCopy

CB page 1

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

Ask the learners to do the Get Set exercise. After that, ask a few learners to share their answers.

Let’s Read

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

CB pages 1–4

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

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

Read and Respond

CB pages 5–6

Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Do you think that the animals were right to share the shawl with whoever needed it? Then, do Read and Respond Q1 and Q3 in class. Guide the learners to refer to the correct place in the text to answer the questions.

Homework

CB page 5

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

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

Recap

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

Let’s Read

CB pages 2–4

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

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

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

Read and Respond

CB page 5

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

Homework

CB page 6

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 6–7

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

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

Discuss the questions in Big Idea. Then, ask them to write the answers. Once they finish writing, ask a few learners to share their answers. Help them write in complete sentences.

Homework

WB pages 1–3

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

Encourage them to use the keywords in their regular conversation for better learning and more practice. Ask them to carry their pocket dictionaries for their next class or you can bring one yourself.

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 7–8, WB page 3

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

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

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

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

Homework

WB pages 3–4

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

Period 5: Grammar

Go Grammar: Revision of Types of Nouns

CB pages 8–9

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

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

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

Homework

WB pages 4–5

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

Period 6: Grammar

Go Grammar: Concrete, Material and Abstract Nouns

CB pages 9–10

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

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

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

Next, ask learners to attempt Q4. Let them review their partner’s work while you call out the answers in class. They may mark the corrections, if any, in pencil.

Homework

WB pages 5–6

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

Period 7: Listening & Speaking

Listen Well

CB pages 10–11

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

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

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

Speak Well

CB page 11

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

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

Homework

WB page 7

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

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

Period 8: Writing

Speak Well: Presentation

CB page 11, WB page 7

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

Write Well

CB page 12

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

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

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

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

Homework

WB page 8

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

Learning Objectives

Students will be able to:

 read and understand a witty realistic story.

 practise their reading and comprehension skills.

 correctly use suffixes to change singular words to plural.

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

 listen to a text and identify answers correctly.

 present a humorous skit.

 write a summary.

Period 1: Reading

Get Set

2 The Adventures of Toto ControlCopy

CB page 15

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

Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks. Tell them briefly about Ruskin Bond.

Ask the learners to do the Get Set exercise. After that, ask a few learners to share their answers.

Let’s Read

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

CB pages 15–18

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

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

Read and Respond

CB page 19

Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Do you think Toto’s antics were funny? Why?

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

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

Homework

CB page 19

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

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Who wrote this story? What does Grandpa bring home as a pet? Who was Toto’s companion? to recap the story.

Let’s Read

CB pages 16–18

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

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

Read and Respond

CB page 19

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

Homework

CB page 20

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

Ask them to attempt Think and Answer Q1 and Q2.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB page 20

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

Discuss the questions in Think and Answer. Guide them to do Q1 and Q2. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to share their answers. Help them write the answers in complete sentences.

Homework

WB pages 9–11

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

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

Period 4: Vocabulary

Recap

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

Vocabulary: Singular to Plural

CB pages 21–22

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

Homework

Period 7: Listening & Speaking ControlCopy

WB pages 11–12

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

Period 5: Grammar

Go Grammar: Revising SVO

Revise the Subject – Verb – Object structure of sentences.

CB pages 22–23

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

Go Grammar: Transitive and Intransitive Verbs

CB pages 23–24

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

Encourage learners to give examples of both types of verbs.

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

Homework

WB pages 12–13

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

Period 6: Grammar

Go Grammar: Subject – Verb Agreement

CB pages 24–26

Explain Subject – Verb Agreement to learners with the help of the definition and examples given in the book. Ask the learners to attempt Q4. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 13–14

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

Listen Well

CB page 26

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

Play the audio or read the text again. Ask the learners to write the answers to the questions when they listen to the text the second time.

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

Speak Well

CB page 26

Explain the exercise to the learners. Divide the class into groups. Give them a few minutes to practise. Ask them to refer to the tips.

Encourage each group to come to the front and build a chain story from a prompted line.

Homework

WB pages 15–16

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

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

Period 8: Writing

Speak Well: Activity

CB page 26, WB pages 15–16

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

Write Well

CB page 27

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

Go through the definition and the sample letter given in the book.

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

Homework

WB pages 16–17

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

3 The Life-saving Dog ControlCopy

Learning Objectives

Students will be able to:

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

 practise their reading and comprehension skills.

 correctly use collocations.

 correctly use types of pronouns.

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

 give directions to each other based on a map.

 write a notice.

Period 1: Reading

Get Set

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

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

Ask the learners to do the Get Set exercise. After that, ask a few learners to share their answers.

Let’s Read

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

CB pages 28–31

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

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

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

Read and Respond

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

CB page 32

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

Homework

CB page 33

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

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

Recap

Ask a few questions, such as: What is the name of the story? What does the story tell us about thinking of others before ourselves? to recap the story.

Let’s Read

CB pages 29–31

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

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

Read and Respond

CB page 33

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

Homework

CB pages 33–34

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 33–34

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

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

Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to share their answers. Help them write the answers in complete sentences.

Homework

WB pages 18–20

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

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

Period 4: Vocabulary

Recap

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

Vocabulary: Collocations

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

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

Homework

ControlCopy

WB pages 20–21

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

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

Period 5: Grammar

Go Grammar: Possessive & Demonstrative Pronouns

CB pages 36–37

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

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

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

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

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

Homework

WB pages 21–22

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

Period 6: Grammar

Go Grammar: Interrogative & Reflexive Pronouns

Begin the class by revising Possessive and Demonstrative Pronouns.

CB pages 36–37

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

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

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

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

Homework

WB pages 21–23

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

Period 7: Listening & Speaking

Listen Well

CB page 38

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

Play the audio or read the text again. Ask the learners to trace the route correctly while listening to the text the second time.

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

Speak Well

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

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

CB pages 38–39

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

Homework

WB pages 23–24

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

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

Period 8: Writing

Speak Well: Presentation

CB pages 38–39, WB page 24

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

Write Well

CB pages 39–40

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

You may even relate it to the modern example of notifications that one receives on the mobile phones. You may ask learners to talk to their parents about notifications in the mobile phones that their parents may use. Go through the definition and the sample letter given in the book

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

Homework

WB pages 24–25

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

Learning Objectives

Students will be able to:

 read and appreciate a poem on kindness & compassion.

 practise their reading and comprehension skills.

 use collocations and synonyms correctly.

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

Period 1: Reading

Get Set

Explain the Get Set exercise to learners and ask them to attempt it.

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

Let’s Read

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

CB page 41

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

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

Homework

CB pages 41–43

CB page 44

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

Ask the learners to attempt Q1 in Read and Respond.

Period 2: Reading

Recap

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

Let’s Read

Theme 3: Compassion 4 Kindness ControlCopy

CB pages 42–43

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

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

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

Read and Respond & Big Idea CB pages 44–45

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

Then, discuss Q2 and Q3 of Read and Respond. Help learners to write complete sentences. Explain the Big Idea activity. Then, ask them to attempt the question and share their answers. Help them to speak and write in complete sentences.

Homework

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

Period 3: Vocabulary

Vocabulary

CB pages 45–46

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

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

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

Poetry Appreciation

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

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

Ask learners to submit their notebooks to you for checking.

Homework

CB page 46

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

Theme 4: Peace and

5 Old Jaideep and the Carpenter ControlCopy

Learning Objectives

Students will be able to:

 read and understand a folktale.

 practise their reading and comprehension skills.

 correctly use compound adjectives and homographs.

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

 listen to a text and choose the correct answer.

 give a speech to persuade people.

 write a formal letter

Period 1: Reading

Get Set

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

Let’s Read

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

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

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

Read and Respond

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

Then, ask learners to attempt Read and Respond Q1 to Q3.

CB page 51

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

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

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

Homework

Ask them to attempt Read and Respond Q4.

CB page 52

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

Period 2: Reading

Recap

Ask a few questions to recap the story.

Let’s Read

CB pages 48–50

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

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

Read and Respond

CB page 52

Discuss Q4 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.

Homework

CB page 52

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

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

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

CB page 52

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

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

Homework

WB pages 26–28

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

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

CB pages 53–54

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

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

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

Homework

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

Period 5: Grammar

Go Grammar: Definite and Indefinite Articles

ControlCopy

CB pages 54–55

Explain definite and indefinite articles to learners. Point out the difference in their usage. Then, ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 30–31

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

Period 6: Grammar

Go Grammar: Modal Verbs

Explain modal verbs and their use to learners.

CB pages 55–56

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

Homework

WB pages 31–32

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

Period 7: Listening & Speaking

Listen Well

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

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

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

Speak Well

Explain persuasive speech to learners.

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

CB pages 57–58

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

Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 32–33

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

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

Period 8: Writing

Speak Well: Presentation

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

Write Well

Explain how a formal letter is written by going through the points given in the book.

Draw their attention to the key aspects as well as to the language that is used to write a formal letter. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and to submit their notebooks to you for checking.

Homework WB pages 33–35

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

Theme 4: Peace and Harmony

6 Laughing Song

Learning Objectives

Students will be able to:

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

 practise their reading and comprehension skills.

 use a dictionary to find word meanings.

 use synonyms correctly.

 understand and use various poetic devices.

Period 1: Reading

Get Set

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

Let’s Read

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

CB page 60

CB pages 60–61

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

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

Homework

CB page 62

Ask the learners to attempt Q1 in Read and Respond.

Period 2: Reading

Recap

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

Let’s Read CB page 61

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

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

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

Read and Respond & Big Idea

CB pages 62–63

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

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

Homework

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

Period 3: Vocabulary

Vocabulary

CB pages 63–64

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

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

Poetry Appreciation

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

Homework

CB pages 64–65

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

Learning Objectives

Students will be able to:

 read and understand a biography.

 practise their reading and comprehension skills.

 correctly use the dictionary as well as phrasal verbs.

 correctly use different types of adverbs.

 listen to a text and fill in a chart.

 narrate an anecdote.

 write an article.

Period 1: Reading

Get Set

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

Let’s Read CB pages 68–71

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

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

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

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

Read and Respond CB pages 71–72

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

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

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

Homework

7 India’s Star in Space ControlCopy

CB page 72

Ask them to attempt Read and Respond Q3.

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

Period 2: Reading

Recap

Ask a few questions to recap the story.

Let’s Read

CB pages 69–71

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

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

Read and Respond

CB page 72

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

Homework

CB page 72

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

CB page 72

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

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

Homework

WB pages 36–38

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB page 73

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

For Q2, first explain phrasal verbs to learners. Then, ask them to attempt the questions. Ask learners to submit their notebooks to you for checking.

Homework WB pages 38–39

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

Period 5: Grammar

Go Grammar: Types of Adverbs

Explain the different types of adverbs to learners.

ControlCopy

CB pages 74–75

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

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

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

Homework

WB pages 39–41

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

Period 6: Listening & Speaking

Listen Well CB page 76

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

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

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

Speak Well

CB pages 76–77

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

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

Homework

WB page 41

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their listener when they practise.

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

Speak Well: Presentation

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

Write Well

Explain how an article is written by going through the points given in the book. Draw their attention to the key aspects as well as to the language that is used to write an article. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and submit their notebooks to you for checking.

Homework

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

Learning Objectives

Students will be able to:

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

 practise their reading and comprehension skills.

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

 understand the use of imagery in poetry.

Period 1: Reading

Get Set

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

Let’s Read

8 Speedy Rocket ControlCopy

CB page 79

CB pages 79–81

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

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

Homework

CB pages 82–83

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

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

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

Period 2: Reading

Recap

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

Let’s Read

CB pages 80–81

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

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

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

Read and Respond & Big Idea

CB pages 82–83

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

Then, discuss Q3 and Q4 of Read and Respond. Ask learners to share the examples they found in the poem. Explain the Big Idea activity. Then, ask them to attempt the exercise and share their experience. Help them speak in complete sentences and appreciate their efforts.

Homework

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

Period 3: Vocabulary

Vocabulary

CB page 84

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

Poetry Appreciation

CB pages 84–85

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

Homework

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

9 The Girl Who Was a Forest ControlCopy

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 correctly use prefixes to make antonyms.

 correctly use different types of adjectives.

 listen to a text and sequence correctly.

 conduct an interview.

 write an email.

Period 1: Reading

Get Set

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

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

Let’s Read

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

CB pages 86–89

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

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

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

Read and Respond

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

Then, ask learners to attempt Read and Respond Q1 and Q3.

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

Homework

Ask them to attempt Read and Respond Q2.

CB page 90

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

Period 2: Reading

Recap

Ask a few questions to recap the story.

Let’s Read

CB pages 87–89

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

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

Read and Respond

CB page 90

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

Homework

CB page 91

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

Ask them to attempt the Think and Answer questions.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 91–92

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

Ask them to submit their notebooks to you for checking.

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

Homework

WB pages 43–44

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB page 92

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

Homework

WB page 45

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

Period 5: Grammar

Go Grammar: Types of Adjectives

Explain the various types of adjectives to learners.

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

CB pages 92–94

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

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

Homework

WB pages 45–47

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

Period 6: Grammar

Go Grammar: Quantifiers

CB pages 94–95

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

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

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

Homework

WB pages 47–48

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

Period 7: Listening & Speaking

Listen Well

CB page 95

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

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

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

Speak Well

CB page 96

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

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

Homework

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

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

Period 8: Writing

Speak Well: Presentation

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

Write Well CB page 97

Explain how an email is written by going through the points given in the book. Draw their attention to the key aspects as well as to the language that is used to write an email. Read the model answer to the learners and ask them to focus on the structure and language.

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

Homework WB pages 49–50

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

Learning Objectives

Students will be able to:

 read and understand an interview.

 practise their reading and comprehension skills.

 correctly use collocations, root words and suffixes.

 identify different types of sentences.

 use different types of clauses.

 listen to a text and answer correctly.

 speak extempore.

 write a travel blog.

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Once they complete it, call out the answers and ask learners to check their own work.

Let’s Read

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

10 An Art Journey Across India ControlCopy

CB page 98

CB pages 98–101

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

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

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

Read and Respond

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

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

Homework

CB page 102

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

Period 2: Reading

Recap

Ask a few questions to recap.

Let’s Read

CB pages 99–101

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

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

Homework

CB pages 102–103

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

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

Period 3: Reading

Recap

Ask a few questions such as: What is the name of the chapter? Who is the interviewer? Who is the interviewee? to recap the story.

Think and Answer

CB pages 102–103

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

Homework (incl. Big Idea)

CB page 103, WB pages 51–52

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

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 103–104

Explain collocations to learners and ask them to attempt Q1. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil. Then, explain root words and the use of suffixes. Then, ask them to attempt Q2 and Q3. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Homework WB page 53

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

Period 5: Grammar

Go Grammar: Kinds of Sentences

Explain the different kinds of sentences to learners.

CB pages 105–106

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

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

Homework

WB pages 54–55

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

Period 6: Grammar

Go Grammar: Sentences and Clauses

ControlCopy

CB page 106

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

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

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

Homework

WB pages 55–56

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

Period 7: Listening & Speaking

Listen Well

CB page 107

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

Play the audio or read the text again. Ask the learners to answer the questions when hearing the text the second time.

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

Speak Well

CB pages 107–108

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

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

Homework

WB page 56

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their listener when they practise narrating stories.

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

Period 8: Writing

Speak Well: Presentation

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

Write Well

Explain how a travel blog is written by going through the points given in the book.

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

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

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

Homework

ControlCopy

CB pages 108–109

WB pages 56–57

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

Theme 8: Adventure and Mystery

Learning Objectives

Students will be able to:

 read and understand a mystery story.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary.

 correctly use punctuation and the perfect tense in sentences.

 listen to a text and fill in the blanks.

 debate on a topic.

 write a story

Period 1: Reading

Get Set

Ask learners to attempt the Get Set exercise. Then, discuss the important skill set and character traits. Help learners express themselves in complete sentences and appreciate their effort.

Let’s Read

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

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.

Read and Respond

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

11 The Mystery of the Silk Umbrella ControlCopy

CB pages 112–115

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

CB pages 116–117

Then, explain what a plot is in stories and after that, ask learners to attempt Read and Respond Q1 and Q2. Read out the answers once the learners finish the exercise. Let them check their own work.

Homework

Ask them to attempt Read and Respond Q3.

CB page 117

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

Period 2: Reading

Recap

Ask a few questions to recap the story.

Let’s Read

CB pages 113–115

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

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

Read and Respond

CB page 117

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

Homework

CB pages 117–118

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

Then, call out the answers and ask learners to check their own work, in pencil.

CB pages 117–118

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

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

Homework

WB pages 58–60

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

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

Period 4: Vocabulary

Vocabulary

CB pages 118–119

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

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

Homework

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

Period 5: Grammar

Go Grammar: The Present Perfect Tense

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

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

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

Homework

ControlCopy

CB pages 119–121

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

WB page 62

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

Period 6: Grammar

Go Grammar: The Past Perfect Tense

CB pages 121–122

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

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

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

Then, ask them to attempt Q3 and Q4. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, with a pencil.

Homework

WB pages 63–64

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

Period

Listen Well

Listening & Speaking

CB page 122

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

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

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

Speak Well

CB page 123

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

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

Homework

Period 8: Writing ControlCopy

WB pages 63–64

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their opponent when they practise debating.

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

Speak Well: Presentation

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

Write Well

Explain how a story is written by going through the points given in the book.

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

CB pages 124–125

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

Homework

WB page 64

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

Theme 8: Adventure and Mystery

Learning Objectives

Students will be able to:

 read and appreciate a poem on adventure.

 practise their reading and comprehension skills.

 use compound words, synonyms and antonyms.

 use imagery, metaphor and personification correctly.

Period 1: Reading

Get Set

12 Paper Boats ControlCopy

CB page 126

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

Let’s Read

CB pages 126–128

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

Homework

CB page 129

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

Period 2: Reading

Recap

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

Let’s Read

CB pages 127–128

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

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

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

Read and Respond & Big Idea

CB pages 129–130

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

Then, discuss Q3 of Read and Respond. Help learners to write complete sentences. Explain the Big Idea activity. Then, ask them to answer the questions in their notebooks.

You may ask some learners to share their answers.

Help them speak in complete sentences and appreciate their efforts.

Homework

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

Period 3: Vocabulary

Vocabulary

CB pages 130–131

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

Poetry Appreciation

CB page 132

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

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

Homework

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

13 Jadav and the Tree-Place ControlCopy

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

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

 correctly use the active and the passive voice.

 listen to a text and answer correctly.

 speak in a group discussion.

 write a paragraph.

Period 1: Reading

Get Set

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

Let’s Read

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

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

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

Read and Respond

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2. Read out the answers once the learners finish the exercise. Let them check their own answers.

Homework

CB page 138

Ask them to attempt Read and Respond Q3. Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.

Period 2: Reading

Recap

Ask a few questions to recap the story.

Let’s Read CB pages 134–136

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

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

Read and Respond

CB page 138

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

Homework

CB page 138

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 138–139

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

Ask learners to write the answers in their notebooks and submit them to you for checking.

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

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

Homework WB pages 65–67

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 139–140

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

For Q2, divide the class into pairs and ask them to attempt the questions. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with a pencil.

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

Homework

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

Period 5: Grammar

Go Grammar: Active and Passive Voice

Explain active and passive voice to learners. Go through the Rules table thoroughly with the learners.

CB pages 140–142

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

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

Homework

WB pages 69–71

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

Period 6: Listening & Speaking

Listen Well

CB page 142

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

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

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

Speak Well

CB page 143

Divide the class into groups of four and ask them to prepare a discussion on the topic given in the book. Give them time to prepare. Then, ask each group to present their talk. Help them speak in complete sentences and appreciate their effort.

Homework

WB pages 71–72

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

Period 7: Writing

Speak Well: Presentation

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

Explain how a paragraph is written by going through the points given in the book. Draw their attention to the key aspects as well as to the language that is used to write a paragraph. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise. Ask them to submit their notebooks to you for checking.

Homework WB page 73

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

ControlCopy

Learning Objectives

Students will be able to:

 read and appreciate a poem on the environment.

 practise their reading and comprehension skills.

 correctly use words based on the text.

 use various poetic devices and make connections.

Period 1: Reading

Get Set

14 Warned ControlCopy

CB page 145

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

Let’s Read

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

CB pages 145–147

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

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

Homework

CB page 148

Ask the learners to attempt Q1 of Read and Respond.

Period 2: Reading

Recap

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

Let’s Read

CB pages 146–147

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

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

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

Read and Respond & Big Idea

CB pages 148–149

Discuss the answers of Read and Respond Q1. Instruct the learners to mark their own work and write the corrections, if any, in pencil. Then, discuss Q2 of Read and Respond. Help learners to write complete sentences. Explain the Big Idea activity. Then, ask learners to attempt the activity and share one problematic and one alternate action that they wrote.

Homework

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

Period 3: Vocabulary

Vocabulary

CB pages 149–150

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

Poetry Appreciation

CB page 150

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

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

Homework

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

Theme 10: Image and Self-confidence

15 Full of Light ControlCopy

Learning Objectives

Students will be able to:

 read and understand a graphic story.

 practise their reading and comprehension skills.

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

 use direct and reported speech correctly.

 listen to a text and fill in the blanks.

 enact a scene.

 write a persuasive speech.

Period 1: Reading

Get Set

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

Let’s Read

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

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

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

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

Read and Respond CB page 156

Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1 and Q2. Revise cause and effect with learners before they attempt Q2.

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

Homework

Ask them to attempt Read and Respond Q3.

CB page 156

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

Period 2: Reading

Recap

Ask a few questions to recap the story.

Let’s Read

CB pages 152–155

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

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

Read and Respond

CB page 156

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

Homework

CB page 157

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

Ask them to attempt the Think and Answer exercise.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

CB page 157

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

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

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

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

Homework

WB pages 74–76

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 158–159

For Q1, ask learners to use the hints from the Across and Down boxes to solve the crossword puzzle.

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

For Q2, ask learners to make the word web in their notebooks. Go around the class to check their word webs. Provide feedback wherever required.

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

Appreciate them for their effort.

Homework

ControlCopy

WB page 77

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

Period 5: Grammar

Go Grammar: Direct and Reported Speech

Explain direct and reported speech to learners.

CB pages 160–162

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

Go through the table to explain to learners the differences.

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

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

Homework

WB pages 78–79

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

Period 6: Listening & Speaking

Listen Well CB page 162

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

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

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

Speak Well

CB page 163

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

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

Homework

WB pages 79–80

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

Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may ask a friend or a family member to be their partner when they practise at home.

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

Period 7: Writing

Speak Well: Presentation

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

Write Well

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

CB page 164

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

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

Homework

ControlCopy

WB page 81

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

The Shawl

Get Set

Answers will vary. Here is a sample answer.

Coursebook

Answer Key ControlCopy

I lost my favourite toy car, and it was a very special item to me. It was a shiny red car that my grandma gave me on my birthday. I loved playing with it every day. It had tiny wheels that could roll really fast, and I would race it around the house, imagining I was a race car driver. I kept it in a special box beside my bed so I wouldn't lose it. One day, when I went to play with it, I realized it was missing. I searched all over my room, under the bed, in my drawers, and even in the living room, but I couldn't find it anywhere. I felt really sad and a little worried because it was a gift from someone I loved so much. I asked my family if they had seen it, but no one knew where it went.

I didn't give up, though. I decided to keep looking, and after a few days, I decided to clean under my bed. To my surprise, I found the toy car stuck behind some old boxes. I was so happy that I jumped up and down! Now, I always keep it in a safer place, so I won't lose it again. It reminded me how important it is to take care of things that are special to us.

Read and Respond

1. Write True or False.

a. Nicki’s Dadijaan was confident that a snow-white shawl was a good idea. False

b. The mole was the first animal to discover the shawl and decided to move in because it was warm and cosy. True

c. The shawl ripped apart when the bear tried to squeeze in with the other animals. False

d. The owl was the last animal to join the others in the shawl before it flew up into the sky. False

e. When Nicki saw the shawl flying into the sky, he ran to catch it. True

2. Answer the questions in three to four sentences.

a. Prove from the story that the wool Kaku Dada brought was ‘colourful’. Which colour did Nicki choose, and why?

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

b. Why did Dadijaan think the colour Nicki chose for the shawl was not a good choice?

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

c. What did Nicki do when Dadijaan had finished knitting the shawl?

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

d. Which animals found shelter in the shawl, and in what order did they arrive?

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

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

3. Fill in the key details using words from the story. Then, arrange the events in the correct sequence from 1–5.

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

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

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

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

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

Think and Answer

1. Answer these questions in three to four sentences.

a. ‘When you come home, first I’ll look to see if you are safe and sound, and then I’ll look to see if you still have your snow-white shawl.’

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

b. The mole didn’t think there was any room, but when he saw how cold the rabbit was, he moved over. The mole’s action shows kindness and empathy. He put aside his own discomfort to make room for the cold rabbit, prioritizing the well-being of the other animal. The other reasons for allowing more animals in include seeing how cold they were and wanting to help, such as with the rabbit, the porcupine, and others who needed warmth.

ControlCopy

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

2. Read the following descriptions from the story and answer the questions.

a. Nicki lived with his grandmother in a quaint village in Himachal Pradesh.

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

b. Every summer, Kaku Dada brought colourful shades of wool for Dadijaan to choose from.

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

c. Finally, as the last leaves of autumn fell and the first snowflakes began to fall from the sky, Dadijaan finished the shawl.

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

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

Big Idea

Answers will vary. Here is a sample answer.

a. Describe the special gift you received. What was it and why was it special to you?

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

b. What did you do to take care of this special gift? Describe any specific actions or feelings involved. I took great care of the notebook because it was precious to me. I always kept it in a safe place, away from spills and dust. I made sure to write neatly with my best handwriting whenever I used it. Sometimes, I would add small drawings and inspiring quotes on the pages to make it more personal. When I wasn't using it, I kept it in a special drawer to protect it from any damage. I treated it with a lot of love and care because it was not just a notebook, but a meaningful gift that reminded me of my aunt’s thoughtfulness. I felt grateful every time I wrote in it.

Vocabulary

1. Read the sentences in the table and match the bold words and their correct meaning. In which part of speech are these words used in the story?

Sentence

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

Meaning

Part of speech: Verb making a hole or passage

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

Part of speech: Adjective

The girl stroked the horse’s soft muzzle.

warm and comfortable

Part of speech: Noun the nose and mouth of an animal

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

Part of speech: Verb press together tightly

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

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shaking due to cold or fear

Part of speech: Verb (present participle)

2. Look up each word in the dictionary and write the part of speech next to it. Use the abbreviations (n, v, adj, adv).

Then, write a sentence to illustrate the meaning of each word.

Answers will vary. Here is a sample answer.

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

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

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

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

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

Go Grammar

1. Name the type of noun and then, make a sentence. Answers will vary. Here is a sample answer.

a. Shawl (Common Noun)

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

b. Himachal Pradesh (Proper Noun)

Sentence: Himachal Pradesh is known for its beautiful mountains and valleys.

c. A parliament of owls (Collective Noun)

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

d. Grandmother (Common Noun)

Sentence: My grandmother bakes the best cookies in the world.

e. Acorn (Common Noun)

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

2. Complete each sentence with the collective noun in the box.

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

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

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

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

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

3. Read the underlined nouns. Write C for concrete nouns, A for abstract nouns, and M for material nouns.

a. M – wool

d. A – friendship

b. A – love

e. C – leaf

4. Add suffixes to the root words to form abstract nouns.

a. Forgetful – Forgetfulness

c. Responsible – Responsibility

e. Diverse – Diversity

Answers will vary. Here is a sample answer.

c. M – wool

f. M – silk

b. Happy – Happiness

d. Determine – Determination

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

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

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

4. His determination helped him complete the long journey.

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

Listen Well

Listen carefully to the text and fill in the blanks with the words from the text.

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

b. Mr Patel helped plant flowers.

c. Mrs Singh watered the plants every morning.

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

e. They planted vegetables like tomatoes and carrots.

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

Speak Well

Answers will vary. Here is a sample answer.

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

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

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

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

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

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

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

Partner: What is the hardest part of your job?

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

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

Doctor (Dr. Sharma): Oh, yes! One time, a patient sneezed right when I was about to give them a shot, and we both ended up laughing. It was a funny moment during a busy day.

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

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

Write Well

Answers will vary. Here is a sample answer.

After weeks of hard work, the playground was finally complete. The children ran to the swings and slides with huge smiles on their faces. The whole town gathered for the grand opening, and everyone cheered. The neighbours were proud of their teamwork and what they had accomplished together. The park became a place not only for fun but also for the community to come together, share stories, and make lasting memories. Sunnyville was now a happier place for all!

The Adventures of Toto Get Set

Answers will vary. Here is a sample answer.

I have seen many pets doing naughty things! Once, my dog chewed my shoes and made a big mess. My cat loves to jump onto tables and knock over glasses of water. I also saw my hamster run out of its cage and hide behind the furniture. Sometimes, my parrot mimics sounds like a phone ringing, and it makes everyone look for their phones. It’s funny but also a little frustrating. These pets are full of energy and love to do mischievous things, but I still love them because they always make me smile!

Read and Respond

1. Fill in the blanks with the correct words from the story.

a. Toto’s fingers were described as ‘quick and wicked’.

b. Grandfather and the narrator put Toto in a closet in the narrator’s bedroom.

c. Toto wouldn’t let his companions in the servants’ quarters sleep at night.

d. At the railway station, the ticket collector was taken aback when Toto stuck his head out of the bag.

e. Toto sat on the branches of the tree, determined to finish every grain of the pulao-rice.

2. Write True or False.

a. Grandfather wanted to hide Toto because he was worried how Grandmother would react. True

b. Toto improved over time, and by the end of the story, he had become a well-behaved pet. False

c. Grandmother was welcoming towards Toto. Therefore, Grandfather felt comfortable bringing home more unusual pets. False

d. Toto was not fond of warm baths as he would always check the temperature of water. True

e. Grandfather sold Toto for less than what he had bought him for. True

3. Answer the questions in three to four sentences.

a. How did Toto’s appearance contribute to his mischievous nature?

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

b. What happened when Grandfather and the narrator left Toto in the closet?

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

c. How did Toto create trouble during Grandfather’s train journey?

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

d. Ruskin Bond uses humour to make the story fun and engaging. Describe the event in the story that according to you was the most humorous.

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

e. Which event made Grandfather change his mind about keeping Toto as a pet?

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

Think and Answer

1. Words from the story that mean the same as the words below: Answers will vary. Here is a sample answer.

a. Mischievous:

Word from the story: Wicked

My own sentence: The mischievous boy played tricks on his friends every day.

b. Smartly:

Word from the story: Quickly

My own sentence: She dressed quickly and left the house for work.

c. Firm and resolute:

Word from the story: Adamant

My own sentence: He was adamant about going to the party, despite the bad weather.

2. What do the actions of the following characters tell you about their qualities?

CharacterActions

Narrator - He seems excited about Toto's presence

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

Qualities

Enthusiastic, Accepting

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

- She gives Toto warm baths.

Big Idea

Answers will vary. Here is a sample answer.

Problems an Unusual Pet Might CauseHow to Overcome These Problems

1. Takes up too much space

2. It's hard to take care of

3. Makes a lot of noise

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

Set a daily routine for feeding, cleaning, and care.

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

4. Might be too wild or hard to controlTrain the pet and set clear rules for its behavior.

5. Could be dangerous or cause allergies

Vocabulary

Get advice from a vet and keep the house clean.

1. In your notebook, write the plurals of the words. Use the plural forms to make sentences. Answers will vary. Here is a sample answer.

Thief ➞ Thieves

Example sentence: The thieves stole the jewellery from the store.

Country ➞ Countries

Example sentence: There are many countries in the world.

Mouse ➞ Mice

Example sentence: The mice ran across the kitchen floor.

Batch ➞ Batches

Example sentence: She baked several batches of cookies for the party.

Goose ➞ Geese

Example sentence: The geese flew south for the winter.

2. Fill in the blanks with the correct singular or plural forms of the nouns.

a. He packed his sandwiches in his lunchbox.

b. She picked some fresh berries from the bush.

c. The sheep grazed in the field.

d. There were many butterflies in the garden.

e. The leaves have dried.

3. Choose the correct words to replace the words in the brackets.

a. This activity helps Nishant stay fit.

b. The darkness scared the little boy.

c. They celebrated their achievement.

d. The book gave us a lot of information.

e. Her happiness was visible on her face.

Go Grammar

1. Read the sentences and fill in the columns.

Subject Verb Direct Object (Whom/What?)

Toto threw a plate

Toto's tail scooped up the banana

The parrot picked a card

Grandfather paid the tonga driver

The ticket collector took the money

2. Underline the verbs and mark them as T (transitive) or I (intransitive):

a. Grandfather finds the tonga driver. T

b. We realised Toto was naughty. T

c. My grandmother screamed. I

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

e. Toto seemed to laugh behind his hand. I

3. In your notebook, use the verbs below to make sentences of your own. Mark them as T or I (as in the previous exercise).

• Verb: Chased T

Sentence: The dog chased the ball across the yard.

• Verb: Barked I

Sentence: The dog barked loudly at the stranger.

• Verb: Caught T

Sentence: She caught the ball with one hand.

• Verb: Laughed I

Sentence: He laughed at the funny movie.

• Verb: Threw T

Sentence: Nicki threw the stone into the river.

4. Fill in the blanks with verbs that agree with the subjects. Write the verbs in the present tense.

a. Grandfather and I put Toto in a little closet, and we hope he will stay there.

b. The dish of pulao tempts Toto, and he cannot resist it.

c. Each member of the family is upset with Toto for a different reason.

d. Neither Grandmother nor Grandfather wants to keep Toto.

e. ‘The Lord of the Rings’ is Grandfather’s favourite movie.

f. Some animals run away when they see Toto.

Listen Well

Listen carefully to the story and fill in answers.

a. The name of the clever crow was Kulu.

b. The farmer had food.

c. Kulu got a banana from the vendor.

d. Kulu used his clever tricks or his antics to distract the kids.

e. The villagers laughed and admired Kulu's clever antics.

Speak Well

Answers will vary. Here is a sample answer.

[Scene 1: Ravi is standing in the backyard trying to juggle. Sara, Karan, and Aman are watching.]

Ravi: (confidently) "Watch this, guys! I’m going to juggle like a pro!"

Sara: (encouraging) "You can do it, Ravi!"

Karan: "Wow, this is going to be awesome!"

Aman: (laughs) "You’re going to be a superstar, Ravi!"

[Ravi throws the balls in the air, but one ball flies too high and lands on the roof.]

Ravi: (surprised) "Uh-oh! That wasn’t part of the plan..."

Sara: "The ball is on the roof! How are we going to get it down?"

Karan: (thinking) "Let’s use a broom! We can knock it down with that!"

Aman: (laughing) "This is going to be so funny!"

[Sara grabs the broom, and they all try to knock the ball off the roof.]

Ravi: "I think I’m better at juggling than I am at this!"

Karan: (laughing) "Yeah, but this is way more fun!"

Aman: (laughing loudly) "At least you didn’t drop all the balls at once! You only lost one!"

[Finally, they manage to get the ball down.]

Sara: (triumphantly) "We did it! We got the ball back!"

Ravi: (laughing) "I’m never juggling in front of you guys again!"

Karan: "We’ll remember this day forever, Ravi!"

Aman: (laughing) "The funniest juggling act I’ve ever seen!"

Write Well

Answers will vary. Here is a sample answer.

Beginning:

In a small town called Sunnyville, the local park lacked a playground for children to play in. The kids often played in an empty area between buildings, but it wasn't safe. A group of concerned neighbours decided to change this.

Middle:

Each neighbour contributed something special. Mrs. Khan, a landscaper, designed the playground. Mr. Kumar, a teacher, organized a fundraiser to raise money for materials. Mr. Singh, a carpenter, helped with the construction. The local youth group volunteered their time to help build the playground. The neighbours worked hard and faced many challenges, but they were determined to create a safe place for the children to play.

End:

After a lot of hard work, the playground was finally ready. It had swings, slides, and climbing equipment. The children were thrilled! The neighbours celebrated their success together, and the park became a lively place where kids could have fun and play safely. The project showed how teamwork and community effort can make a big difference in a neighbourhood.

Chapter 3: The Life-Saving Dog Get Set

Answers will vary. Here is a sample answer.

A hero is someone who shows exceptional qualities and helps others in times of need. I believe there are three important qualities that make someone a true hero: bravery, kindness, and determination.

Bravery is important because a hero is willing to face danger to protect others. Whether it’s fighting a battle, rescuing someone from harm, or standing up for what is right, bravery helps a hero take action even when they are scared. For example, soldiers and firefighters show bravery every day when they save lives.

Kindness is another key quality of a hero. A hero is not just someone who fights or solves big problems; they also show care and compassion to others. Heroes often do small acts of kindness, like helping a friend in need or supporting someone who is sad. These acts might seem simple, but they make a big difference in people’s lives.

Determination is the final quality. Heroes never give up, no matter how tough the situation gets. They keep going, even when it seems impossible. Whether it’s training for something important or fighting through challenges, determination helps heroes overcome obstacles.

Read and Respond

1. Fill in the blanks.

a. This story takes place in Nome, Alaska during a very cold winter

b. The only thing that could save the people who were struck by the disease called diphtheria was a lifesaving antitoxin.

c. When planes and boats couldn’t help, the town’s only hope was the sled dogs and their mushers.

d. On their long trip, Balto and the other dogs kept running even when their paws were bleeding from the ice.

e. After a dangerous trip through frozen rivers and blizzards, Balto and the team reached their goal, bringing hope to the town.

2. Fill in the graphic organiser with information from the story.

• Title of the story: Balto - The Life-Saving Dog

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

ControlCopy

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

• Setting: A small town called Nome, Alaska, in the winter of 1925

• Place: Nome, Alaska

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

• Mood: Tense, hopeful, heroic

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

3. Answer the questions in two to three sentences.

a. Where did the antitoxin have to come from? Can you think of a reason why?

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

b. What kind of weather did Gunnar Kaasen and his team of dogs face? Describe it in detail.

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

c. How did Balto’s role in the team change during the journey?

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

d. How did the people of the town react on seeing Balto and his team? How was the narrator’s reaction different?

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

e. What were the narrator’s feelings towards Balto?

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

Think and Answer

1. Tick () the point of view from which this story is told.

• First person 

• Third person

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

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

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

2. Read the information and write which qualities these actions show.

CharactersActions

Balto

Qualities

When the lead dog of the team was hurt, Balto stepped up, taking the lead. Leadership

ControlCopy

Gunnar Kaasen

Balto and the other dogs ran tirelessly, their paws bleeding from the ice. Determination

He guided the team through the icy wilderness relying on his instincts. Courage

He volunteered to bring the medicine to Nome. Selflessness

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

The team had to run in total darkness. Fearlessness

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

Big Idea

Answers will vary. Here is a sample answer.

Name of the Person: Flight Lieutenant Gunjan Saxena

What the person did:

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

Were they rewarded for their heroic deed?

Yes, Gunjan Saxena was awarded the Shaurya Chakra, which is one of the highest peacetime military awards in India. She was recognized for her bravery and dedication to her country. What lesson did you learn from them?

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

Vocabulary

1. Using the dictionary, identify collocations for the words. Underline the correct words and use them in the sentences.

a. The firefighters made a __________ to rescue the people trapped in the building.

Answer: brave effort

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

b. Despite the __________, the team completed the marathon.

Answer: harsh weather

Sentence: Despite the harsh weather, the team completed the marathon.

c. Her __________ made everyone feel welcome at the party.

Answer: warm smile

Sentence: Her warm smile made everyone feel welcome at the party.

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

Answer: catch a cold

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

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

Answer: thoughtful deed

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

2. Match the words to form collocations. In your notebook, use the word pairs to make sentences. kind act express words charitable offer tender gratitude generous care

Go Grammar

1. Fill in the blanks with the appropriate possessive pronouns.

a. Balto’s determination saved the town. The determination was his.

b. The sled dogs’ efforts were crucial. The efforts were theirs.

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

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

2. Fill in the blanks with the correct demonstrative pronouns.

a. This was an incredibly tough journey.

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

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

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

3. Read each statement below and frame a question using the appropriate interrogative pronoun.

a. Statement: The team leader guided the dogs through the blizzard. Question: Who guided the dogs through the blizzard?

b. Statement: The path behind the mountain was considered the safest path. Question: Which path was considered the safest?

c. Statement: You borrowed the musher’s map. Question: Whose map did you borrow?

d. Statement: The musher ’s jacket was left at the campsite. Question: Whose jacket was left at the campsite?

4. Complete the sentences with the most appropriate reflexive pronouns.

a. The musher prepared the sled himself/herself.

b. I reminded myself to stay focused.

c. The dog licked itself after the injury

d. We must get the medicine ourselves.

Listen Well

Answers will vary.

Speak Well

Answers will vary. Here is a sample answer.

You: Hey! Let's go to the park. We are standing near the library.

Partner: I want to go to the bakery.

You: Okay, here’s how to get there. Start at the library and go straight.

Partner: Alright. What should I do next?

You: When you reach the traffic lights, turn left. You will pass the school on your right.

Partner: Got it. What next?

You: After the school, turn right at the corner. Keep going straight, and when you see the coffee shop, you're almost there!

Partner: That’s great! Anything else?

You: Yes, turn left at the bakery street. Go straight until you reach the bakery on your left. You’ll be there!

Partner: Thanks! That’s easy to follow.

Answers will vary. Here is a sample answer.

25 July 2025

Riverdale High School NOTICE

Bake Sale for Local Shelter

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

Details of the event:

Date: 15th February 2025

Time: 10:00 AM to 2:00 PM

Venue: School Playground

All proceeds from the bake sale will go to the local shelter. For more information, please contact Ms. Priya in the Student Council.

Ravi Kumar Head Boy Student Council

Kindness

Get Set

Answers will vary. Here is a sample answer.

Once, I was feeling really sad because I had failed an important test. I was worried about how my parents would react. My best friend, Aarav, noticed that I was upset. He came up to me and said, "Don't worry, you can always try again. One test doesn’t define you. You are smart and I know you'll do better next time." His words made me feel much better. I realized that one mistake wasn’t the end, and I didn’t have to be perfect all the time. I started studying harder, feeling more confident, and when I took the next test, I did much better. Aarav’s kind words helped me see things in a positive light and gave me the courage to keep trying. It was a small moment, but it made a huge difference in how I approached challenges in life.

Read and Respond

1. Fill in the blanks with words from the poem.

a. A word of kindness may go far.

b. A friendly smile can be remembered for many years.

c. An act of kindness, though forgotten, eventually reappears.

d. A single word of kindness has stirred many people’s hearts.

e. We’re unaware of who might be saying prayers for our well-being.

2. Answer the questions in one to two sentences.

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

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

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

3. Read the lines from the poem and answer the questions.

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

ControlCopy

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

Big Idea

Answers will vary. Here is a sample answer.

The poem ‘Kindness’ and the story ‘A Life-Saving Dog’ reflect the theme of Compassion and Humanity. Name and discuss any other text that has a similar theme with your partner. A text may be a story, an article in the news, a movie, a cartoon or a TV programme.

Name: Gulliver’s Travels by Jonathan Swift

Text that reminds me of the text: Kindness and A Life-Saving Dog

Because:

In Gulliver’s Travels, the protagonist, Lemuel Gulliver, encounters various societies, each with its own way of showing compassion and humanity. One of the most notable examples is when Gulliver is shown kindness by the people of Lilliput, despite his enormous size compared to them. Similarly, in Kindness, the poem emphasizes how a simple act of kindness can have a lasting impact. Likewise, in A Life-Saving Dog, the dog’s brave and selfless actions reflect the power of compassion. Each text underscores how kindness, no matter how small or grand, can have profound effects on others, whether through a helpful deed or a caring gesture.

Vocabulary

1. Match the words to form collocations:

a. word of - kindness b. generous - heart c. selfless - spirit

d. helping - hand e. warm - hearted

2. Replace the underlined words with a synonym from the box:

a. Showing kindness is important when dealing with people and animals.

Synonym: compassion

Rewritten sentence: Showing compassion is important when dealing with people and animals.

b. I appreciated his friendship even more when times were hard.

Synonym: companionship

Rewritten sentence: I appreciated his companionship even more when times were hard.

c. A soft answer can calm an upset friend.

Synonym: gentle

Rewritten sentence: A gentle answer can calm an upset friend.

d. Good pals have a special connection.

Synonym: bond

Rewritten sentence: Good pals have a special bond.

Poetry Appreciation

Answers will vary. Here is a sample answer.

1. In your notebook, write a line from the poem where kindness has been personified. Also, explain what the poet means by the line.

Answer:

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

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

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

3. If you were to rename this poem, what title would you give it? Provide the new title and a reason for your choice.

New Title: "The Everlasting Power of Kindness"

Old

Jaideep and the Carpenter

Get Set

Answers will vary. Here is a sample answer.

I would prefer being in a group of friends enjoying together. It's always nice to be around people who are happy, having fun, and sharing good moments. It creates positive energy and lasting memories. Friendships are built on joy and understanding, so that situation feels much more fulfilling!

Read and Respond

1. Match the actions with the underlying thoughts or motivations.

Actions

Balbir insists the calf is his.

ControlCopy

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

Thoughts/Motivations

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

Jaideep asks the carpenter to build a fence. Balbir has dug a ditch out of spite, I do not want to see him again.

The carpenter builds a bridge instead of a fence. These two old men need each other, I must reunite them. Balbir walks across the bridge with his hand outstretched.

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

The carpenter decides to leave after finishing the bridge. Another friendship is saved, there is more work to do elsewhere.

2. Check how the following idioms are used in the text and use them to make your own sentences.

a. To stand shoulder to shoulder

Meaning: To be united or to work together in support of a common goal.

In the story: Jaideep and Balbir stood shoulder to shoulder during their younger days, supporting each other through life’s ups and downs.

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

b. To hit a bump

Meaning: To face a minor difficulty or obstacle.

In the story: Jaideep and Balbir hit a bump in their friendship when they fought over the calf.

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

c. To back down

Meaning: To give up or withdraw from a position or argument.

In the story: Neither Jaideep nor Balbir was willing to back down from their argument.

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

d. To hold a grudge

Meaning: To continue to feel anger or resentment towards someone for a past action.

In the story: Jaideep felt that Balbir was holding a grudge against him because of the ditch he dug.

Sentence: I realized it was better not to hold a grudge after arguing with my friend.

e. To let bygones be bygones

Meaning: To forgive and forget past conflicts or wrongdoings.

In the story: After the bridge was built, Balbir decided to let bygones be bygones and restore his friendship with Jaideep.

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

f. To bury the hatchet

Meaning: To make peace with someone and stop being angry.

In the story: Jaideep and Balbir decided to bury the hatchet and end their quarrel.

Sentence: After a long discussion, we buried the hatchet and promised to work together.

3. Summarize the story in your own words using the clues given.

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

4. Answer the following questions in two to three sentences.

a. Explain how the argument about the calf becomes an even bigger and more hurtful fight.

The argument over the calf grew into a bigger and more hurtful fight when Jaideep accused Balbir of being spiteful and digging a ditch between their farms to divert water. Both men became too stubborn to resolve their differences, and this led to a complete breakdown in communication, making the situation even worse.

b. What else does Balbir do to upset Jaideep? What does Jaideep do in response?

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

c. Why does the carpenter build a bridge instead of a fence?

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

d. What is Balbir ’s reaction when he sees the bridge? Why?

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

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

Think and Answer

1. Fill in the table with words or phrases that you associate with a fence and a bridge.

Fence Bridge

Barrier Connection

Separations Unity Protection Peace Division Reconciliation

Blockage Friendship

Boundary Healing Walls Hope

What do these things symbolise in the story?

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

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

2. What is the theme of the story ‘Old Jaideep and the Carpenter ’? What can we learn from the story?

Answers will vary. Here is a sample answer.

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

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

Big Idea

Answers will vary. Here is a sample answer.

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

b. What could you have done differently to handle the situation better?

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

Vocabulary

1. Read each sentence and choose the correct compound adjective to describe the situation.

a. The village elder is known and trusted by everyone in the community. i. well-respected

b. The children were excited and played with great energy.

ii. high-spirited

c. The villagers were ready to accept new ideas.

iii. open-minded

d. The leader gave instructions in a calm and gentle manner. i. soft-spoken

e. The doctor made decisions quickly and wisely during the emergency.

iii. clear-headed

2. Complete each sentence with the appropriate compound adjectives in the box.

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

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

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

d. His nature made him very approachable and friendly. good-natured

e. My friend welcomed everyone with a smile. easy-going

3. Replace the words in brackets with the homographs in the box.

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

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

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

d. He will refuse the offer to join the new project. (decline) ➞ refuse (To reject)

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

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

g. Wool can shrink when it is not washed correctly. (shrink) ➞ shrink (To become smaller in size)

h. The park was littered with garbage after the festival. (garbage) ➞ garbage (Waste material)

Go Grammar

1. Complete the paragraph with the correct articles. Then, add two more sentences to the story using the correct articles.

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

One day, the two friends argued about the theme that Aarav had chosen for his art.

Answers will vary. Here is a sample answer.

They both felt strongly about their opinions, and the argument grew heated. Finally, Aarav decided to paint a beautiful scene that represented the harmony between their two perspectives.

2. Fill in the blanks with the correct modal verbs.

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

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

c. One should not be cruel towards animals.

d. People must save this planet by conserving resources.

e. Every small gesture can make a difference.

3. Make questions starting with these modal verbs.

Answers will vary. Here is a sample answer.

a. Can you help me with this task?

b. May I borrow your pen?

c. Should I bring a gift to the party?

d. Must we complete this assignment by tomorrow?

Listen Well

Listen carefully to the text and choose the correct answers.

a. What was the disagreement in the village about?

ii. Cutting down trees.

b. Where did the villagers hold the meeting?

ii. On the square.

c. How did the villagers resolve the conflict?

iii. They would plant new trees and build.

d. What did the groups do after the meeting?

ii. They worked together.

e. How did the villagers feel about the solution?

iv. Satisfied.

Speak Well

Answers will vary. Here is a sample answer.

Introduction:

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

Benefit 1:

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

Benefit 2:

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

Benefit 3:

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

Conclusion:

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

Call to Action:

So, let’s start biking today! Let’s choose a healthier, cleaner, and more affordable way to travel. Encourage your friends to join you and let’s make our communities more bike-friendly. Thank you!

Write Well

Answers will vary. Here is a sample answer. 123, Park Street, Mumbai, Maharashtra India

12th February 2025

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

Subject: Request for New Sports Equipment

Respected Sir/Madam,

I hope this letter finds you well. I am [Your Name], a student of Class 4, writing to you on behalf of the students of our school. I would like to kindly request the provision of new sports equipment for our school.

As you know, sports play an essential role in our overall development. Currently, the sports equipment in our school is old and in need of replacement. Some of the balls, rackets, and other sports items are damaged, which makes it difficult for us to practice and enjoy the games.

I would like to request that we get new equipment for games such as football, basketball, cricket, and badminton. Having updated and proper equipment will not only enhance our learning experience but also motivate us to engage more in physical activities.

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

Yours sincerely,

Rohan Singh

Class 4, St. Xavier's School

Mumbai

Laughing Song Get Set

Answers will vary. Here is a sample answer.

What are some of the things that make you laugh?

I laugh a lot at funny movies, jokes from friends, and sometimes when I hear people tell silly stories. Watching animals do funny things also cracks me up!

Who do you laugh with the most?

I usually laugh the most with my family and close friends. We share a lot of inside jokes and funny moments together.

Share the funniest moment of your life.

One of the funniest moments I remember was when I went to a family picnic and my cousin tried to do a funny dance. He tripped over a rock and ended up falling into the lake, but he got up laughing, and we all couldn't stop laughing too! It was so unexpected, and everyone had a good laugh about it.

Read and Respond

1. Tick () the correct options.

a. Which of the following best describes the main theme of the poem?

ii. The joy found in nature and childhood.

b. The repeated use of ‘Ha, ha he!’ in the poem:

iv. highlights the idea of joy and laughter.

c. Which of the following best describes the relationship between humans and nature in the poem? iv. harmonious.

d. The poem suggests that laughter can be found in… i. nature and human activities.

e. Based on the poem, which statement is most likely true about the speaker?

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

2. Answer the following questions.

a. Write a line from the poem where nature reflects the sound of human laughter. When the green woods laugh with the voice of joy.

b. What does ‘merry wit’ mean in the poem?

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

c. How does the colour green add to the meaning of the poem?

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

d. Why does the poet describe the birds as painted?

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

e. What do these lines tell you about the theme of the poem?

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

Big Idea

Answers will vary. Here is a sample answer.

Centre: Nature’s Joy

Branch 1: Sights that bring you joy in nature

• Beautiful sunsets

• Green forests

• Colorful flowers

• Snow-capped mountains

• Clear blue skies

Branch 2: Sounds of nature that make you happy

• Birds singing

• Leaves rustling in the wind

• Waves crashing on the shore

• Rain falling gently

• River flowing

Branch 3: Natural scents you find pleasant

• Freshly cut grass

• Flowers like jasmine and roses

• Pine trees

• Rain after a dry spell

• Earthy soil after rain

Branch 4: Textures in nature you enjoy

• Soft grass underfoot

• Rough bark of trees

• Smooth stones in the river

• Petals of flowers

• Sand between your toes

Branch 5: Activities you like to do in nature

• Hiking in the mountains

• Walking along the beach

• Camping under the stars

• Swimming in lakes or rivers

• Cycling through forests

Vocabulary

1. Use a dictionary to find the meaning of the words. Write the meaning that matches how the word is used in the poem.

• Chorus: A group of people or voices singing together, or the part of a song that is repeated.

• Wit: The ability to make clever and quick remarks; intelligence with humor.

• Dimpling: Creating small indentations or dimples, often referring to the gentle movement or appearance of water.

• Merry: Cheerful, full of happiness and laughter.

Now, use the words to complete the sentences.

a. The surface of the lake reflected the gentle sunlight. dimpling (The gentle sunlight creates small, soft waves on the surface of the lake.)

b. As the sun set, the forest was filled with the songs of birds. chorus (The birds sang in unison, creating a natural choir of sounds.)

c. Sitting under the ancient oak tree, we heard the hills echoing human wit and laughter. (The hills seem to carry the sound of human cleverness and joy.)

d. As we walked through the meadow, a harmonious chorus of crickets and frogs serenaded us. (There was a musical, repeated sound of crickets and frogs filling the meadow.)

2. Replace the underlined words in the sentences with the appropriate synonyms in the box. Rewrite the sentences in your notebook.

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

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

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

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

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

Poetry Appreciation

Answers will vary. Here is a sample answer.

1. The poem uses various poetic devices to create a joyful atmosphere and convey the theme. Analyse the use of personification, alliteration and imagery in the poem by completing the following table.

Poetic device

Personification

Repetition

Imagery

Words or lines from the poem

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

"Ha, ha, he!" (repeated throughout the poem)

"When the dimpling stream runs laughing by"

How it affects the meaning

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

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

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

2. Put on the poet’s hat. Follow the pattern used in the poem and write the missing lines to add another stanza to the poem.

a. Use personification.

b. Use repetition or imagery.

c. Remember to follow the rhyme scheme of the poem.

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

India’s Star in Space

Get Set

Answers will vary. Here is a sample answer. I would like to become a scientist one day. A few steps that I can take are:

1. Study hard in school, especially in science and math.

2. Read books and watch videos about science to learn more.

3. Join a science club or do experiments to practice.

Read and Respond

1. Sequence the following events, 1–7, in the correct order.

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

2. d She goes to America and obtains her master ’s degree and a doctorate.

3. e Kalpana Chawla completes her Ph.d. in aeronautical engineering.

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

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

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

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

2. In your notebook, summarise the great things Kalpana Chawla did. Use these headings:

Her Education

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

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

Her Social Initiatives

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

3. Answer the questions in two to three sentences.

a. How did Kalpana Chawla’s childhood interest relate to her career?

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

b. What challenge did Kalpana face as a student in India? What was her response to it?

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

c. Describe Kalpana Chawla’s second mission to space.

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

d. What impact did Kalpana Chawla’s achievements have on her home country and the United States?

Provide one specific example for each.

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

Think and Answer

1. How did Kalpana show perseverance in her journey to becoming an astronaut?

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

2. What stereotypes did Kalpana break?

Kalpana broke several stereotypes throughout her life. One of the major stereotypes she challenged was the belief that certain careers, such as aerospace engineering or becoming an astronaut, were only for men. Many people, including her professors, believed that there were limited opportunities for girls in this field. Kalpana defied this by pursuing her passion for space exploration and becoming the first woman of Indian origin to travel to space.

In doing so, she not only broke the stereotype that women couldn't succeed in science and engineering but also became a role model for young girls, proving that gender is not a barrier to achieving greatness.

Big Idea

Answers will vary. Here is a sample answer.

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

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

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

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

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

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

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

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

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

Vocabulary

1. Use the dictionary to find the meaning of the words in the box. Then, use the words to complete the sentences.

a. The astronauts conduct many experiments in space.

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

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

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

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

2. Use the dictionary to write the meaning of the phrasal verbs. Then, make sentences of your own in your notebook.

• Set out: To begin a journey or activity with a particular goal in mind.

Sentence: We set out on our hike early in the morning to reach the summit by noon.

• Blast off: To launch or take off, especially referring to spacecraft.

Sentence: The rocket will blast off from the launch pad at exactly 10 AM.

• Carry out: To perform or complete a task or activity.

Sentence: The scientists will carry out several tests to analyze the data they collected.

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

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

• Look up to: To admire or respect someone.

Sentence: Many young students look up to their teachers as role models.

Go Grammar

1. Read the beginning of the space adventure story. Name the type of adverb in the order that they appear in the text.

• Carefully – Adverb of manner

• Eagerly – Adverb of manner

• Soon – Adverb of time

• Frequently – Adverb of frequency

• Excitedly – Adverb of manner

• Extremely – Adverb of degree

2. Use the adverbs given to complete the story

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

Listen Well

Listen carefully to the text and complete the table with details on Astronaut Zara’s routine.

ScheduleActivities

Morning

Afternoon

Evening

1. Exercise to maintain physical fitness

2. Breakfast and review mission tasks

1. Conduct scientific experiments

2. Communicate with mission control

1. Relaxation or personal time (reading, connecting with family)

2. Prepare for the next day's tasks and go to sleep

Speak Well

Answers will vary. Here is a sample answer.

Beginning:

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

Middle:

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

End:

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

Write Well

Answers will vary. Here is a sample answer.

The Importance of Scientific Discoveries

By Aishwarya Pal

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

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

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

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

The Tiffin Gang

Get Set

Answers will vary. Here is a sample answer.

Read and Respond

1. Tick () the correct answers.

a. What is the main focus of the poem? A rocket… iii demonstrating incredible speed.

b. How does the rocket interact with meteors in the poem?

iii It barely touches them as it passes.

c. What is the relationship between the rocket’s speed and time?

ii The rocket moves faster than time itself.

d. What do the words dream-exploding and mind-imploding suggest about the speed of the rocket? i It is unimaginably fast.

e. What unusual ability does the rocket have because of its speed?

iii It can arrive before dawn.

2. Match the lines from the poem and their meaning.

Schedule Activities

Faster than light, it’s out of sight!

The rocket travels at a speed faster than light. It zips, it tips, this rocket shakes its hips!

The rocket seems to move without effort. It arrives at night time before night!

Whizzing cacophony of engine thrust.

Sliding on a beam of light.

3. Assonance:

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The rocket is faster than time itself.

The engines make a very loud noise.

The rocket does not travel in a straight line.

Find another example of assonance in the poem. Write the line. "It zips, it tips, this rocket shakes its hips!"

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

4. Onomatopoeia:

Find another example of onomatopoeia in the poem. Write the word here: Whizzing

Big Idea

Answers will vary. Here is a sample answer.

One time I felt a sense of speed and excitement was when I went on a roller coaster at an amusement park. As the roller coaster climbed higher, I could feel my heart racing in anticipation. The moment it dropped, I felt like I was flying through the air, the wind rushing past me so fast that it almost took my breath away. The sound of the roller coaster tracks clinking and the screams of other riders filled the air as I zoomed through sharp turns and loops.

It made me feel a mix of fear and exhilaration, like I was on an adventure I couldn't control. My stomach felt like it was floating, and my face was filled with the wind, making everything seem like a blur. The bright colors of the park passed by so quickly that I could barely focus on any one thing.

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

Vocabulary

1. Create a word web using the words ‘Speed’ and ‘Excitement’. Write words or feelings that you associate with the two words.

Speed

1. Fast 2. Rush 3. Race 4. Velocity

5. Thrill 6. Wind

9. Quick

Excitement

7. Energy

10. Zipping

8. Adrenaline

11. Blur 12. Acceleration

• Joy • Thrill • Energy • Rush

• Fun • Anticipation • Happiness

• Enthusiasm

• Wonder

• Joyful

• Celebration

• Adventure

• Nervousness

2. Read how the phrases are used in the poem. In your notebook, use them in sentences of your own.

• Dream-exploding:

The sight of the stars above the mountains was so beautiful, it felt like a dream-exploding moment, beyond anything I had ever imagined.

• Beam of light:

As the dark clouds parted, the sun shone through in a beam of light, illuminating the forest path ahead.

• Zipping zapping:

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

• Time revolving:

At the festival, I watched the dancers in a trance, as if time revolving, and I lost track of how long I had been standing there.

• Out of sight:

The bird soared higher and higher into the sky, until it was out of sight, leaving only a trail of memory in the blue expanse.

Poetry Appreciation

Answers will vary. Here is a sample answer.

Speed Imagery:

a. Write a line from the poem that helps you imagine how fast the rocket is moving. "Faster than light, it’s out of sight!"

b. Describe in your own words what you see in your mind when you read that line. When I read this line, I imagine the rocket moving so quickly that it’s almost invisible, a blur streaking through space. It disappears in an instant, traveling faster than anything I can imagine, leaving only a trail of light in its wake.

Movement Imagery:

a. Write a line from the poem that describes how the rocket moves through space. "Sliding on a beam of light."

b. Describe in your own words what you see in your mind when you read that line. I picture the rocket smoothly gliding along a glowing, invisible path of light, like a surfer riding a perfect wave. It moves effortlessly, almost as if it’s floating or flying through the vastness of space, following the light’s path with grace and precision.

The Girl Who Was a Forest Get Set

Answers will vary. Here is a sample answer.

List ten activities or jobs that are done by both men and women.

1. Teacher – Both men and women can be teachers in schools.

2. Doctor – Both men and women work as doctors in hospitals and clinics.

3. Firefighter – Men and women both fight fires and save people.

4. Police Officer – Both men and women can be police officers, helping to keep everyone safe.

5. Artist – Both men and women can make art, like paintings or sculptures.

6. Chef – Men and women both cook food in restaurants and kitchens.

7. Scientist – Both men and women can work as scientists, doing experiments and making discoveries.

8. Engineer – Men and women can design things like bridges, machines, or computers.

9. Athlete – Both men and women can play sports professionally, like basketball or soccer.

10. Musician – Men and women both make music, play instruments, or sing.

Share the list with your classmates and discuss what different students wrote.

In class, students might talk about how everyone has different roles they can take, no matter if they are a boy or a girl. Some might say they know a female doctor or a male teacher, while others might share their favourite female athletes or male musicians. It shows that there’s no job or activity that only one gender can do, and everyone has the chance to do whatever they are passionate about!

Read and Respond

1. Complete the paragraph with words from the story.

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

2. Answer the questions in two to three sentences.

a. Which are the rules that Janaki wishes to be free from?

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

b. Janaki says that she does not fit in. What else does Achan say does not fit in? What explanation does he give? Where do they come from?

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

c. According to Achan, what is the promise that lies in a seed?

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

d. How does Achan describe the kind of forest Janaki can be?

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

e. How does Janaki imagine her own perfect secret world?

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

3. Match the situations from the story and characters’ actions or emotions.

Situation

Emotion or action

Janaki shows her disappointment that she is not as free as a bird. sighs

Achan is proud and happy when he compares Janaki to a seed. beams (smiles)

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

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

Think and Answer

1. Describe Achan’s secret world and the world that Janaki comes to believe she can have. Use these guidelines to create a table in your notebook.

Achan’s Secret World

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

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

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

2. Answer the questions in your notebook.

Janaki’s Secret World

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

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

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

a. What are some of the themes that the storyteller explores in the story?

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

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

c. How does the title of the story link with the message?

The title "A Seed Grows" links to the message of the story because, like a seed, Janaki has the potential to grow and flourish in her own way, independent of the societal rules and constraints. It signifies the beginning of Janaki’s personal growth and her journey toward finding her own path.

3. a. Identify three similes in the following paragraph:

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

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

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

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

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

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

b. Make two similes to describe Achan’s feelings or actions.

Answers will vary. Here is a sample answer.

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

(This simile emphasizes Achan’s passion and joy in talking about his birds.)

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

(This simile illustrates Achan's calm and reassuring manner when giving advice to Janaki.)

Big Idea

Answers will vary. Here is a sample answer.

a. What are some things people say boys or girls should or shouldn’t do?

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

b. Have you ever been told you can’t do something because you’re a boy or a girl?

Yes, sometimes I’ve heard that certain things are “for boys” or “for girls.” For example, I was told that certain sports or activities might not be for me because I’m a girl. I also remember someone saying that boys shouldn’t play with dolls.

c. How did it make you feel?

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

d. Do you think these rules about boys and girls are fair? Why/Why not?

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

Vocabulary

Use the clues in brackets to create antonyms using the prefixes (un-, dis- and im-).

a. Janaki (liked) being bound by rules. unliked ( Janaki unliked being bound by rules.)

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

c. Unjust rules (encouraged) her from following her dreams. discouraged (Unjust rules discouraged her from following her dreams.)

d. The rules made her feel (important). unimportant (The rules made her feel unimportant.)

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

Go Grammar

1. Read the sentences. Underline the adjectives and identify the types.

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

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

c. The villagers are bound by stereotypical thinking. Adjectives of quality

d. What bird do you choose to be like? Interrogative adjectives

e. You will have to follow a few rules. Adjectives of quantity

2. Fill in the correct quantifiers from those given in brackets.

a. Seema read many books on medical research.

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

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

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

e. There were a lot of scholarships for boys.

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

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

Listen Well

Speak Well

Answers will vary. Here is a sample answer.

Question 1: "Can you share an example? How did it make you feel?"

Student 1: "One time, my teacher told the girls to clean up the classroom after an art project while the boys played outside. I felt upset because I thought everyone should help, no matter if they are a boy or a girl."

Student 2: "I noticed that when we were assigned group projects, the boys always got to be the leaders while the girls were asked to organize the work. It made me feel like they thought the boys were more capable of leading."

Question 2: "How do you think it makes people feel to be treated differently?"

Student 1: "I think it makes people feel bad and left out. If someone is always told they can’t do something just because of their gender, it can make them feel like they’re not as important as others."

Student 2: "Yeah, and it might make people feel like they don’t matter. It’s unfair to be treated differently just because you’re a boy or a girl."

Question 3: "Have you noticed any specific activities or tasks that are assigned more to boys or girls?"

Student 1: "At home, I’m usually asked to do the cleaning or help with cooking because I’m a girl, but my brother is always asked to do the yard work or help with fixing things."

Student 2: "I noticed that in gym class, boys always play soccer or basketball, and the girls often do things like cheerleading or gymnastics. But I think everyone should have a choice!"

Question 4: "Why do you think these differences in treatment exist?"

Student 1: "I think it’s because some people believe that boys are better at certain things like sports or fixing things, and girls are better at other things like cleaning or organizing."

Student 2: "It’s probably because of old traditions or what people have been taught. But those ideas don’t make sense anymore. Everyone should be able to do what they want."

Question 5: "Do you think boys and girls are treated differently at home or school?"

Student 1: "Yes, I think at school and at home, sometimes there are expectations for boys and girls to act a certain way. Like, the boys are expected to be more active, and girls are expected to be quieter."

Student 2: "I agree. At school, teachers sometimes expect boys to answer questions loudly and confidently, but they expect girls to be more reserved or shy."

Question 6: "What steps can we take at school/in our society to ensure gender equality?"

Student 1: "We can start by making sure that both boys and girls are given the same opportunities, like in sports, activities, and class roles. Everyone should be treated the same, no matter what."

Student 2: "I think we should have more discussions about gender equality in class and show students that it’s okay to do things that might not be considered 'normal' for their gender. For example, boys can dance, and girls can play sports!"

Write Well

Answers will vary. Here is a sample answer.

Subject: Proposal for Organizing a Workshop on Gender Equality

Dear Sir,

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

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

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

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

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

Sincerely,

Bhavna Joshi V-F

An Art Journey Across India

Get Set

Look at the paintings and unscramble the letters to name the art form.

Read and Respond

1. Write True or False.

a. False – Kalamkari is from Andhra Pradesh and Telangana, while Madhubani is from Bihar.

b. False – Mythology and folklore are the main themes mentioned, not the only theme.

c. True – Both Madhubani and Kalamkari art use a pen or similar tool for painting.

d. True – Only Tanjore paintings use gold foil as a unique feature.

e. False – Not all art forms mentioned depict local myths; some focus on other themes like everyday life (Warli art).

2. Write one similarity and two differences between the Madhubani and Kalamkari art forms.

Madhubani Art Form

Similarity: Both art forms use detailed patterns to tell stories.

Difference 1: Madhubani art uses natural pigments and dyes from plants and twigs, while Kalamkari art uses a pen to draw on fabric.

Difference 1: Madhubani art is more focused on vibrant, intricate patterns with bright colours, while Kalamkari often portrays scenes from the epics like Ramayana and Mahabharata.

Kalamkari Art Form

Similarity: Both are traditional Indian art forms, rich in cultural significance.

Difference 1: Madhubani art comes from Bihar, whereas Kalamkari is from Andhra Pradesh and Telangana.

Difference 2: Kalamkari is often created on fabric, while Madhubani is usually created on paper or walls.

3. Complete the table by filling in the key characteristics of each art form.

Art FormRegionMaterials

TanjoreTamilnaduGold foil, natural pigments

PhadRajasthan

Think and Answer

Unique Feature

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

Natural dyes, long cloth scrolls Scroll paintings depicting local heroes and gods, used by storytellers

1. Complete the table below by putting a tick mark () in the correct column for each characteristic.

Characteristics

Based on something that actually happened

Includes made-up events

Teaches us something

FictionNon-fiction

Based on your table, what is the genre of ‘An Art Journey Across India’? Give a reason for your answer.

• Genre: Non-fiction

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

2. List four kinds of non-fiction texts that you have read or seen.

1. Biographies

Big Idea

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2. News Articles

Answers will vary. Here is a sample answer.

Kalighat Paintings

Overview:

3. Documentaries

4. Travel Guides

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

Three Key Features of Kalighat Paintings:

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

2. Bright, Flat Colours: The paintings use bright and vibrant colours, typically in flat, non-gradated patches. The colour palette often includes red, yellow, green, blue, and black. Unlike traditional art forms, Kalighat paintings don't use intricate shading, which gives the art a more modern, direct feel.

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

Vocabulary

1. Write sentences about art using the collocations or expressions. Answers will vary. Here is a sample answer.

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

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

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

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

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

2. Write the root words and the suffixes:

• sculptor - Root word: sculpt / Suffix: -or

• carver - Root word: carve / Suffix: -er

• engraver - Root word: engrave / Suffix: -er

• designer - Root word: design / Suffix: -er

How does the suffix change the part of speech of the root word?

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

3. Add an appropriate suffix (-ion, -ship, -al) to each root word to create a new art-related term. Then, write a sentence in your notebook using the new word.

Answers will vary. Here is a sample answer.

• craftsman + -ship = craftsmanship

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

• culture + -al = cultural

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

• tradition + -al = traditional

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

• create + -ion = creation

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

• animate + -ion = animation

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

Go Grammar

1. Convert the sentences into the given types.

a. Have you seen the vibrant costumes of Kuchipudi dancers?

Exclamatory: What vibrant costumes the Kuchipudi dancers wear!

b. Witness the rhythmic footwork of Bharatnatayam dancers.

Interrogative: Have you witnessed the rhythmic footwork of Bharatnatayam dancers?

c. Do Odissi dancers express emotions through mudras?

Declarative: Odissi dancers express emotions through mudras.

d. You need to witness a live Kathak recital to know its magic.

Imperative: Witness a live Kathak recital to know its magic.

e. The facial expressions of the Kathakali dancers were fabulous.

Exclamatory: How fabulous the facial expressions of the Kathakali dancers were!

2. Imagine you are talking to a friend. Use the clues to make sentences. Answers will vary. Here is a sample answer.

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

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

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

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

3. Write ID for Independent Clause and DC for Dependent Clause.

a. I am your host today. - ID

b. These paintings highlight community values. - ID

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

d. While we explore art. - DC

e. I find these paintings interesting. - ID

Listen Well

Listen carefully to the text and answer the questions.

a. What are Ravi and Meera getting ready for?

b. What is Meera still thinking about?

c. How is Meera going to set up her displays?

d. What has Meera done to promote the event?

e. What will Ravi do to promote the event?

Speak Well

Answers will vary. Here is a sample answer.

Good morning, everyone.

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

First, let me talk about the cultural significance of traditional art.

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

Secondly, preserving traditional art supports local communities. Many artists rely on traditional art as a source of income, especially in rural areas. By supporting these art forms, we help keep these communities economically stable while also ensuring the survival of unique crafts. For instance, the handloom industry in India, which creates beautiful textiles through traditional methods, directly impacts the livelihood of artisans. If we don't preserve these crafts, we risk losing both culture and livelihoods.

Finally, traditional art forms contribute to India’s identity and tourism.

India’s traditional art has become a significant part of its global identity. Many tourists are drawn to India not only for its natural beauty but also for its rich artistic history. By preserving these arts, we can showcase India's diversity to the world. Art forms like the famous Warli paintings from Maharashtra help present India’s unique culture to the global community.

In summary, preserving traditional art in India is essential not only for maintaining cultural identity but also for supporting local communities and boosting the economy.

Thank you for listening. Let’s all take steps to support and protect our traditional art!

Write Well

Answers will vary. Here is a sample answer.

xploring Udaipur – The City of Lakes

Introduction:

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

Arrival and First Impressions:

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

Places Visited/Activities:

The City Palace was a stunning highlight, offering incredible views of Lake Pichola. A peaceful boat ride on the lake led us to Jag Mandir, an island palace. We also visited Saheliyon Ki Bari, a beautiful garden, and the ancient Jagdish Temple, known for its intricate carvings. Each place offered a glimpse into Udaipur's royal history.

Local Culture and People:

Udaipur’s culture is a mix of traditional Rajasthani customs and royal heritage. The locals were incredibly friendly, and I enjoyed exploring the vibrant markets filled with Rajasthani handicrafts and textiles. The city’s rich art scene, especially Mewar painting, left a lasting impression.

Food and Accommodation:

We stayed in a cozy heritage hotel overlooking Lake Pichola. The food was a delight, with traditional dishes like dal baati churma and gatte ki sabzi. The warm hospitality and rich flavors made our stay even more memorable.

Conclusion:

Udaipur is a magical city, offering a perfect blend of history, culture, and natural beauty. I highly recommend it to anyone looking to explore Rajasthan’s royal heritage and enjoy a peaceful, scenic retreat.

The Mystery of the Silk Umbrella

Get Set

Answers will vary. Here is a sample answer.

As a detective on an important case, I would need these six skills:

1. Good Observation:

Great detectives notice small details that others might miss, like strange marks or clues in the environment. This helps them find important information.

2. Smart Thinking:

Being able to think carefully and make sense of the evidence is very important. Detectives need to figure out how the pieces of the case fit together.

Detectives often face tricky problems. They need to come up with smart solutions and think of new ways to solve the mystery.

4. Paying Attention to Details:

Even tiny details can be important. Great detectives remember little things that might help solve the case.

5. Talking to People:

Detectives need to ask good questions and talk to people like witnesses and suspects. They must understand what people are saying and figure out who is telling the truth.

6. Patience and Never Giving Up:

Solving a case takes time. Detectives need to be patient and keep going even when it’s hard or the case takes a long time to solve.

Read and Respond

1. Match the elements of the plot and the events in the story.

Elements

Key Events

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

Conflict - The Problem BeginsShantha chases a fat man in a busy street.

Rising Action - Things Get Complicated Shantha grabs the umbrella from the man and pays for the ropes, setting the children free.

Climax - The Big MomentThe children notice Dr Bambaram taking the umbrella and shout out.

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

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

2. Complete the table comparing Malli and Dr Bambaram Jones.

Aspect Malli

Main Goal

Motive?

What do they do to achieve their aim?

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

To stop a crime and assist her aunt.

Malli trips the thief, disrupthing his escape.

3. Answer the questions in three to four sentences.

a. Who are the characters in the story?

Dr Bambaram Jones

To escape with stolen package and avoid getting caught.

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

ControlCopy

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

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

b. What plan does Dr Bambaram Jones make to keep the stolen seeds from being found?

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

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

d. Why were the children surprised when Shantha accused Dr Bambaram Jones of stealing her diamond ring?

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

e. What role do the flower-sellers play in the story?

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

Think and Answer

1. The genre of a text is the category into which the text falls. The Mystery of the Silk Umbrella can be described as mystery or crime fiction. Tick () the three elements that you think are most important in mystery or crime fiction.

A problem and solution 

Suspense 

A villain and a crime 

2. What do the following incidents tell you about Malli’s qualities? Circle the appropriate describing words.

Incidents

Malli’s Qualities

Malli yells ‘Stop. Thief, thief!’ to alert the crowd. quick-thinking / fast to act Malli puts out the umbrella to trip the thief. quick-thinking / practical Malli checks and fortifies herself with a quick mouthful of chilly bajji before yelling. fast to act / practical

Big Idea

Answers will vary. Here is a sample answer.

a. What similarities or differences are there in the plot of the two stories?

Both Sherlock Holmes and the Hound of the Baskervilles and The Secret of the Old Clock involve a detective solving a mystery. In The Hound of the Baskervilles, Sherlock Holmes investigates the mysterious death of Sir Charles Baskerville, which is believed to have been caused by a ghostly hound. In The Secret of the Old Clock, Nancy Drew investigates the disappearance of a hidden will that could change a family's fortune. Both stories involve suspects and plot twists, with the detectives uncovering crucial clues. However, the plots differ in setting and tone. The Hound of the Baskervilles is set in a spooky, isolated moor with a family curse and legend, while The Secret of the Old Clock is set in a small, quiet town and revolves around a hidden will and money.

b. How are the main characters in the stories alike or different?

Sherlock Holmes and Nancy Drew share similarities in that they are both intelligent, observant, and determined to solve the mystery. They pay attention to details and ask the right questions to uncover the truth. However, their personalities differ. Sherlock Holmes is serious, logical, and often works alone, relying on scientific methods. Nancy Drew, on the other hand, is younger, friendly, and works with her friends. She shows more empathy and compassion for the people involved in the case, while Holmes is more focused on the logical aspects of the investigation.

Vocabulary

1. Use the words in the box to complete the sentences. Then, make your own sentences with the words.

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

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

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

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

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

Answers will vary. Here is a sample answer.

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

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

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

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

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

2. Rewrite the sentences below, correcting the punctuation errors.

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

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

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

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

3. Identify the punctuation errors and then rewrite the passage correctly.

Julies flashlight flickered, as she ventured deeper into the cave! ‘Where are You going’ called her friend from behind

Julie ignored the question. she focussed on the strange markings on the wall. suddenly she heard a rumbling noise

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

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

“Where are you going?” called her friend from behind.

Julie ignored the question. She focused on the strange markings on the wall. Suddenly, she heard a rumbling noise.

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

Go Grammar

1. Fill in the blanks with the present perfect form of the verbs in brackets.

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

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

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

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

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

2. In your notebook, write these sentences in the present perfect tense. Use the time words just or already.

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

b. Malli has already taken off after the thief.

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

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

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

3. Fill in the blanks with the past perfect form of the verbs in brackets.

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

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

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

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

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

4. In your notebook, write these sentences in the past perfect tense.

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

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

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

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

Listen Well

Listen carefully to the poem and fill in the blanks with the correct word.

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

b. Tales of buried treasure deep, guarded by shadows while they sleep.

c. Under the soft silver glow, mysteries of the forest grow. Listen close to hear the wind.

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

Speak Well

Answers will vary. Here is a sample answer.

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

Today, we will be discussing whether modern technology, like computers, surveillance cameras, and DNA testing, has made solving mysteries less exciting than it used to be. Firstly, we would like to point out that in the past, solving mysteries was more thrilling because detectives had to rely on their cleverness and creativity. They had to use their brains and their instincts, which made the journey to solve the case very exciting. It is evident that modern technology, like DNA testing, can quickly solve cases, but it makes the process feel less challenging. In the old days, detectives had to rely on clues like footprints or strange behaviour, which made solving mysteries a lot more fun. According to recent research, technology can help find answers faster, but it takes away the fun of thinking hard and putting all the clues together. In old detective stories, we saw detectives like Sherlock Holmes who solved mysteries by paying attention to small details, and that’s what made them so interesting. To sum up our main points, modern technology has made solving mysteries faster, but it's also made it less exciting because it takes away the thrill of figuring things out without high-tech tools. In closing, we would like to reiterate that while technology has its advantages, it has made solving mysteries a little too easy, which can take away some of the excitement and fun. We hope we have convinced you that solving mysteries was more exciting when detectives had to rely on their brains and observations instead of just technology.

Group 2: Against the Topic (Technology Has Not Made Solving Mysteries Less Exciting)

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

makes the process more exciting because there are new tools and methods to explore, making detectives more powerful and able to solve even harder cases. In closing, we would like to reiterate that technology has made solving mysteries more thrilling, as it opens up more possibilities and allows detectives to solve more complex cases. We hope we have convinced you that modern technology has not taken away the excitement of solving mysteries but has made it even more fascinating and effective.

Write Well

Answers will vary. Here is a sample answer.

Title: The Mysterious Market Heist

Introduction:

Detective Ravi had always been good at solving mysteries. One busy afternoon, he was called to investigate a strange theft that happened in the heart of the market. A precious necklace had gone missing, and the only clue was a series of blurry photographs from a security camera.

Conflict:

The market was crowded with people, and the thief had disappeared without a trace. Ravi felt frustrated, as there were no clear leads to follow. The only thing he had were the blurry pictures from the camera, which didn’t reveal much. He knew he had to act fast before the thief escaped.

Rising Action:

Ravi went back to his office and studied the photographs carefully. He noticed something strange in one of the pictures—a person with a red scarf was standing too close to the stall where the necklace was sold. Ravi made a connection. The scarf looked like it belonged to someone he had seen earlier in the day. He quickly looked through his case files and realized that the same person was involved in another case he had solved months ago.

Climax:

Using this clue, Ravi visited the place where the suspect was known to hang out. After carefully watching the area, he saw the person wearing the red scarf enter a small alley behind the market. Ravi followed silently, and there, hidden in the alley, he found the stolen necklace!

Falling Action:

Ravi arrested the suspect and took him back to the station for questioning. The thief admitted to stealing the necklace but was surprised that Ravi had tracked him down so quickly. Ravi smiled and said, "A good detective never misses a detail."

Resolution:

Thanks to Ravi’s sharp eyes and his ability to make connections from small clues, the mystery was solved. The necklace was returned to its rightful owner, and the thief was taken away by the police. Ravi knew this was just another day in the life of a detective, but he couldn't wait for the next mystery to solve. The case was closed, and the market returned to its busy, peaceful self.

Paper Boats

Get Set

Answers will vary. Here is a sample answer.

Water Mind Map:

• Ocean

• Waterfalls

Rivers

Streams

• Life • Swimming

Lakes

Ice

Waves

Rain

Drinking

Hydration

Rain Mind Map:

• Puddles

• Cleansing

• Stormy Weather

Read and Respond

• Thunderstorms

• Freshness

• Sound

1. Match the following based on the details in the poem.

Column I

• Clouds

• Rainbow

• Soft Drizzle

• Umbrella

• Wet Ground

• Plants Growing

Column II

a. The child writes these details on the paper boats.. ...his name and his village’s name

b. The boats are loaded… ...with shiuli flowers

c. The child’s playmate in the sky… ...sends clouds to race with his boats

d. The child dreams that his boats… ...float under the midnight stars

e. The fairies of sleep sail in the boats… ...with baskets full of dreams

2. Read the five key words based on the poem that show the sequence of events in the poem. Arrange the key words in the correct order in Column I. Then, write a sentence with each key word to summarise the poem.

Key Word

inscribes

Sentence

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

The boy envisions his boats floating under the stars, with fairies sailing in them.

3. Answer the questions in two to three sentences.

a. How does the poet describe the process of sending his paper boats down the stream? Explain how he prepares and launches the boats.

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

b. What hopes does the poet express for his paper boats?

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

c. What does the child imagine when looking at the sky?

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

Big Idea

Answers will vary. Here is a sample answer.

1. Instead of paper boats, what would you want to create to send on an adventure? It could be anything—a magic carpet, a tiny spaceship or even a message in a bottle. Describe your chosen vehicle and explain why you picked it.

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

2. Write a short story (about 1 paragraph) about the journey your creation takes. Consider: Where does it go? What does it see along the way? Does it meet anyone or anything on its journey? What message or item does it carry?

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

Vocabulary

1. Create your own compound words by combining parts of the given words. Write the new words and use them in sentences of your own.

a. television + marathon = New word: Telethon

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

b. glamorous + camping = New word: Glamping

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

c. information + entertainment = New word: Infotainment

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

d. web + seminar = New word: Webinar

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

e. phone + tablet = New word: Phablet

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

2. Create a word map for each word. Include synonyms, antonyms, and a sentence that exemplifies its meaning.

Word: Lading

• Synonym: Cargo, shipment, freight

• Antonym: Empty, void, discharge

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

Word: Bulging

• Synonym: Swollen, distended, protruding

• Antonym: Flat, sunken, compressed

• Sentence: His backpack was bulging with books, making it difficult to carry.

Word: Cryptic

• Synonym: Mysterious, puzzling, obscure

• Antonym: Clear, straightforward, obvious

• Sentence: The note left by the thief was cryptic, leaving the detectives puzzled about its meaning.

Word: Venture

• Synonym: Journey, expedition, undertaking

• Antonym: Retreat, rest, stagnation

• Sentence: The young entrepreneur decided to venture into the world of tech startups, despite the risks involved.

Word: Uncover

• Synonym: Reveal, expose, discover

• Antonym: Conceal, hide, obscure

• Sentence: The detective worked tirelessly to uncover the truth behind the mysterious disappearance.

Poetry Appreciation

Answers will vary. Here is a sample answer.

a. Imagery: "the little clouds setting their white bulging sails"

What does this mean in the context of the poem?

The image of the "little clouds setting their white bulging sails" describes the clouds moving across the sky, looking like they have sails. It creates a picture of movement and makes the clouds seem as if they are part of the race with the paper boats.

b. Metaphor: "baskets full of dreams"

What does this mean in the context of the poem?

The "baskets full of dreams" is a metaphor for the child’s hopes and wishes. It suggests that the boats carry these dreams as they float down the stream, symbolizing the child's imagination.

c. Personification: "playmate of mine in the sky sends them down the air to race with my boats"

What does this mean in the context of the poem?

This line gives human qualities to the sky and clouds, calling them a "playmate." It suggests that the sky is like a friend, helping the clouds race with the boats, making the scene feel magical and alive.

Jadav and the Tree-Place

Get Set

Answers will vary. Here is a sample answer.

If given a choice, I would prefer to live in a peaceful, clean place, surrounded by nature with clear skies, fresh air, and clean rivers. It would be a place where I could relax, breathe easily, and enjoy the beauty of nature without the stress of pollution. The constant noise, air pollution, and garbage found in a polluted city make life difficult and unhealthy. In such places, the air is often hard to breathe, and the rivers and streets are filled with trash. A peaceful environment would be better for my health and happiness, and I believe it is important to take care of nature so that everyone can live in a cleaner, more peaceful world.

Read and Respond

1. Choose the correct options.

a. What inspired Jadav to start planting trees?

ii He was sorry for snakes dying from heat.

b. What did Jadav do after seeing the no-tree place?

iii He ran back to his village to collect bamboo shoots.

c. What happened as the bamboo trees grew?

i They provided shade and brought insects.

d. What did Jadav decide to do after creating a bamboo grove?

ii He decided to plant more trees.

2. Write True or False.

a. Jadav planted bamboo in the no-tree place because bamboo grows quickly. False

b. Despite facing challenges like floods and heavy rains, Jadav kept planting trees. True

c. Jadav ’s vision was to create only one green area in his village. False

d. Jadav travelled across the world, planting trees in different no-tree places. True

e. Jadav continues to plant trees. True

3. Answer the questions in two to three sentences.

a. Why did Jadav choose to plant bamboo?

Jadav chose to plant bamboo because it is strong and can grow in hot, sandy soil where regular plants cannot. He believed bamboo would help bring shade to the dry, hot land.

b. What did Jadav decide to do after creating a bamboo grove?

After creating the bamboo grove, Jadav decided to plant more trees and saplings to turn the area into a green, many-tree place. He hoped to create a lush, forested environment.

c. How did Jadav feel when he saw his bamboo grove?

Jadav was not entirely happy but felt hopeful when he saw his bamboo grove. He was pleased that the land had turned into rich, brown soil and that the bamboo had brought shade and life to the area.

d. What was Jadav ’s final goal?

Jadav ’s final goal was to make the whole world a "happy, lovely lot-of-trees place." He wanted to plant trees everywhere and bring forests back to all the no-tree places.

e. Why did Jadav continue planting trees despite the challenges?

Jadav continued planting trees despite the challenges because he was determined to turn barren lands into lush forests. Even though the work was hard and there were many no-tree places, he believed it was worth the effort to create a better, greener world.

Think and Answer

1. Given below are some actions/situations. Read the story and write the cause and effect of each action.

a. Action: The bamboo grove grew and it attracted insects.

Cause: The bamboo grove provided shade and changed the soil.

Effect: The insects arrived and burrowed into the ground, enriching the soil.

b. Action: Jadav planted seeds and saplings.

Cause: He wanted to transform the no-tree place into a forest.

Effect: The seeds and saplings grew into trees, creating a green, thriving area.

c. Action: Jadav thought of transforming every no-tree place into a forest.

Cause: He was inspired by his success with the bamboo grove and wanted to make the world greener.

Effect: Jadav began planting trees in every no-tree place he encountered.

2. These lines show the passage of time in the story.

The river grew thin one summer and flooded the next, sometimes bringing more sand. Heavy rains came and went.

Find two more instances where the author shows the passage of time without mentioning dates or timeframes.

• "The orange and blue skies turned purple and pink, and villages became towns."

Explanation: This shows the passage of time as the environment and society change.

• "Jadav is growing old."

Explanation: This shows the passage of time by describing how Jadav’s age has increased over time.

Big Idea

Jadav’s story teaches us that one person’s efforts can make a big difference. It reminds us to care for the environment and make our world better. Brainstorm a list of things we only use once in our house. For example, plastic bags or paper packaging. Then, in pairs discuss how you can reduce, recycle or reuse each item.

Answers will vary. Here is a sample answer.

Single-Use ItemsIdeas to ReduceIdeas to Recycle

Plastic Bags

Plastic Water Bottles

Paper Towels

Vocabulary

Use reusable fabric bags instead of plastic bags

Recycle plastic bags at designated collection points

Ideas to Reuse

Repurpose for trash bags or storing items

Use a reusable water bottle Recycle plastic bottlesRefill plastic bottles for temporary use or storage

Use cloth towels or ragsRecycle if non-toxic materials are used

Repurpose for cleani

1. Unjumble the words in brackets. Then, fill in the blanks with the synonyms in the box.

a. She began to (weep) when she heard that she wouldn’t be able to go on holiday.

Answer: cry

b. The (wood) was quiet at night, but during the day, one could hear all kinds of noises.

Answer: forest

c. Raja thought that the girl had in a/an (odd) way of speaking.

Answer: strange

d. The animals moved into the forest (fast).

Answer: quickly

e. The (entire) forest was filled with strange creatures that I had never seen before.

Answer: whole

2. Sit in pairs. Discuss the qualities Jadav had and fill in the word web. In your notebook, provide evidence from the text.

Jadav ’s Qualities:

• Determined – He kept planting trees despite challenges (e.g., floods, heavy rains).

ControlCopy

• Compassionate – He felt sad for the snakes dying in the heat and wanted to help them by planting trees.

• Hardworking – He worked tirelessly to plant bamboo and later saplings, even though it took many years.

• Visionary – He dreamed of transforming no-tree places into forests and continued planting trees all over the world.

• Patient – He waited for years for the trees to grow and provide shade and life.

• Resilient – Even when faced with setbacks like floods and droughts, he continued with his mission. Evidence from the text:

• "Jadav kept on planting."

• "He wiped his tears and said, 'No more crying. From now on, only trying!'"

• "He planted and planted and planted."

3. Replace the words or phrases in bold with the ones given below.

a. Aryan finally started thinking sensibly and gave up his plan to quit playing soccer.

Answer: came to his senses

b. My father decided to examine the painting before buying it.

Answer: to take a better look at

c. His shelves were filled with books that he had collected over the years.

Answer: laden with

d. Despite the challenges, she decided to continue pursuing her dream of becoming a doctor.

Answer: keep on

e. Her passion for music was firmly established during her childhood years. Answer: took root

Go Grammar

1. Underline the verbs and state whether they are in the active or passive voice.

a. My brother is washing the dishes.

• Verb: is washing

• Voice: Active

b. The rooms have been decorated by my father.

• Verb: have been decorated

• Voice: Passive

c. Mita’s mother rides a bike.

• Verb: rides

• Voice: Active

d. The cat chased the mouse.

• Verb: chased

• Voice: Active

e. Her cupboard has been cleaned by her son.

• Verb: has been cleaned

• Voice: Passive

2. Fill in the blanks with the passive forms of the verbs and their tenses given in the brackets.

a. The book has been read by several people. (present perfect)

b. The cake was baked by Rita. (simple past)

c. The house is being painted by the painters. (present continuous)

d. The house is cleaned every day. (simple present)

e. The cars had been washed by the cleaners. (past perfect)

3. Rewrite the sentences in the passive voice.

a. They will announce the winner of the competition tomorrow.

• The winner of the competition will be announced tomorrow.

b. The storm damaged many houses in the neighbourhood.

• Many houses in the neighbourhood were damaged by the storm.

c. The chef prepares delicious meals in the kitchen.

• Delicious meals are prepared by the chef in the kitchen.

d. The gardener is planting flowers in the garden.

• Flowers are being planted by the gardener in the garden.

e. The company has launched a new product.

• A new product has been launched by the company.

Listen Well

Listen to the story carefully and write True or False.

a. The owl, the bee, and the squirrel were not very good friends. False

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b. The animals realised that their home was in danger because of the people. True

c. The three friends wanted to save the park. True

d. The animals cleaned the park and planted flowers. True

e. The people of Greenhaven were very angry with the animals. False

Speak Well

Answers will vary. Here is a sample answer.

In our tree-planting drive, we have assigned different roles to each person in our group:

1. Role 1 - Planning and Informing People:

I will be responsible for making the plans and informing everyone about the tree-planting drive. I will create posters and send messages to our friends, family, and community members, telling them when and where the drive will take place. I'll also make phone calls and use social media to spread the word so everyone knows about it.

2. Role 2 - Finding Good Spots and Preparing for Planting:

My job is to find good spots for planting the trees and get everything ready. I will visit a few places to make sure they have enough space and sunlight for the trees. I'll also gather gardening tools, like shovels, watering cans, and gloves. We will need manure or compost to help the saplings grow strong, so I will make sure we have that too before we start planting.

3. Role 3 - Getting the Saplings:

I will be in charge of getting the saplings for the drive. I’ll visit a local nursery or garden center to buy the saplings. I'll also make sure to bring extra water and any other supplies needed, such as bags or pots to transport the saplings to the planting site. I’ll make sure we have enough for everyone who will be joining us in the drive.

4. Role 4 - Planting and Taking Care of the Saplings:

I will be the one to plant the saplings and show others how to do it properly. We need to dig small holes, place the saplings gently in them, and cover the roots with soil. After planting, we must water them and make sure they get enough sunlight. I’ll remind everyone to check on the saplings regularly, water them, and make sure no weeds are growing around them.

Write Well

Answers will vary. Here is a sample answer.

Recycling is the process of turning old materials into new products, so we don’t waste valuable resources. It's important because it helps reduce the amount of trash that goes to landfills, saves energy, and keeps our planet clean. At home, we can recycle by separating items like paper, plastic, glass, and metal into different bins. For example, we can recycle newspapers, soda cans, and plastic bottles. Fun facts about recycling include that recycled paper can be turned into new books or notebooks, and plastic bottles can be turned into new clothes or shoes! By recycling, we are helping to reduce pollution and save natural resources, making the Earth a better place for everyone.

Warned Get Set

Answers will vary. Here is a sample answer.

In the picture, the scene looks very polluted and unhealthy. The sky is covered with thick, dark smoke, making it hard to see the sun. The air feels heavy and dirty. The ground is filled with piles of garbage and plastic waste, making everything look messy. There are dirty puddles of water with trash floating in them. Broken glass and old things are scattered all around, making the place look abandoned. The loud noise from cars and factories adds to the unpleasant feeling. The whole place seems in need of cleaning and care to make it better again.

Read and Respond

1. Choose the correct options.

a. What is the poem mainly about?

iii The impact of pollution on the environment.

b. In the poem, what is said to be the cause of the current state of the environment?

ii Human actions and neglect.

c. What does the phrase ‘you reap what you’ve sown’ mean in the context of the poem?

iv Humans will pay for harming the environment.

d. What solution does the poet suggest to the problem of pollution?

ii Planting new trees and changing harmful habits.

e. Which option best captures the poet’s tone in the final stanza?

ii Hopeful

2. Answer the questions in three to four sentences.

a. How has what we see in the sky changed over time and why?

The sky that once appeared clear and beautiful is no longer as pristine. It is now obscured by pollution’s haze, making the once blue skies no longer visible in their natural clarity. This change is a result of human actions that have polluted the atmosphere.

b. How have the rivers and the sea changed compared to what they were before?

The rivers and seas were once clear, with fish swimming freely in abundant waters. However, over time, pollution has caused the waters to become dirty, with ocean floors no longer sandy white but littered and brown due to the pollution. The natural beauty has been replaced by contamination.

c. What has joined ‘pollution’s team’ and how does the author explain how this happened?

Paper, once a pure product of nature, has joined pollution’s team. The author explains this by stating that paper has been used excessively, contributing to deforestation and pollution. This reflects human behaviour of exploiting natural resources without regard for the consequences.

d. What is the main theme of the poem? Provide two lines from the text to support your answer. The main theme of the poem is the destructive impact of pollution on the environment and the need for change.

Two supporting lines from the text are:

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"One can’t blame pollution alone / As they say, you reap what you’ve sown."

"Let us plant a better seed / Tear out old roots, cultivate, weed."

Big Idea

Think about your daily routine. Identify three specific actions that contribute to the environmental issues mentioned in the poem. What alternate actions can you take?

Answers will vary. Here is a sample answer.

Problematic Action

Taking an auto or car to tuition class

Using plastic bottles for water

Alternate Action

Riding a bicycle to tuition class

Carrying a reusable water bottle

Throwing trash on the ground or in open areasThrowing trash in proper bins and recycling where possible

Leaving lights or fans on when not in useTurning off lights and fans when not in use

Using paper napkins and tissues frequentlyUsing cloth napkins or handkerchiefs

Wasting food and throwing leftovers awayTaking only the amount of food needed and saving leftovers

Vocabulary

1. Match the words and their meanings. In your notebook, make sentences on the theme of environment using the words.

Word Meaning pollution something that makes the air, water, or land dirty abundant plentiful, more than what is needed deforestationcutting down trees cultivate to grow and take care of plants fatal causing death

Answers will vary. Here is a sample answer.

• Pollution is harmful to the environment and contributes to global warming.

• The forest was once abundant with wildlife, but deforestation has made the area barren.

• To improve the environment, we must cultivate green spaces and plant more trees.

• Deforestation has led to the destruction of many habitats and is a fatal issue for biodiversity.

• The excess use of plastic has created pollution, and it is vital that we reduce waste to save the planet.

Poetry Appreciation

In your notebook, write one more example of each type in the poem. Answers will vary. Here is a sample answer.

Imagery:

• Example from the poem: "Fish abundant, rivers streamed"

• Explanation: This creates an image of rivers flowing with abundant fish, evoking a vivid picture of nature's beauty and abundance.

Alliteration:

• Example from the poem: "pollution's plight"

• Explanation: The repetition of the "p" sound makes this phrase catchy and memorable, emphasizing the negative effects of pollution.

Get Set

Answers will vary. Here is a sample answer.

• Good listener – I pay attention when people talk and try to understand their feelings.

• Helpful – I like to help my friends and family whenever they need it.

• Creative – I enjoy coming up with new ideas and making things, like drawings or stories.

• Hardworking – I try my best to finish tasks and complete my work on time.

• Friendly – I enjoy making new friends and being kind to everyone.

• Organized – I keep my things in order and make sure I plan my day well.

Read and Respond

1. Write True or False.

a. Shakthi’s mother was excited about the award her daughter had won. False

b. Tejas, the new neighbour, was upset when Shakthi criticised her kolam. False

c. Shakthi’s mood improved when Tejas praised her artistic abilities. True

d. Shakthi’s mother scolded her for being covered in kolam powder, but Shakthi was able to stay positive. True

e. At the end of the story, Shakthi’s mother was angry when Shakthi spilled tea in the kitchen. False

2. Complete the cause-and-effect chart showing the cause of the characters' actions and the effect on the events of the story.

Cause Effect

Shakthi’s heart is heavy as she goes outside. Shakthi feels sad and unsure of herself, thinking she's not good enough.

Tejas laughs heartily at Shakthi’s remark about her kolam.

Shakthi feels better about herself and starts to realise her own worth.

Shakthi feels surprised and lighter as Tejas laughs and helps her see the humor.

Shakthi's confidence grows, and she no longer lets Amma's criticism affect her as deeply.

3. Answer the following questions in three to four sentences.

a. How does Tejas respond to Shakthi’s criticism of her kolam?

Tejas laughs at Shakthi’s comment and explains that the kolam is meant to be a peacock. She takes it lightly and doesn’t feel bad.

b. Compare and contrast how Amma and Tejas react to Shakthi’s good news and how their reactions make Shakthi feel.

Amma doesn’t seem proud of Shakthi’s achievement and focuses on her messy uniform, which makes Shakthi feel disappointed. On the other hand, Tejas celebrates Shakthi’s success and makes her feel appreciated and happy.

c. Describe the moment when Shakthi remembers Tejas’s advice and how it helps her handle her mother’s scolding.

When Amma scolds Shakthi, she remembers Tejas’s advice to focus on her strengths. This helps Shakthi stay positive and not let her mother’s words bring her down.

d. Do Shakthi and Amma get along better by the end of the story? Explain what happens. Shakthi and Amma don’t exactly get along better, but Shakthi gains confidence and doesn’t let Amma’s scolding affect her as much. She starts to feel proud of herself.

Think and Answer

Character development is the way a character changes and grows throughout a story. Redraw this graphic organiser in your notebook and analyse Shakthi’s growth in the story.

StageAction

Beginning

Middle

Shakthi comes home with a medal and shows it to Amma. Amma scolds her for being untidy and careless.

Shakthi takes out her frustration on Tejas but then Tejas helps her.

End Shakthi remembers Tejas's advice and gains confidence.

Big Idea

How Does Shakthi Feel? How Does Her Response Towards Her Mother Change?

Shakthi feels disappointed and upset.

Shakthi feels confused at first but starts to feel better as Tejas talks to her.

Shakthi feels pround of herself and more confident.

In groups of three share an incident that made you feel sad or upset. Take turns to share:

a. What happened?

b. What helped you cope with the feelings you experienced?

Shakthi feels frustrated and upset by Amma's scolding.

Shakthi begins to understand the importance of being kind to others, even when upset.

Shakthi becomes more confident and doesn't let Amma's scolding affect her as much

As a group, discuss and write down three positive steps one can take to deal with negative thoughts or feelings. Answers will vary. Here is a sample answer.

Person 1:

a. What happened?

Once, I lost my favourite toy that I had for many years. I searched everywhere but couldn’t find it, and I felt really sad.

b. What helped you cope with the feelings?

Talking to my mom helped a lot. She reminded me of all the other toys I had and that I could always find new things to enjoy.

Person 2:

a. What happened?

I didn't do well on a test that I worked really hard for. I felt disappointed and upset with myself.

b. What helped you cope with the feelings?

I talked to my teacher and friends. They encouraged me and told me that mistakes are a way to learn. I also studied a bit more and felt better.

Person 3:

a. What happened?

I had a fight with my best friend, and it made me feel lonely and sad.

b. What helped you cope with the feelings?

I took some time to cool down and then apologized. Talking it through with my friend made me feel much better.

Three Positive Steps to Deal with Negative Thoughts or Feelings:

1. Talk to Someone You Trust – Sharing your feelings with a friend, family member, or teacher can help you feel supported and understood.

2. Take Deep Breaths or Relax – Calm down by breathing deeply or taking a break to clear your mind. This helps to reduce stress and anxiety.

3. Focus on the Positive – Try to think of positive things that make you happy or things you are grateful for. This can shift your mood and help you feel better.

Vocabulary

1. Solve the crossword puzzle using the given clues. Look for the words in the story. Clues Across

1. Synonym for ‘drooped’ (6 letters) - Sagged

2. To leave a mark or discolouration (5 letters) - Stain Clues Down

1. Burned or shone brightly (6 letters) - Glowed

2. Ran quickly in a particular direction (6 letters) - Rushed

3. The feeling conveyed by one’s voice (4 letters) - Tone

2. In your notebook, draw and fill in a graphic organiser for the word "champion."

ART

Real-life role models: (Example Athletes, Activists, Leaders

Synonyms: (Example: Winner, Hero, Victor)

Antonyms: (Example: Loser, Defeated, Underachiever)

Related Emotions: (Example: Pride, Triumph, Confidence)

Models: (Example: Serena Williams, Nelson Mandela)

3. Write the figurative meaning of the underlined idioms in your own words. Have some fun and draw the literal meaning!

a. "Shakthi could have burst with pride when she received the medal."

Meaning: Shakthi felt extremely proud and happy.

Literal meaning: A balloon bursting with air or pressure.

b. "Being praised for fixing the peacock made Shakthi feel on top of the world."

Meaning: Shakthi felt extremely happy, successful, and proud.

Literal meaning: Standing at the highest point, looking down on everything.

c. "When it was time to face the music, Shakthi accepted the consequences of her actions."

Meaning: Shakthi took responsibility for the situation, no matter how difficult.

Literal meaning: A performer stepping up to face the audience after a performance.

d. "Even when things went wrong, Tejas always stood tall and faced challenges with confidence."

Meaning: Tejas remained strong and confident even in difficult situations.

Literal meaning: A person standing upright, no matter the circumstances.

Go Grammar

1. Insert the correct punctuation for direct speech in the following sentences.

a. Shakthi says, "I got a medal."

b. Amma asks, "Can’t you stay clean for five minutes?"

c. "Wow!" says Tejas.

d. Shakthi glances at the house and asks, "What if I don’t have any good parts?"

e. Tejas says, "Please help me complete the kolam."

2. Change the direct speech to indirect or reported speech.

a. Tejas said that he was going to Shakthi’s house.

b. They said that they had finished their project.

c. She explained that she had seen a film the previous day.

d. Amma asked to clean the room that day.

e. Shakthi said that she had to go then.

Listen Well

Listen carefully to the conversation and fill in the blanks.

a. Shakthi: I just won the competition at school!

b. Shakthi: I practised a lot and tried different techniques.

c. Tejas: Do you feel more confident about your art now?

d. Shakthi: Sometimes when showing my art to others, I still get nervous.

e. Tejas: Remember, keep in yourself!

Speak Well

Answers will vary. Here is a sample answer.

Shakthi: "Amma, I have exciting news! I won the art competition at school!"

Amma: "Another stain on your uniform, Shakthi? How do you always do this?"

Shakthi: "I got a medal for it, see?"

Amma: "Can't you stay clean for even five minutes?"

Shakthi: "I worked so hard, and my painting was chosen!"

Amma: "Well, I guess it’s good you won, but try to be neat next time."

Shakthi: "I can’t wait to tell everyone about it!"

Amma: "I’m proud of you, but you need to focus on being tidy too."

Shakthi: “Sure Amma!”

Write Well

Answers will vary. Here is a sample answer.

Good morning, everyone!

My name is Ritik/Ritika Sharma, and today I am going to talk about how setting small goals can help build your confidence.

Setting small goals is a powerful way to grow and feel good about yourself. When you set a goal that is easy to achieve, like finishing your homework on time or learning a new skill, you experience success. This success boosts your confidence and motivates you to set bigger goals.

For example, if you want to get better at playing a sport, start by practicing for 10 minutes a day. Over time, you will improve, and this will help you feel proud of your progress.

In conclusion, setting small goals helps you feel capable and builds your confidence step by step. So, let’s start setting small goals every day and watch ourselves grow stronger and more confident.

Thank you!

Workbook

Helping Each Other During Floods

Read and Respond

1. Answer the questions in two to three sentences.

a. Why did people in Kerala need help?

People in Kerala needed help because heavy rains caused floods that damaged many homes and left people trapped or in need of basic necessities like food and clothes.

b. How did the community use schools and community halls during the floods?

Schools and community halls were used as shelters to provide a safe place for people who had lost their homes due to the floods.

c. What role did local businesses and professionals play in the recovery efforts?

Local businesses donated supplies, while skilled workers helped repair homes, contributing to the rebuilding of the flood-affected areas.

d. How did children in the community contribute to helping those affected by the floods?

Children volunteered by donating their clothes and buying school supplies for friends who had lost theirs in the flood.

e. What does the story of the Kerala floods illustrate about the importance of community?

The story illustrates that when a community works together, it can overcome even the most difficult challenges, as everyone contributed in their own way to help rebuild and support each other.

2. Identify WHO did the following actions and WHAT their actions demonstrated.

Action

Brought food, clothes and other necessities to shelters.

Rescued people who were trapped.

Volunteered to repair damaged homes.

Who did this action?What does this action demonstrate?

Volunteers It demonstrates the willingness of the community to support and care for those in need.

Fishermen

It demonstrates bravery and selflessness in helping others during an emergency.

Skilled workersIt demonstrates teamwork and the desire to help rebuild and restore the community.

3. If you had been in Kerala at the time, how would YOU have helped?

Answers may vary. This is a sample response.

I would have volunteered to help clean the flooded areas and assist in organizing supplies. I could have helped families with basic needs, like finding dry clothes and food, and helped rebuild homes. I could also assist by setting up an information system to keep people updated on where to find shelter or medical help. Two ways in which you could have helped during this tough time if you were living in some other place. I would have donated money to organizations involved in relief work and contributed essential supplies like food, clean water, and clothing. I would have organized a fundraising event in my area to raise awareness and provide financial aid to the affected families in Kerala.

Vocabulary

Arrange these words in alphabetical order.

Words: community, communal, communicate, committed, commute.

The words in alphabetical order are:

1. communicate 2. communal 3. committed

4. community 5. commute

2. Find the meaning of these words in the dictionary, write the guidewords on the page where you found the word and make a sentence with each word.

Word Guide words Sentence

Rescused Rescue, Resent The firefighters rescused the family trapped in the building during the fire.

Rebuild Rebirth, RebuildAfter the earthquake, the community worked together to rebuild their homes and schools.

Necessities Necessary, NecessitiesThe volunteers brought water, food, and other necessities to the flood victims.

VolunteerVoluntary, VolunteerMany people volunteered to help clean the streets after the storm.

Go Grammar

1. Underline the nouns and write the type of noun you underlined.

a. Mr Sharma, a retired doctor, lived in D N Nagar.

• doctor (Common noun)

b. He had an orchard of apple trees.

• orchard (Common noun)

c. This group of friends lived near Mr Sharma’s house.

• group (Collective noun)

• house (Common noun)

d. Every September, they picked apples.

• September (Proper noun)

• D N Nagar (Proper noun)

• apple trees (Common noun)

• friends (Common noun)

• apples (Common noun)

2. Use the collective nouns to form sentences of your own.

Answers may vary. This is a sample response.

a. A group of volunteers worked together to clean up the park after the storm.

b. A crowd of neighbours gathered in the community hall to discuss the upcoming event.

c. A crew of workers arrived early in the morning to repair the damaged road.

d. A gathering of parents took place at the school to discuss the new education policies.

3. Underline the abstract nouns, circle the concrete nouns and tick () the material nouns.

a. The villagers greet tourists with friendliness.

b. It is a village filled with harmony and positivity.

c. The mud houses show people’s love for simple living.

d. Their dedication to health is remarkable.

e. Many of the homes are still built from clay but they are maintained with care.

4. Use suffixes to make abstract nouns from the given words.

a. cooperate ➞ cooperation

b. generous ➞ generosity

c. good ➞ goodness

d. civil ➞ civility

e. communicate ➞ communication

Now, make a sentence with each abstract noun created:

Answers may vary. This is a sample response.

a. Cooperation: The success of the project depended on the cooperation of everyone involved.

ControlCopy

b. Generosity: Her generosity made a big difference in the lives of those in need.

c. Goodness: The goodness in his heart inspired others to do kind things.

d. Civility: Even during disagreements, we should maintain civility and respect each other.

e. Communication: Effective communication is key to understanding each other's ideas.

Listen Well

Listen carefully to the text and fill in the blanks.

a. In our town, we organised a community fundraiser to help build a new community hall.

b. Mrs Iyer and Mr Baruah planned the event, making sure everything was ready.

c. Kids made colourful posters to spread the word.

d. Adults set up booths for games, food, and crafts.

e. The prizes for the lucky draw came from local businesses.

Speak Well

Answers may vary. This is a sample response.

Hello everyone,

Today, I want to express my gratitude to everyone who participated in our neighbourhood clean-up. Thank you for dedicating your time and effort to make our community a better place. Your hard work is truly appreciated.

I am grateful for the tools that were provided, such as brooms, shovels, and garbage bags. These helped us clean up the streets and parks.

I appreciate those who organized the snacks and water for everyone. It was so thoughtful, and it kept everyone energized during the work.

Thanks to your efforts, our neighbourhood looks much cleaner, and it’s a pleasant place to live in now. I feel very happy looking at the clean streets and knowing that we all worked together for this cause. Thank you once again for your support and for making this event a success.

Let’s hope that by working together, we can continue to keep our neighbourhood clean and make it an even better place in the future!

Write Well

Answers may vary. This is a sample response.

On the special day, the students gathered in the school hall and presented the thank-you cards and the skit. The Akkas were touched and smiled with happiness. They felt appreciated for the hard work they did every day. The students learned to respect and value their efforts. Everyone in the school felt more connected and happy. The Akkas felt proud, and the school became a much warmer and friendlier place for all.

Wit and Humour

Read and Respond

1. Fill in this graphic organiser.

a. Who is the main character? Diya

b. What is Diya’s goal?

c. What is the setting of the story?The story takes place in Diya's kitchen, early in the morning.

d. What problem does the main character face?

e. How do the other characters react/help solve the problem?

ControlCopy

To make the world's biggest pancake for her little sister's birthday.

The pancake batter explodes across the kitchen floor, creating a big mess.

The family laughs at Diya's mess, and they help clean up while enjoying the moment.

2. Describe two moments from the story that you found funny.

Answers may vary. This is a sample response.

a. Diya dumping the entire bag of flour into the bowl and then adding even more sugar and milk with a mischievous grin. The over-the-top amount of ingredients was amusing.

b. When Diya's family walked in and saw her covered in batter from head to toe, their jaws dropped. Her little sister then burst into laughter and said, "Best birthday ever!" This unexpected reaction was funny because it was so different from what Diya expected.

3. Think about a time when you tried to do something for someone, but it didn’t go as planned.

Answers may vary. This is a sample response.

I tried to bake a surprise cake for my friend's birthday, but I accidentally used salt instead of sugar. The cake turned out inedible and ruined the surprise. When my friend tasted the cake, she couldn't stop laughing. She appreciated the effort but jokingly said it was the "saltiest birthday treat" she'd ever had. We ended up ordering a cake, and we all laughed about it.

Vocabulary

1. Rewrite the sentences below, changing the singular noun in the brackets to the correct plural form.

a. The churches are usually crowded on Sundays.

b. The twin calves stayed close to their mother.

c. She bought two new dresses for school.

d. The babies were sleeping in the nursery.

e. He bumped his head so hard his two front teeth fell out!

2. Rewrite the sentences by adding the correct suffixes (-ness, -ion, -ity, -ment) to the words in the brackets.

a. Her kindness was appreciated by everyone.

b. The decision was made quickly.

c. His generosity was well-known.

d. The artist showed great creativity in his work.

e. The dancer ’s movements were well planned.

Go Grammar

1. Underline and write S (subject), V (verb. and O (object) in the sentences below.

a. The playful dog (S) caught (V) the frisbee (O).

b. We (S) feed (V) our fish (O) every morning.

c. Mithu (S) repeats (V) whatever I say (O).

d. My hamster (S) spins (V) on a wheel (O) all the time.

e. His cat (S) is (V) napping (O) in the sun.

2. Underline the verbs and identify them as ‘Transitive’ or ‘Intransitive’.

a. The cat chased (Transitive) the mouse.

(Reason: The verb "chased" has a direct object, "the mouse.")

b. The baby slept (Intransitive) soundly.

(Reason: The verb "slept" does not have a direct object.)

c. The principal addressed (Transitive) the students.

(Reason: The verb "addressed" has a direct object, "the students.")

d. The sun rises (Intransitive) in the east.

(Reason: The verb "rises" does not have a direct object.)

e. The flowers bloomed (Intransitive) beautifully.

(Reason: The verb "bloomed" does not have a direct object.)

3. Rewrite the sentences with the correct subject-verb agreement.

a. The monkeys are eating bananas.

b. Neither the teacher nor the students were ready for the test.

c. Which group of students is making such a noise?

d. Everyone in the village knows the crow is cheeky.

e. A basket of chapatis was lying on the ground.

f. The Gopi Diaries is a book by Sudha Murthy.

Listen Well

Listen carefully to the story and fill in the blanks.

a. Anansi’s father was the sky god.

b. Anansi’s father turned him into a spider.

c. Anansi spun a glittering web to catch the attention of the villagers.

d. Anansi told the tale of hidden treasure in the forest.

e. The treasure was buried beneath the biggest oak tree in the forest.

f. When the villagers left, Anansi snatched the best fruit from their market stalls.

Speak Well

Answers may vary. This is a sample response.

Skit 1: The Mixed-Up Parrot

Characters:

• Pooja

• Raj

• Grandma

Scene: Pooja is sitting in the living room with her new parrot. Raj is sitting nearby, giggling. Grandma is sitting on a chair, looking confused.

Pooja: (excitedly) Look, Raj! My new pet parrot is so smart! It can repeat anything.

Raj: (laughing) Really? Show me, Pooja! What does it say?

Pooja: (to the parrot) Say "Hello, Raj!"

Parrot: (squawks) "Hello, Raj!"

Raj: (laughing) Wow! It’s amazing!

Grandma: (confused) Oh my! Did it just say, "Hello, Raj"? (frowns) Is it telling me something? I’m not sure. (looks at the parrot)

Pooja: (laughs) No, Grandma, it’s just repeating what we say!

Grandma: (serious) Hmm... maybe the parrot is trying to tell me something important. I should listen closely! (leans forward, looking at the parrot)

Parrot: (loudly) "Eat the cake!"

Grandma: (eyes wide) Oh my! The parrot is advising me to eat the cake! (gets up to go to the kitchen)

Raj: (laughing) Grandma, it’s not advice! It’s just repeating what we say!

Pooja: (chuckling) I didn’t even say anything about cake! (looks at the parrot)

Parrot: (squawks) "Cake!"

Grandma: (confused) I’m sure it’s a sign! I’ll just have a little cake then. (walks to the kitchen happily)

Raj: (laughs loudly) This parrot is too funny!

Pooja: (giggles) Well, I guess Grandma really listens to the parrot!

(Everyone laughs as Grandma comes back holding a slice of cake.)

Skit 2: The Mixed-Up Order at the Restaurant

Characters:

• Nitin

• Sonia

• Arjun

Scene: Nitin, the waiter, brings food to the table where Sonia and Arjun are sitting. Sonia looks at her plate, confused.

Nitin: (smiling) Here you go, ma’am! Your special order. Enjoy!

Sonia: (looks at the plate, surprised) This is not what I ordered! I wanted a vegetable pizza, no olives, extra cheese, and a lemonade!

Nitin: (nervously) Oh, I’m sorry, ma’am. I’ll fix that right away.

Sonia: (angry) But I’m hungry now! (looks at her food) What’s this? It’s a plain salad and a cup of coffee!

Arjun: (laughing) I think that’s my coffee! (points at his plate) And you’ve got my salad!

Sonia: (confused) Wait, what? You’re Arjun, right? (looks at the plate) This is your salad?

Arjun: (laughing) Yes, and I have your lemonade! (takes a sip of the drink)

Nitin: (panicking) Oh no, I’m sorry! I must have mixed it up. I’ll get your order fixed right away!

Sonia: (frustrated) This is a disaster! (looks at her empty plate)

Arjun: (laughing) It’s so funny! I don’t mind a mix-up like this!

Sonia: (serious) But I want my pizza!

Nitin: (apologetic. I’ll get the pizza for you, ma’am! Just one moment!

Arjun: (joking) Maybe next time, Nitin, you should bring the food with a map!

Nitin: (nervously) I’ll make sure to double-check next time! (laughs awkwardly)

Write Well

Answers may vary. This is a sample response.

I recently read a hilarious story called The Misadventures of Dog Man by Dav Pilkey. The story is about a halfdog, half-man superhero named Dog Man. He was created after a police officer and his dog, Greg the Dog, get hurt in an accident. The dog’s head is put on the police officer's body, and they become an unusual hero who fights crime in their city.

In the story, Dog Man and his friends—like Li’l Petey, the kitten, and the evil villain Petey the Cat—get into many funny situations. Dog Man is brave, but also a little clumsy, which leads to even more laughs. From trying to save the day from an evil robot to attempting to fix problems he causes; there’s never a dull moment! The ending is very funny and surprising, but I’ll let you read it for yourself to find out how it ends! It’s a fun, light-hearted story that makes you laugh out loud and reminds you of the importance of friendship and doing the right thing, even when things go wrong. I really recommend it if you enjoy comic books with lots of humour and action!

Chapter 3: Compassion

Read and Respond

1. Answer the questions in one to two sentences.

a. What were the challenges Uncle George faced?

Uncle George faced loneliness after his wife passed away and had difficulty carrying his groceries.

b. How did Asha help to solve them?

Asha offered to help carry Uncle George's groceries, visited him regularly, helped with chores, read him stories, and shared her school adventures.

c. What happened afterwards?

Asha's act of kindness inspired other children to join her visits, and soon, the entire village became more compassionate, helping their elderly neighbours.

2. Identify the theme of the story and give sentences from the story to support your answer.

The theme of the story is kindness and compassion. This is shown when Asha helps Uncle George with his groceries and spends time with him, easing his loneliness. Asha's small act of kindness inspires other children in the village to help their elderly neighbours as well. Her actions spread compassion throughout the village, showing that even little gestures can make a big difference in someone's life.

3. How can we include more acts of kindness in our daily lives at school and at home?

Answers may vary. This is a sample response.

We can include more acts of kindness by helping our classmates with their homework, sharing our food, being polite, and supporting family members by doing chores or offering to help when needed.

Vocabulary

1. Use the collocations in the box to write sentences that show their meaning.

a. An act of friendship: When I helped my friend with her homework, it was an act of friendship.

b. A gesture of love: Giving her a handmade card on her birthday was a lovely gesture of love.

c. A note of appreciation: The teacher gave me a note of appreciation for my hard work on the project.

d. A deed of goodwill: Helping the elderly woman carry her groceries was a kind deed of goodwill.

2. Replace the underlined words with the synonyms in the box that fit the context. Then, rewrite the paragraph.

Hint Box: mindful, popular, grateful, open-handed, effect, warm-hearted

Sarah was known for her compassionate nature. She was always heedful of the needs of others. Her generous attitude was evident when she donated her toys to the local shelter. The community was thankful. Sarah’s considerate actions made her a beloved member of her neighbourhood. Everyone truly came to appreciate her and the positive impact she had on their lives.

Sarah was known for her warm-hearted nature. She was always mindful of the needs of others. Her openhanded attitude was evident when she donated her toys to the local shelter. The community was grateful. Sarah’s considerate actions made her a popular member of her neighbourhood. Everyone truly came to appreciate her and the positive effect she had on their lives.

Go Grammar

1. Rewrite each sentence with a demonstrative pronoun or a possessive pronoun depending on the clue given.

a. The gifts belong to them. (possessive pronoun)

Answer: Those gifts belong to them.

b. The book is about our school. (demonstrative pronoun)

Answer: This book is about our school.

c. The flowers over there belong to them. (demonstrative pronoun)

Answer: Those flowers over there belong to them.

d. That cake sale poster was made by me. (possessive pronoun)

Answer: That cake sale poster is mine.

e. The old photo belongs to her. (possessive pronoun)

Answer: The old photo is hers.

2. Read each question and fill in the correct interrogative pronoun to complete the sentence.

a. Who organised the charity event last weekend?

b. What is that book on the table?

c. Who did the volunteers help at the shelter?

d. What is the most remarkable act of kindness that you have experienced?

e. Which poster should we use for the cake sale?

3. Match the sentences with the correct reflexive pronouns.

Column A

Column B

She reminded herself He congratulatedhimself I taught the importance of empathy. You can rewardyourself We reminded myself

Listen Well

Listen carefully to the directions and trace the route on the map. The destination you will reach is the farm with a windmill.

Speak Well

Answers may vary. This is a sample response. How to Send an Email:

1. Open your email app or website (like Gmail, Outlook, etc.).

2. Click on the “Compose” or “New Email” button to start writing an email.

3. In the “To” field, type the email address of the person you want to send the email to.

4. In the “Subject” field, write a short topic of your email (e.g., "Homework Submission").

5. In the big text box, write your message.

6. Once you're done, click the “Send” button to send the email. How to Attach a File in the Email:

1. After starting your email, look for the “Attach” button, usually shown as a paperclip icon.

2. Click on the paperclip icon.

3. A file explorer will open. Find the file you want to send on your computer or phone.

4. Select the file and click “Open” or “Choose.”

5. The file will upload, and you’ll see it attached to your email.

6. Then, click the “Send” button to send your email with the attached file. How to Download a File from an Email:

1. Open your email inbox and find the email with the file you want to download.

2. Open the email by clicking on it.

3. Look for the file attached to the email (it may appear below the subject or at the bottom of the message).

4. Click on the attachment.

5. A pop-up will appear, giving you an option to “Download.”

6. Click “Download,” and the file will be saved on your computer or phone. You can then open it from your downloads folder.

Write Well

Answers may vary. This is a sample response.

Saraswati Vidyalaya Cultural Society NOTICE

25 July 2025

The Cultural Society is organizing a Community Cleanup Drive to help make our local area cleaner and more beautiful. We invite all students to participate in this important event and contribute to keeping our surroundings neat and green.

Date: 15th March 2024

Time: 9:00 AM - 12:00 PM

Meeting Point: School Playground

Volunteers should wear comfortable clothes and shoes suitable for outdoor work. Let’s all work together and make a difference in our community!

Please confirm your participation by signing up with your class teacher.

Monika Jaisingh President, Cultural Society

Peace and Harmony

Read and Respond

1. Answer the questions in two to three sentences.

a. How did the people feel while building the bridge? The people worked hard and felt determined while building the bridge. They worked without regret and were focused on creating something important.

b. What change occurred between the neighbours as a result of building the bridge? The neighbours, who had previously fought, found new ways to care for one another. The bridge helped bring them together, and they built stronger, kinder relationships.

c. What did the people do to resolve their disputes and wrongs? The people spoke kind words, offered help to one another, and forgave past wrongs and disputes. The bridge allowed them to let go of their differences.

d. What did the bridge symbolise beyond connecting the town? The bridge symbolised unity and the power of working together to build friendships and peace. It was a symbol of how cooperation can heal relationships.

2. If the bridge had not been built, what may have happened in the town? Without the bridge, the town might have stayed divided, with people continuing to fight and remain distant. The lack of unity could have made it harder for the community to work together and find peace.

3. If you lived in the town, what would you have done to ensure that the improved relationships between villagers continued?

ControlCopy

I would continue to encourage people to communicate and offer help when needed. I would organize community events to bring people together, ensuring that kindness and cooperation remained central to our town.

4. Why do you think the poet chose to end the poem with the lines about the ‘greatest bridge’ being unity? The poet likely chose to end the poem with these lines to emphasize that the true connection between people is not just physical but emotional and spiritual. Unity is the strongest bridge that can bring lasting peace and happiness to a community.

Vocabulary

1. Match the compound adjectives and their definitions.

AdjectivesDefinitions

fair-mindedknown for fairness and impartiality well-manneredpolite and well behaved self-assured confident in one’s abilities even-temperednot easily angered or upset light-heartedcheerful and carefree

2. Short Paragraph Using Compound Adjectives:

In our peaceful community, everyone is well-mannered and treats each other with respect. We are also a fair-minded group, where everyone’s voice is heard, and decisions are made impartially. Our residents are even-tempered and solve problems calmly, creating a harmonious atmosphere where everyone feels at ease.

3. Use of Homographs:

a. Resign (verb):

1. I decided to resign from my position as the class president.

2. She will resign after her final meeting next week.

b. Resign (noun):

1. His resign was formal, and he left with grace.

2. The resign was accepted by the board of directors.

c. Console (verb):

1. I tried to console my friend after she lost her pet.

2. He went to console her, offering kind words.

d. Console (noun):

1. I played my favourite game on the console for hours.

2. The old console in the living room has been passed down through generations.

e. Conflict (noun):

1. The conflict between the two teams lasted for hours.

2. There was a conflict over how to divide the task among the group.

f. Conflict (verb):

1. His interests conflict with mine, which causes misunderstandings.

2. The ideas in the book conflict with the current beliefs.

g. Order (noun):

1. The teacher gave the class an order to finish their homework.

2. The shop took my order for a pizza and said it would arrive in 30 minutes.

h. Order (verb):

1. I will order a pizza for dinner tonight.

2. Can you please order more supplies for the class?

i. Change (noun):

1. The change in the weather surprised everyone.

2. His change of attitude helped improve the team’s performance.

j. Change (verb):

1. I need to change my clothes after the workout.

2. You should change your password regularly for security.

4. Fill in the blanks with the synonyms:

a. The team’s success was due to their strong sense of unity, which helped them work together effectively.

b. Her composure even during the most stressful situations, helped her make clear decisions.

c. The lake was so tranquil that it was hard to believe such peace existed in the middle of the bustling city.

d. Despite their differences, the two neighbours reached an amicable agreement on how to divide the property.

e. The new design achieved perfect harmony between form and function, making the space both beautiful and practical.

Go Grammar

1. Correct the Articles in the Paragraph:

In a bustling city park, an elderly woman named Margaret sat alone on the bench, her eyes were filled with sorrow. The young girl named Lily skipped through the park, her laughter rang out like a melody. Without hesitation, a little girl approached Margaret and asked, ‘Why are you so sad?’ Surprised by a child’s question, Margaret started talking to her. Their growing friendship showed the effect that human connections could have.

2. Use the Correct Modal Verbs in the Questions.

a. Can you organise a neighbourhood picnic to get everyone together? (ability)

b. May I suggest your name for the community service project? (permission)

c. Should we visit all villages in this area to assess how happy people are? (advice)

d. They should not quarrel about petty issues like who uses the swing first. (obligation)

3. Make Negative Sentences Using the Given Modal Verbs.

Answers may vary. This is a sample response.

a. Must: You must not skip your homework.

b. Can: She cannot come to the party tomorrow.

c. May: He may not leave the class before the bell rings.

d. Should: You should not forget to bring your textbook.

e. Must: We must not make excuses for not helping others.

Listen Well

Listen carefully to the text and choose the correct answers.

a. What did Mrs Mehta do to help others?

ii Cooked food for the homeless

b. How did Rohan and his family help in the local park?

iii They picked up litter and planted flowers

c. Who did Anaya see helping an old lady cross the street?

ii A kind man

d. What did Rohan help his little sister with?

ii Doing her homework

e. What did Rohan and Anaya promise to do?

iii Spread kindness

Speak Well

Answers may vary. This is a sample response.

1. Use Public Transport

Good morning, everyone!

Today, I am going to talk about why we should all use public transport. Using public transport is great for our environment. When more people use buses, trains, or trams, fewer cars are on the road, which means less pollution in the air. This helps keep our planet clean and healthy. It also helps reduce traffic jams, so we spend less time stuck in cars. Public transport is also cheaper than using a car every day. We can save money and do our part to protect the Earth. So, next time you need to go somewhere, think about using a bus or train!

Thank you!

2. Use Reusable Shopping Bags for a Greener Planet

Hello, everyone!

Today, I want to talk to you about why we should use reusable shopping bags instead of plastic ones. Every year, millions of plastic bags are used and thrown away. These plastic bags pollute our oceans, harming animals like sea turtles and fish. But if we use reusable bags, we can stop so many plastic bags from ending up in the environment. Reusable bags are strong, so they can carry more things, and they last a long time. Plus, they come in fun colors and designs! By using reusable shopping bags, we can all make a big difference in saving the planet.

Thank you!

3. Conserve Our Wildlife

Good morning, everyone!

Today, I want to talk about why it's important to conserve our wildlife. Many animals, like elephants, tigers, and polar bears, are disappearing because of things like pollution, hunting, and loss of homes. If we don’t protect them, these animals may go extinct forever. We can all help by being careful with how we use water, reducing plastic waste, and protecting natural places where animals live. Also, by supporting organizations that protect animals, we can make sure that future generations can see these amazing creatures. Let’s all do our part to conserve wildlife and protect our planet!

Thank you!

4. Make the Teaching of Computer Skills Compulsory in All Schools

Hello, everyone!

I believe that computer skills should be taught in every school. We live in a world where computers and technology are a big part of our lives. Knowing how to use a computer is very important for our future. Computers help us learn, find information, and even do jobs. If we learn computer skills from an early age, we can do well in school and later in life. It also helps us stay connected with people, no matter where they are in the world. So, I think computer skills should be compulsory in all schools so that every student has the chance to succeed.

Thank you!

Write Well

Answers may vary. This is a sample response.

123, Shanti Nagar, Mumbai, 400072

[Date]

The Principal Greenwood Public School A-45, Main Road, Mumbai, 400072

Subject: Suggestion for a Conflict Resolution Programme Respected Sir,

I hope you are doing well. I am a student of class 5 at Greenwood Public School, and I would like to suggest starting a Conflict Resolution Programme for the students. Sometimes, students argue and disagree with each other, and it can cause problems. If we learn how to solve these problems peacefully, it will help us get along better. The programme can teach us how to listen to each other, stay calm during disagreements, and find solutions that everyone is happy with.

I believe that this programme will help in making our school a better and more peaceful place to study and play. Thank you for considering my suggestion. I hope you will take it into account.

Yours sincerely,

Gunjan Saxena V-E Space

Read and Respond

1. Fill in the blanks with words from the poem.

a. Mercury is described in the poem as the closest planet to the Sun.

b. The poem mentions that Saturn has icy rings.

c. Mars is noted in the poem for its red and rocky surface.

d. Uranus is described as tilting and spinning on its side.

e. The Sun is described as giving us warmth and energy, day and night.

2. Answer the questions.

a. The planet described as having a "big red spot" is Jupiter.

b. The poem says that Earth is our home, with water and air.

c. The unique feature of Neptune, according to the poem, is its blue winds.

d. The Sun plays the role of giving us warmth and energy, day and night, as described in the poem.

3. Read the lines from the poem and answer the questions.

"Asteroids and comets zoom through space, In our cosmic neighbourhood, each has a place."

a. The verb that suggests how asteroids and comets move is zoom.

b. The "cosmic neighbourhood" refers to the solar system.

Vocabulary

1. Use the phrasal verbs to fill in the blanks.

a. The astronauts have to get along with each other in space.

b. The space shuttle ran out of fuel so we need to land soon.

c. It’s important to look after your colleagues at work.

d. The launch of the space craft was called off due to bad weather.

e. I don’t know how the astronauts can put up with the microgravity in space.

2. Arrange the words as they would appear in the dictionary.

• astronaut • galaxy

• meteor • orbit • satellite Answers may vary. This is a sample response.

• Astronaut: The astronaut trained for many years before going to space.

• Galaxy: The Milky Way is a galaxy that contains our solar system.

• Meteor: A meteor shower lit up the night sky last week.

• Orbit: The satellite was launched to orbit the Earth.

• Satellite: The communication satellite helps people send messages around the world.

Go Grammar

1. Read the sentences below and underline the adverbs. Then, label each adverb according to the type: manner, frequency, time, or degree.

a. The astronaut carefully (manner) prepared for the space mission.

b. The rocket launches weekly (frequency) at the space centre.

c. The space station will be visited soon (time) by the international crew.

d. The experiment was extremely (degree) successful.

e. They will land on the Moon tomorrow (time).

f. The rover moved smoothly (manner) across the lunar surface.

g. They always (frequency) follow safety procedures before launching.

h. The astronaut floats gently (manner) from one side of the capsule to the other.

2. Fill in the blanks with the adverbs in the box.

Hint Box: rarely, yesterday, quietly, quickly, very

a. The astronaut moved through the spacecraft to quietly avoid making a noise.

b. A space shuttle is used rarely more than four times.

c. The team celebrated the successful launch yesterday.

d. The telescope provided clear images of distant galaxies very clearly.

e. The rocket was assembled in the launch facility quickly.

3. Write one sentence for each type of adverb.

Answers may vary. This is a sample response.

a. happily: The astronauts happily waved to the crowd after returning from their mission.

b. often: The astronauts often have to conduct experiments in space.

c. slightly: The spacecraft was slightly off course, but they corrected it quickly.

d. later: The rocket will launch later this afternoon.

Listen Well

Listen carefully to the text and summarise the information in the table given.

Main Idea

Planet name and number

Atmosphere

Key Details

Mars is the fourth planet from the Sun.

Mars has a thin atmosphere and is colder than Earth. Evidence of life

Missions help us learn more about its

Speak Well

Mars has ice at its poles and evidence of ancient revers, suggesting water may have flowed there in the past.

Missions to Mars help us learn more about its surface, climate, and potential for life.

Answers may vary. This is a sample response.

Once, when I was in class 3, I wanted to participate in the school drawing competition. I was very excited and spent many days practising. But on the day of the competition, I was nervous. I thought my drawing wasn’t good enough compared to others.

At the beginning of the competition, I felt scared and almost thought about giving up. But then I remembered what my teacher always said, "Do your best and don’t worry about others." So, I took a deep breath and started drawing confidently.

In the end, I didn’t win the first prize, but I got a special mention for my effort. I learned that it’s not always about winning; it’s about doing your best and not giving up. This experience taught me to always try my best and not fear failure.

Write Well

Answers may vary. This is a sample response.

India’s Chandrayaan-2 Mission

By: Garima Gupta

India’s Chandrayaan-2 mission is one of the most exciting space projects in our country’s history. Launched by the Indian Space Research Organisation (ISRO), this mission aimed to explore the Moon. Let’s take a closer look at this remarkable journey.

What is Chandrayaan-2?

Chandrayaan-2 is India’s second mission to the Moon. It was launched on July 22, 2019. The mission has three main parts: an orbiter, a lander called Vikram, and a rover named Pragyan. The orbiter is still working well, sending pictures and data from the Moon’s orbit. The lander and rover were supposed to land on the Moon, but unfortunately, the lander lost communication just before landing. Still, the mission taught scientists a lot and made India proud.

Why is it important?

This mission is important because it helps us understand more about the Moon. It focused on studying the Moon’s south pole, an area that had not been explored before. The rover was supposed to search for water ice, which could be very helpful for future space missions. What did we learn?

Although the lander did not land successfully, the Chandrayaan-2 orbiter continues to send back useful information. It has taken high-quality images of the Moon and helped scientists learn more about the Moon's surface and atmosphere. The orbiter has also helped with studying the presence of water molecules on the Moon.

Conclusion

Chandrayaan-2 was an important mission for India. It showed how much progress our country has made in space technology. Even though the lander did not succeed, the mission still brought many valuable lessons and discoveries. With more missions like this, India is sure to make even bigger achievements in space exploration in the future.

Gender Equality

Read and Respond

1. Fill in this table with important information from Arunima’s life.

CategoryDetails

Early Life

Arunima Sinha was from Uttar Pradesh, India. She loved sports and dreamed of joining the army.

Accident Arunima fell from a train and lost her leg, but did not give up on her dreams.

Achievements She became the first Indian woman with a disability to climb Mount Everest in 2013.

Future goals Arunima has climbed the highest mountains on six continents and continues to inspire othere.

2. To challenge assumptions means to question beliefs that people accept without proof. What assumptions did Arunima challenge in this story?

Arunima challenged the assumptions that:

• Girls do not belong in the army – People tried to discourage her from pursuing her dream of joining the army because she was a girl.

• A girl with one leg cannot climb mountains – After her accident, many believed that she would never be able to climb Mount Everest because of her disability, but Arunima proved them wrong.

Vocabulary

1. Create similes to describe Arunima’s journey:

a. Arunima’s determination was as strong as steel.

b. Her climb was like a battle against the mountains.

c. Her success was as sweet as victory.

d. Her story is like a beacon of hope.

2. Think of antonyms for these words using the prefixes (un-, dis-, in-). Use the antonyms in sentences. Answers may vary. This is a sample response.

a. Possible  Impossible

Sentence: It seemed impossible to climb the mountain, but Arunima did it.

b. Able  Unable

Sentence: Despite being unable to walk, she never gave up.

c. Continue  Discontinue

Sentence: Arunima refused to discontinue her journey, no matter the challenges.

d. Patient  Impatient

Sentence: The weather made everyone impatient, but Arunima remained calm.

e. Believable  Unbelievable

Sentence: Her story seemed unbelievable at first, but it was true.

f. Comfort  Discomfort

Sentence: Arunima pushed through the discomfort and kept moving forward.

1. Match the adjectives in bold and their type:

Tanya: Which experiment are you doing, sir, or are you doing two experiments at the same time?

Teacher: This is a new one you have not seen before. That one you have seen before.

• new ➞ quality

• that ➞ demonstrative

• which ➞ interrogative

• two ➞ number

2. Complete each sentence with the correct form of the adjective:

a. Some people think that boys are stronger than girls, but that is a stereotype.

b. The wisest people are those who don’t follow stereotypes about gender.

c. The most common stereotype is that girls are more emotional than boys.

d. Boys are often shown as being braver than girls in adventure stories, but bravery can be found in everyone.

e. The most creative projects are done by those who ignore gender stereotypes and follow their passion.

3. Use appropriate adjectives in the blanks:

In the world of athletics, many strong women have shattered stereotypes. Their determination and resilience inspire us all. The idea that sports are considered ‘men’s’ or ‘women’s’ sports is changing. Brave women have fought for equal opportunities, regardless of gender. One woman who has made a big difference is Arunima.

4. Use these quantifiers in sentences of your own and classify the noun as countable (c. or uncountable (U):

a. Much: There isn’t much debate on this topic. (U)

b. Little: I have little time to prepare for the exam. (U)

c. Few: There are few students interested in the new club. (C)

d. Some: I have some books in my bag. (C)

e. Any: Do you have any ideas for the project? (C)

Listen Well

Listen carefully to the text and number the sentences in the proper order.

1. In a small village, there was a wise teacher named Mr Sharma.

2. He believed that both boys and girls should have equal chances to learn.

3. One day, he decided to open a new school where everyone could study together.

4. The villagers were curious but also hesitant.

5. Mr Sharma explained that educating girls would lead to better health, economic growth, and happier families.

6. He also said that boys would benefit from learning in an environment where everyone was treated the same.

7. As the school grew, the children began to excel in their studies.

8. Gender stereotypes started to fade, and the village became a place of equality.

9. By giving both boys and girls the same opportunities, Mr Sharma created a brighter and more prosperous future for everyone.

Speak Well

Answers may vary. This is a sample response.

Interview 1: Indra Nooyi

Interviewer: Welcome, Ms. Nooyi! Thank you for joining us today.

Indra Nooyi: Thank you for having me! It’s my pleasure.

ControlCopy

Interviewer: You became the CEO of PepsiCo, which is a big achievement. Were there any challenges you faced because of being a woman in such a powerful position?

Indra Nooyi: Yes, there were challenges. Sometimes, people didn’t take me seriously because I was a woman. They assumed I wouldn’t be tough enough to handle big decisions. But I worked hard, stayed confident, and proved them wrong.

Interviewer: That’s inspiring! Did society have any specific expectations for you because you’re a woman?

Indra Nooyi: Yes, people expected me to focus only on family and not pursue such a high career. But I balanced my work and family life. I always believed that women could excel at both if they had the right support.

Interviewer: How did you handle such stereotypes and push forward in your career?

Indra Nooyi: I didn’t let those stereotypes stop me. I worked harder and always focused on the bigger picture. I also made sure to lift other women up, showing that they too could do great things.

Interviewer: What advice would you give young girls today who want to follow their dreams?

Indra Nooyi: Believe in yourself and never let anyone tell you what you cannot do. You are capable of achieving anything you set your mind to!

Interview 2: Pandit Birju Maharaj

Interviewer: Welcome, Pandit Birju Maharaj! It's an honor to have you with us.

Pandit Birju Maharaj: Thank you. It’s my pleasure to be here.

Interviewer: You are a legendary Kathak dancer. Did you face any challenges because of being a male dancer in an art form that is often associated with women?

Pandit Birju Maharaj: Yes, Kathak is often seen as a dance for women, especially in traditional views. But I believed that dance is an art, and anyone, regardless of gender, can be a great dancer. I focused on mastering my craft, and slowly, people began to respect me for my dedication.

Interviewer: Was there any pressure for you to stop dancing because you’re a man?

Pandit Birju Maharaj: There was pressure, yes. Many people in society believed that dance was not a suitable profession for men. But I didn’t let that stop me. I continued to practice and perform, and eventually, I changed the mindset of many.

Interviewer: How did you break those stereotypes about male dancers?

Pandit Birju Maharaj: Through my performances and dedication. I worked harder than anyone and showed that dance is for everyone, whether male or female. I always focused on telling a beautiful story through my art, and that made people respect me.

Interviewer: What advice would you give to young boys who want to pursue art or dance, even though society may tell them it’s not for them?

Pandit Birju Maharaj: Don’t let anyone tell you what you can or cannot do. Follow your passion and put in the effort. Art and dance have no gender—just follow your heart.

Interview 3: Geeta Phogat

Interviewer: Hi, Geeta! Thanks for joining us today.

Geeta Phogat: Thank you! I'm happy to be here.

Interviewer: You’ve made history by becoming the first female wrestler to win a gold medal at the Commonwealth Games. Was it difficult to pursue wrestling as a girl in a sport that is often dominated by men?

Geeta Phogat: Yes, it was difficult. People told me that wrestling wasn’t for girls. They said I would never succeed, and it wasn’t a woman’s sport. But I ignored those comments and continued training. I knew that if I worked hard enough, I could make it.

Interviewer: How did your family support you during these tough times?

Geeta Phogat: My father, especially, was a huge support. He always believed in me and pushed me to keep going. My family’s encouragement made a big difference. Without their support, I wouldn’t have reached where I am today.

Interviewer: Did you feel any pressure from society because you were breaking gender norms by becoming a wrestler?

Geeta Phogat: Yes, I felt pressure. Society often tells girls what they should or shouldn’t do. But I didn’t let those pressures stop me. I kept training, focused on my goals, and proved that girls can do anything if they are determined.

Interviewer: What message would you like to give to young girls who want to pursue their dreams, despite what society might say?

Geeta Phogat: Never let anyone tell you what you can’t do. If you have a dream, work hard and follow it, no matter the obstacles. Girls are as strong as boys, and we can achieve anything we set our minds to!

Write Well

Answers may vary. This is a sample response.

Subject: Invitation to Speak at Our School on Gender Stereotypes

Dear Sir,

I hope this email finds you well. My name is Rishi Kalra and I am a student of GP Global School. I am writing to you with great excitement and respect for your work.

I would like to invite you to visit our school and speak to us about a very important topic: gender stereotypes in society. We believe that your experience and knowledge would greatly help us understand these stereotypes and how we can work together to overcome them.

We would be very grateful if you could share your thoughts, experiences, and ideas with us. Your words could inspire many of us to make a positive change in the way we view and treat others, regardless of their gender. We would be thrilled to have you at our school, and we hope you can take some time out of your busy schedule to visit us.

Thank you so much for considering our invitation. We look forward to hearing from you soon.

Warm regards,

Rishi Kalra

V-B

Art and Culture

Read and Respond

1. Fill in the following information about Thangka paintings.

Aspect Details

State Sikkim

Themes Buddhist teachings, gods, goddessess, and important Buddhist symbols.

Material and colours

Cloth or silk; bright colours like red, blue, gold, and sometimes silver or gold for extra shine.

Storage Thangkas are usually rolled up when not in use, making them easy to store and carry.

Usage Used in religious ceremonies or hung in homes for decoration.

Cultural importance

Help people learn about Buddhism and connects them with spiritual beliefs and practices.

2. How do you think making a thangka painting is similar to or different from painting on paper? Making a thangka painting is different from painting on paper because the material used is cloth or silk, which requires the artist to prepare and stretch it tightly before starting. The artist also adds gold or silver for extra shine, which is not commonly done in regular paintings on paper. The process is more detailed and takes more time as compared to painting on paper.

3. Imagine that your class is planning an exhibition of Indian art forms. Which art forms would you include and why?

For the exhibition, I would include Thangka paintings because they are a beautiful representation of Buddhist culture and teachings. I would also include Madhubani paintings from Bihar because of their bright colours and intricate patterns that tell stories of culture and nature. Another great art form to include is Warli art from Maharashtra, as it shows beautiful tribal art and traditions using simple shapes and natural elements. Finally, I would include Kalamkari from Andhra Pradesh, which involves creating intricate designs with natural dyes and depicts religious and cultural stories. These art forms are unique and tell the stories of different parts of India.

Vocabulary

1. Fill in the table below by breaking the root word from the suffix.

Root wordSuffixUse the same suffix to make one more word art -isticartistic, realistic colour -fulcolourful, beautiful create -ivitycreativity, productivity direct -or director, actor

2. Complete each sentence using an appropriate collocation with either ‘do’ or ‘make’ in the context of art and culture. Use the words in the box to help you.

Hint Box: harm, research, impression, justice

a. Any writer will do research before writing a book on the history of art.

b. The new artist wanted to make an impression with his unusual sculpture.

c. Although the children did not intend to do harm, they brushed against a painting and it fell with a clatter.

d. The reviewer struggled to do justice to the complexity of the artist’s work in his review.

Go Grammar

1. Match the sentences and their kind.

Column A

Column B

Can you calculate the time the artist took for this Thangka painting? Interrogative

What a marvellously intricate painting! Exclamatory Roll up these Thangka paintings and put them in the car. Imperative Thangka paintings are a way to connect with beliefs. Declarative

2. Make sentences of the given type in relation to the picture. Answers may vary. This is a sample response.

a. Interrogative: "Can you describe the vibrant colours of the peacock's feathers in the painting?"

b. Exclamatory: "What a beautiful and majestic painting of the two peacocks!"

c. Declarative: "The painting of the two peacocks captures the elegance and beauty of these birds perfectly."

d. Imperative: "Take a closer look at the details of the peacocks in the painting."

3. Underline the independent clauses in green and the dependent clauses in blue:

a. Although Thangka paintings are special, they require a lot of skill to create.

• Independent Clause (green): they require a lot of skill to create

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• Dependent Clause (blue): Although Thangka paintings are special

b. When not in use, Thangkas are usually rolled up.

• Independent Clause (green): Thangkas are usually rolled up

• Dependent Clause (blue): When not in use

c. In preparation, the artist stretches the cloth.

• Independent Clause (green): the artist stretches the cloth

• Dependent Clause (blue): In preparation

d. While painting, the artist adds gold or silver for extra shine.

• Independent Clause (green): the artist adds gold or silver for extra shine

• Dependent Clause (blue): While painting

e. When the painting is finished, Thangka is often framed for use in religious ceremonies.

• Independent Clause (green): Thangka is often framed for use in religious ceremonies

• Dependent Clause (blue): When the painting is finished

Listen Well

Listen carefully to the dialogue and fill in the blanks.

a. Priya and her art teacher are discussing art.

b. Abstract art does not show things as they look.

c. Realistic art looks almost like a photo.

d. Impressionism is about showing the feeling or impression and colour.

e. Experimenting with different styles is a good way to learn and express yourself.

Speak Well

Answers may vary. This is a sample response.

Student 1:

My favourite type of art is painting. I love how a picture can show so many feelings with just colours and shapes. I like looking at paintings because they make me feel happy and sometimes even calm. When I see a painting, I think about what the artist wanted to tell us, and I feel like I’m part of the story. It’s special to me because it helps me see the world in a different way.

Student 2:

I really enjoy music. Music makes me feel different emotions, like excited or peaceful, depending on the song. I like listening to music when I am studying or relaxing. It helps me focus and can also lift my mood. Music is special because it connects people, no matter where they are from or what language they speak.

Student 3:

I love sculpture because it's amazing to see a piece of art in 3d. I think it’s cool how artists can turn a block of stone or a piece of metal into something beautiful. I like visiting museums and seeing sculptures because they make me think about how the artist shaped the material with their hands.

Student 4:

My favorite type of art is digital art. I enjoy it because you can use a computer to create anything you can imagine! Digital art can be colorful and creative, and I like that you can change things easily. It’s special to me because I can make my own designs and share them with others on the internet.

Student 5:

I like photography. It’s fun to take pictures of beautiful things like nature, people, or animals. Photography helps me remember special moments and helps me see the beauty around me. I enjoy how a picture can tell a story without words. It’s special to me because it lets me capture memories that last forever.

Write Well

Answers may vary. This is a sample response.

Welcome to Kolkata!

Kolkata – The City of Joy Kolkata, the cultural capital of India, is a city full of history, tradition, and vibrant life. Whether you love history, food, or shopping, Kolkata has something for everyone. Here’s your guide to the must-try food, beautiful places to visit, and fun activities in this amazing city!

Must Try Food

1. Kathi Rolls – A Kolkata specialty! Delicious fillings in a soft paratha roll.

2. Macher Jhol – A flavorful Bengali fish curry with rice, a must-have for seafood lovers.

3. Rosogolla – Sweet and spongy, these Bengali sweets are world-famous!

4. Misti Doi – Sweetened yogurt, a perfect dessert after a meal.

5. Prawn Malai Curry – A rich, creamy prawn curry that will melt in your mouth.

Places to Visit

1. Victoria Memorial – A stunning white marble palace, surrounded by gardens, perfect for a relaxing walk.

2. Howrah Bridge – An iconic bridge that connects Kolkata to Howrah, perfect for photos!

3. Indian Museum – A treasure trove of art, history, and natural wonders. A must-visit for history lovers.

4. Dakshineswar Kali Temple – A beautiful temple located on the banks of the Hooghly River.

5. Eco Park – A large green park with activities like boating, cycling, and more.

Art and Cultural Shows

1. Rabindra Sadan – Watch classical dance, theatre, and music performances inspired by Rabindranath Tagore.

2. Nandan – A famous cinema hall showing Bengali films. A great place to experience local culture.

3. Birla Academy of Art & Culture – Attend art exhibitions showcasing traditional and modern artwork.

4. Kolkata Book Fair – Visit the annual book fair to experience Kolkata’s love for literature and art.

Activities to Do

1. Boating on the Hooghly River – Enjoy a relaxing boat ride with views of the Howrah Bridge and the city skyline.

2. Visit New Market – A lively place for shopping, where you can buy clothes, accessories, and souvenirs.

3. Explore the Streets of Kalighat – Take a walk through one of Kolkata’s oldest areas, famous for its temples and narrow lanes.

4. Enjoy a Tram Ride – Hop on the historic trams of Kolkata for a unique experience.

5. Walk along Park Street – Kolkata’s famous street, lined with restaurants, cafes, and shops.

Places to Shop

1. New Market – For clothing, souvenirs, and street food.

2. South City Mall – A modern shopping mall with international and local brands.

3. Gariahat Market – For traditional Bengali sarees, jewelry, and handicrafts.

4. New Town Market – For a wide variety of food, clothes, and accessories.

5. College Street – A book lover's paradise, where you can find books on every subject! Kolkata is waiting for you!

Come and enjoy the rich culture, amazing food, and exciting activities in the city of joy!

Adventure and Mystery

Read and Respond

1. Answer the questions in two to three sentences.

a. What did Mahira and Sam set out to do?

Mahira and Sam set out on an adventure to find a cave that was known for its legendary tales. They were looking for hidden treasures and the mysterious world the cave was said to contain.

b. How did Mahira and Sam prepare for their adventure?

They prepared by bringing flashlights and packing their backpacks tightly. They made sure they were ready to explore the cave, even as it turned dark outside.

c. Describe the atmosphere of the cave.

The atmosphere of the cave was dark and mysterious. The air was cool, and the echoes of their footsteps roared in the silence, adding a sense of adventure and wonder.

d. Where was the treasure and what was it?

The treasure was found inside the cave, hidden among old and rare treasures. It included sparkling jewels and dusty artifacts that amazed Mahira and Sam.

Give two words from the poem to show that the children were plucky. Also give one example to prove it.

The two words are "brave" and "bold." An example that proves their bravery is when they ventured into the dark cave with nothing but flashlights, ready to explore despite the mystery and danger.

2. Identify the rhyme scheme of the poem ‘The Mysterious Cave’.

The rhyme scheme of the poem "The Mysterious Cave" is: AABB

For example:

• play (A)

• day (A)

• tight (B)

• night (B)

3. What is something that you have always wanted to explore and that you wonder about?

I’ve always wanted to explore the deep oceans and discover the creatures that live there. I wonder what unknown species exist and what the ocean floor looks like.

If you could go on this trip of exploration, who would you take with you?

I would take my best friend, Priya.

Reasons why I would choose this person:

a. Priya loves adventure and has always dreamed of exploring the ocean.

b. She is really good at solving problems and staying calm during challenges.

c. We have been best friends for years, and she knows how to make any adventure fun!

Continue the story about where the map leads Ritika and Dhruv:

Ritika and Dhruv stared at the old, weathered map in their hands. It had strange markings that led deep into the forest, beyond where the roads ended. "Do you think it's real?" asked Dhruv, his voice full of excitement. Ritika squinted at the map, her heart racing. "I think it is," she replied. "The X is near the ancient tree. Let's go!"

With their backpacks filled with snacks and a few tools, they followed the path marked on the map. The forest was dense, and the trees seemed to whisper secrets in the wind. As they walked deeper into the woods, the air grew cooler, and the shadows stretched longer. Suddenly, Ritika pointed to something glinting in the distance. "Look! Over there!" she exclaimed. They hurried towards the shining object, and to their surprise, it was a small, hidden cave, just as the map had described.

"Is this the treasure?" Dhruv asked, his voice full of wonder. Ritika smiled. "Let's find out!" They stepped into the cave, where they saw something unbelievable – ancient jewels, gold coins, and a chest that looked like it

hadn’t been opened in centuries! Their eyes widened in awe. "We did it!" Ritika whispered. But there was still one more mystery to solve – the map had one last symbol. What could it mean?

Vocabulary

1. Fill in the blanks with the words in the box:

Hint Box: adventure, artefacts, mystery, journey, explorers, secret, clue

a. The brave explorers went on an exciting journey to find the lost city.

b. During their adventure, the adventurers discovered a hidden secret in the cave.

c. The explorer found a map in the cave that would lead them to ancient artefacts.

d. Solving the mystery was challenging, but they found a clue to help.

2. Rewrite the paragraph below with correct punctuation:

Ritika found a strange map in the basement. It looked ancient and was covered in symbols and cryptic messages. She showed it to her brother, Dhruv. He said, "We need to decode this map. It might lead to something amazing!" They began to decipher the symbols.

Go Grammar

1. Label the sentences as simple present (S), present continuous (C) or present perfect (P) tense.

a. Young Aarav is returning home from a game of football. (C) Present continuous

b. He hears some strange sounds from his house. (S) Simple present

c. A couple of thieves have entered through a window. (P) Present perfect

d. The neighbourhood is looking calm and quiet. (C) Present continuous

e. Aarav has climbed into a tree to take pictures with his camera. (P) Present perfect

2. Label the sentences as simple past (S), past continuous (C) or past perfect (P) tense.

a. Raju, a young shepherd, lived in a small village surrounded by hills. (S) Simple past

b. One evening, he was tending his flock at the edge of the forest. (C) Past continuous

c. He saw a cloud of smoke. (S) Simple past

d. He had studied how to manage forest fires in school. (P) Past perfect

e. He asked each villager to get a bucket of water. (S) Simple past

f. The villagers formed a human chain and doused the fire. (S) Simple past

3. Fill in the gaps.

Present Perfect Tense

The family has finished dinner by eight. They have decided to go out for a stroll and an ice-cream.

A car has crashed into a small road-side stall.

Past Perfect Tense

Thankfully, the owner of the stall had left for the day.

Listen Well

Listen carefully to the poem and fill in the blanks with the correct words.

a. In a quiet town where secrets lie, a young detective passes by.

b. Someone’s been causing trouble here.

c. Her notebook is filled with every clue, she thinks and wonders what to do.

d. With clever moves, she sets a trap, catches the culprit in a snap.

e. The town is safe, the mystery done, thanks to the detective, the case is won.

Speak

Well

Answers may vary. This is a sample response.

Group 1: Children Can Be as Effective as Adults at Solving Mysteries

1. Nancy Drew Series

Nancy Drew is a famous young detective who solves many mysteries. She is smart, brave, and always finds clues that even adults miss. She can think quickly and use her cleverness to solve mysteries, just like an adult detective would.

2. The Hardy Boys

Frank and Joe Hardy are two brothers who solve mysteries all over the world. Even though they are kids, they use their brains and teamwork to crack cases that most adults wouldn’t be able to solve. Their courage and skills prove that children can be as effective as adults in solving mysteries.

3. Harry Potter Series

Harry Potter and his friends, Ron and Hermione, solve many mysteries at Hogwarts. They solve difficult problems using their knowledge, teamwork, and bravery. Even though they are young, they show how kids can solve problems that seem impossible, just like grown-ups.

4. Matilda

In the story of Matilda, she uses her amazing powers to help solve problems and stand up against unfairness. She may be young, but her smart thinking and bravery helped her solve big problems, just like any adult could.

Group 2: Adults Are More Effective at Solving Mysteries

1. Sherlock Holmes Series

Sherlock Holmes is a famous adult detective who solves the hardest mysteries with his cleverness and deep knowledge of detective work. Adults like him have experience and wisdom that children don’t have yet, so adults are usually better at solving complex mysteries.

2. Agatha Christie Series

In Agatha Christie’s books, detectives like Hercule Poirot and Miss Marple are adults who solve the toughest cases. Their life experience helps them see things children might miss. Adults use their skills and knowledge to solve mysteries, which makes them more effective than children.

3. The Casebook of Inspector Gadget

Inspector Gadget is a funny adult detective who tries his best to solve mysteries, but sometimes he needs help from his niece Penny, who is much smarter. This shows that even though children can be helpful, adults are usually better at solving mysteries because of their experience.

4. Home Alone

In the movie Home Alone, a child named Kevin solves problems, but he’s mostly just defending his home from burglars. While Kevin’s cleverness helps, he still needs adult help in real-life situations. This shows that kids might be good at solving simple problems, but adults are better at handling real mysteries and dangers.

Write Well

Answers may vary. This is a sample response.

Title: The Magical Book

Introduction: One sunny afternoon, a curious girl named Mia walked into her school library. She loved reading books, and the library was her favorite place to be. Today, she picked up an old book that looked different from the rest. The cover was dusty, and the pages seemed to shimmer with a strange glow.

Conflict: As soon as Mia opened the book, she felt a strange sensation. The words on the pages began to swirl around, and suddenly, she found herself being pulled into the pages of the book. The next thing she knew,

Mia was no longer in the library. She was standing in a magical forest, filled with sparkling trees and floating butterflies. She had been transported to a fairyland!

Rising Action: Mia was both excited and scared. She began to explore, wondering if she could find a way back home. As she walked through the glowing forest, she met a friendly fairy named Lila. Lila explained that the fairyland was in danger. A dark cloud had appeared and was blocking the sunlight, making the flowers and trees start to wilt. The fairy queen had disappeared, and no one knew how to save the land.

Climax: Mia decided to help. With Lila’s guidance, Mia found a hidden cave where the fairy queen was trapped under a spell. The only way to break the spell was to read the special words from the book Mia had opened in the library. With no time to waste, Mia opened the book and read aloud the ancient words. A bright light filled the cave, and the fairy queen was freed!

Falling Action: The dark clouds disappeared, and the sun shone brightly once again. The forest began to bloom, and the creatures of the fairyland cheered with joy. The fairy queen thanked Mia for her bravery and gave her a special magical charm as a token of appreciation.

Resolution: Suddenly, Mia felt a tug and found herself back in the library, holding the magical book. She looked around, and everything seemed normal again. But Mia knew that fairyland would always be a part of her heart. She smiled and closed the book, promising herself that whenever she needed an adventure, all she had to do was open it again.

Environment

Read and Respond

1. Choose the correct options.

a. Where was Hamaguchi’s farmhouse located?

ii On a small plateau overlooking a bay

b. Why did Hamaguchi not allow the villagers to put out the fire immediately?

iii He wanted to ensure everyone climbed up.

c. What did the villagers witness after Hamaguchi pointed out at the sea?

iii A tsunami

2. Answer the questions.

a. Why did Hamaguchi set fire to his rice fields?

Hamaguchi set fire to his rice fields to alert the villagers about the impending tsunami, as he knew the danger from the earthquake.

b. What did the villagers do when they saw the rice fields burning?

When the villagers saw the rice fields burning, they started climbing up the steep slope towards the plateau to reach safety.

c. What did the villagers do to show their gratitude to Hamaguchi?

The villagers showed their gratitude by thanking Hamaguchi and building a temple in his name.

d. Hamaguchi Gohei uses quick thinking and empathy to help the villagers during a challenging situation. How can you apply this lesson to help others in your own community during an earthquake at school?

Answers may vary. This is a sample response.

If there is an earthquake at school, I can quickly help others by staying calm, making sure everyone is safe, and guiding them to the safest places, like an open area or away from windows. I could also help teachers communicate with emergency services.

3. Find words in the text that mean the same as the following:

a. To be worthy of trust and admiration. Respected

b. The quality of having experience, knowledge, and good judgment. Wisdom

ControlCopy

c. The quality of being willing to share with others and give freely. Generosity

d. A large flat area of land that is higher than other areas of land that surround it. Plateau

e. A long, high sea wave caused by an earthquake or other disturbance. Tsunami

Vocabulary

1. Read the meanings and unscramble the words.

a. A multicoloured arc that appears in the sky when light hits water droplets. (raibnwo)

b. A landform where molten rocks erupt through the surface. (lvoacon)

c. A type of solid rain made up of balls or lumps of ice. (laitsorhm)

d. A strong wind that forms itself into an upside-down spinning cone and develops over land. (ntoraod)

e. A large mass of snow, ice, earth or rock slides down a mountainside with a swift motion. (vaalnchae)

f. A violent wind that has a circular movement that is formed over the sea. (rhuaricen)

2. Choose the correct phrasal verbs to complete the sentences.

a. After a long journey, we finally __________ our destination, eager to begin our adventure.

b. Upon entering the crowded room, she __________ nervously, searching for familiar faces in the sea of strangers.

c. He felt a chill in the air and his __________, pulling it closer to ward off the cold.

d. As the sun began to set, they __________ a suitable spot to set up camp for the night.

e. She __________ the mentor ’s role, guiding the young students through their challenging academic journey.

Go Grammar

1. State whether the sentences are in passive voice or active voice:

a. She is loved. — Passive voice

b. All humans are equal. — Active voice

c. My brother is being given a medal today. — Passive voice

d. She has opened a new restaurant. — Active voice

e. My brother is learning Spanish. — Active voice

f. Coffee is produced by local farmers. — Passive voice

2. Rewrite the following sentences in passive voice:

a. The chef is preparing a delicious meal for the guests.

A delicious meal is being prepared by the chef for the guests.

b. The team will complete the project by next week.

The project will be completed by the team by next week.

c. The dog chased the cat across the field.

The cat was chased by the dog across the field.

d. She was painting a beautiful landscape on the canvas.

A beautiful landscape was being painted by her on the canvas.

e. The students have submitted their homework. The homework has been submitted by the students.

3. Rewrite the following sentences in active voice:

a. The book is being read by Gina. Gina is reading the book.

b. The decision has been made by the committee. The committee has made the decision.

c. The book was written by my father. My father wrote the book.

d. The cake was being baked by Anamika. Anamika was baking the cake.

e. The house will be built by a team of construction workers. A team of construction workers will build the house.

4. The following sentences are either in active or passive voice. Read the sentences carefully to identify the errors. Write the correct sentences in the space provided:

a. The cake was be baked by Mary. (Past continuous)

The cake was being baked by Mary.

b. The fox is chased the rabbit. (Simple past)

The fox chased the rabbit.

c. The homework will completed by John. (Simple future)

The homework will be completed by John.

d. The children had sung the song beautifully. (Past perfect) The children had sung the song beautifully. (This sentence is correct.)

e. The trees is being planted by the gardener. (Past continuous)

The trees are being planted by the gardener.

Listen Well

Listen carefully and sequence the sentences in the correct order.

c. Lately, climate change has become a significant problem.

e. Climate change has not only affected weather patterns but also nature.

d. People are finding it harder to grow food.

a. People around the world are finding ways to deal with the changes.

b. Everyone has to work together to protect our planet.

Speak Well

Answers may vary. This is a sample response.

Topic: The Importance of Saving Water

Facilitator (Person guiding the discussion):

Hello everyone! Today, we are going to talk about why it is important to save water. Saving water helps to ensure that everyone has enough clean water to drink and use. It also helps protect the environment and animals who need water too.

Recorder (Person taking notes):

(Recording key points during the discussion)

• Water is necessary for drinking, cleaning, farming, and more.

• We waste a lot of water without thinking, like leaving taps running while brushing teeth.

• Saving water means there will be enough water for future generations.

• Some places face water shortages, and saving water can help them.

Norm Keeper (Person making sure everyone participates and is respectful):

Let’s all make sure we listen to each other. Everyone should have a chance to share their ideas, and we should be respectful of others' opinions.

Summariser (Person summarising the discussion):

To sum up, saving water is very important. We need to stop wasting water by turning off taps, using watersaving appliances, and spreading awareness. If we all work together to save water, we can make sure that there is enough for everyone. Remember, even small actions can make a big difference! Examples to support the discussion:

• In some parts of the world, people don’t have enough clean water to drink, so we should save water to help them.

• In our homes, we can save water by taking shorter showers or fixing leaking taps. Story to start the presentation:

Once, there was a village where people used water without thinking. Soon, the water source dried up, and the people struggled to find clean water. The village learned that by saving water, they could make sure there was enough for everyone in the future.

Write Well

Answers may vary. This is a sample response. My favourite outdoor place is the local park near my house. It has large green fields, beautiful flowers, and tall trees that give a lot of shade. There is also a small lake where ducks swim, and a playground where I love to play with my friends. I enjoy going there to relax, play sports, and spend time with my family. The fresh air and peaceful atmosphere make it a perfect place to escape from the busy world. It is very important to take care of the park so that it stays clean and beautiful for everyone. When people throw trash on the ground or damage the plants, it harms the environment. Taking care of the park means picking up litter, not damaging the trees, and making sure that the animals have a safe home. By doing these simple things, we can keep the park clean and make sure it’s a pleasant place for others to enjoy. If we all take care of our outdoor spaces, we can protect nature and make sure that future generations can enjoy the beauty of the park, just like we do. Keeping the park safe and clean is everyone’s responsibility!

Chapter 10: Image and Self-Confidence

Read and Respond

1. Fill in the blanks with the words from the story. You may have to change the form of the words.

a. Nayar ’s transformation from a boy who preferred reading to a confident Kathakali dancer demonstrates how trusting one’s instincts can lead to unexpected self-discovery.

b. Nayar became interested in Kathakali after he found his father’s old costumes and started mimicking.

c. Two events that convinced Nayar to perform were his father’s illness and the upcoming festival.

d. Nayar ’s determination helped Nayar overcome his nervousness when he performed on stage.

e. By taking his father ’s place at the festival, Nayar not only honoured his family’s legacy but also discovered his own talent.

2. What might have happened if Nayar had not volunteered to dance?

a. How would Nayar’s father have felt? Why?

If Nayar had not volunteered to dance, his father would have likely felt very disappointed and sad. He had been looking forward to performing at the festival, and his illness stopped him from dancing. Without Nayar's help, his father's sadness would have deepened, and he may have felt like his legacy was lost.

b. What opportunities for personal growth might Nayar have missed? Explain.

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If Nayar had not volunteered to dance, he would have missed the chance to prove his talent and build confidence in himself. By stepping up to dance, he not only honoured his father but also discovered his own abilities and grew as a dancer. This experience allowed him to transform from a shy boy to a confident performer.

3. Reflect on a time when you overcame a personal challenge.

a. What was the challenge you faced?

I had to give a speech in front of my class, and I was very nervous about speaking in front of so many people.

b. How did you initially feel about this challenge?

At first, I felt scared and worried about making mistakes. I was afraid I would forget what to say.

c. Was there a moment of discovery, similar to Nayar finding the costumes? Describe it.

Yes, when I practiced in front of a mirror, I realized that I was doing better than I expecte d. I started to feel more confident and understood that I could manage my fear.

d. Who helped you overcome the challenge?

My teacher and my best friend helped me. They encouraged me to practice and assured me that everyone would be supportive.

e. How did you feel after overcoming the challenge?

After overcoming the challenge, I felt proud of myself and confident. I was happy that I could speak in front of my class without being so scared. It made me realize that facing my fears helped me grow.

Vocabulary

1. Replace the underlined words with idioms from the box.

Ameya was feeling down in the dumps after failing her maths test. Her best friend, Meera, reminded her not to sell herself short, because Ameya was usually a whiz at numbers. Meera’s encouragement helped Ameya pick herself up, and she decided to give it another shot. Ameya studied hard for the retest. On the day of the test, Ameya walked into class with her head held high. It was a weight off her shoulders when the results came and she had scored well.

2. Complete the word web for the word ‘CONFIDENCE’ with three synonyms, three antonyms and three idioms.

Synonyms:

• Self-assurance

Antonyms:

• Doubt

Idioms:

• On top of the world

Go Grammar

• Belief

• Insecurity

• Full of beans

• Courage

• Fear

• In the driver ’s seat

1. Identify if these statements are in direct speech (D) or indirect speech (ID).

a. Nayar said that he would perform in his father ’s place. (ID)

b. ‘I can’t believe how connected I feel to this dance,’ Nayar whispered to himself. (D)

c. Nayar ’s father said he was too ill to perform at the festival that year. (ID)

d. ‘I’m nervous, but I can do this,’ Nayar muttered on the night of the festival. (D)

e. ‘I am performing in your place, Father,’ Nayar said bravely. (D)

2. Insert the correct punctuation for direct speech in the following sentences.

a. Nayar said, "I will perform in my father ’s place."

b. "Are you sure you can do this?" Nayar’s mother asked.

c. "You did an amazing job," said his father.

d. Nayar ’s father whispered to himself, "I am so proud of him."

e. "You gave an excellent performance!" exclaimed his best friend.

3. Convert from direct speech to indirect speech.

a. Rohan said that they were going to cheer for him in the match tomorrow.

b. Nisha said that Amma had motivated her to participate in the tournament.

c. Sharaman said that he was confident about the match today.

d. Neha said that she was going to win the dance competition next year.

e. Abhilash said that they would start the cleanliness drive now.

Listen Well

Listen carefully to the conversation between Neha and Samir and write who speaks the lines.

Dialogue

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Speaker

My teacher said my project wasn't good enough. Samir She suggested adding more details and explaining my ideas more clearly.Samir How about we start by looking at the project together? Neha

I know it's a chance to learn. Samir

It's important to stay positive and use it as a chance to grow. Neha

Speak Well

Answers may vary. This is a sample response. Let's choose "Amazing Grace" by Mary Hoffman.

Scene: Grace decides to audition for the school play, but some classmates doubt that she can play Peter Pan because she is a girl.

Characters:

• Grace (Main character)

• Jack (Classmate who doubts Grace)

Dialogue:

• Grandma (Grace’s supportive grandmother)

• Natalie (Grace’s friend)

Grace: (Excited) "I want to audition for the part of Peter Pan in the school play! I think I can do it!"

Jack: (Laughing) "But Grace, Peter Pan is a boy! Are you sure you can do it?"

Grace: (Looking hurt) "Why not? I can be anyone I want to be!"

Natalie: (Encouraging) "I think you’d be great as Peter Pan, Grace! Don’t listen to Jack."

Grace: (Confidently) "Yeah! I can do it. I just have to believe in myself."

Scene shifts to Grace talking to her Grandma later that evening.

Grace: "Grandma, I’m nervous about the audition. What if I’m not good enough?"

Grandma: (Smiling kindly) "Grace, don’t ever let anyone tell you what you can or cannot do. If you believe in yourself, you can do anything."

Grace: (Nods) "Thanks, Grandma! I’m going to give it my best shot."

Final Scene - The school play rehearsal. Grace is dressed as Peter Pan, standing proudly on stage.

Jack: (Amazed) "Wow, Grace! You really do make a great Peter Pan!"

Grace: (Smiling, with confidence) "I knew I could do it!"

End of Scene

Write Well

Answers may vary. This is a sample response. Good morning everyone,

Today, I want to talk about the importance of celebrating our differences. We all come from different backgrounds, cultures, and have unique experiences that shape who we are. These differences make our world vibrant, interesting, and full of opportunities to learn from one another.

It’s important to remember that no two people are the same. Our individuality should be cherished, not ignored. When we celebrate our differences, we create an environment of respect and understanding, where everyone feels valued and included. Whether it’s through our traditions, thoughts, or even the way we express ourselves, embracing our uniqueness helps us grow as individuals and as a society.

So, let’s not see differences as obstacles but as opportunities to learn, share, and unite. By celebrating what makes us different, we create a stronger, kinder, and more inclusive world for everyone.

Thank you.

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1. The Shawl

Listening Texts

Page Nos. 10-11

Sonu is new in town and feels nervous about In our neighbourhood, we started a community garden project. People came together to plant and take care of the garden. Mr Patel helped plant tomatoes, while Mrs Singh watered the flowers every morning. Kids like Ravi and Aisha helped by weeding the garden and keeping it clean. Every Saturday, we gathered to share ideas and work together. We planted vegetables like carrots and potatoes, and flowers like marigolds and roses. Everyone was excited to see the garden expand. It soon became a beautiful place where people wanted to spend time.

2. The Adventure of Toto

Page No. 26

In a small Indian village, there lived a very clever crow named Kulu. Kulu loved playing tricks to get food. One day, he saw a farmer with a basket of chapatis. Kulu pretended to be hurt, hopping around pitifully. The farmer felt sorry for the bird and offered him a chapati. Kulu quickly grabbed it and flew away, cawing happily.

Kulu spotted a monkey eating bananas. Kulu landed nearby and squawked loudly, startling the monkey. The monkey dropped a banana in surprise, and Kulu swooped in to snatch it.

Kulu's tricks didn’t stop there. He tricked a group of children playing in the park. He picked up a shiny object and dropped it in front of them. While they were distracted, he stole their snacks!

Everyone in the village knew Kulu was smart and cheeky, but they couldn’t help but laugh at his clever antics.

3. A Life-Saving Dog

Page No. 38

Arpit is a tourist in Paris. He is at the hotel. He asks the receptionist for directions.

She uses a map to explain the route.

- Travel north-east. At the fork turn east. You will see the market on your left.

- Turn right, and your destination will be on your right.

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- Start at the hotel, which lies on the western side of town.

- Head south and then turn east. Continue going east past the Public School, which will be on your left.

- At the corner, turn left. You will see a ring road.

- Take the ring road and take the third exit on your left.

5. Old Jaideep and the Carpenter Page No. 57

In a small Indian village named Sukhapur, there was a disagreement between two groups of people. One group wanted to cut down trees to build new houses, while the other group wanted to save the trees to protect the environment. The village panchayat decided to hold a meeting to discuss the issue. Everyone gathered at the market. Each group presented their ideas and listened to the other side. After much discussion, they agreed to plant new trees in another part of the village before cutting any down. This way, they could build new houses as well as protect the environment. The villagers worked together and soon, both new houses and fresh green trees were part of Sukhapur. Everyone was satisfied that the matter had been resolved peacefully.

7. India's Star in Space Page No. 00

Astronaut Zara had an exciting day on the starship Explorer. She began her morning with a healthy breakfast to ensure that she would have energy for her tasks. After breakfast, she spent her morning conducting experiments on samples collected from space. Just after noon, Zara had lunch while floating in zero gravity, which made eating an adventure. Then, she exercised for two hours in the spaceship's gym to keep her muscles strong. After dinner, Zara had some free time to relax, read space stories, or send messages to her friends back on Earth. Finally, she slept in a special sleeping pod that kept her from floating away. Life in space was thrilling and full of new experiences.

9. The Girl Who Was a Forest Page No. 00

Maya loved playing football. Even though most of the players in her town were boys, she didn't let that stop her. Every day after school, Maya practised hard. She learnt to dribble, pass and shoot the ball with great skill.

One day, the coach announced tryouts for the town's football team. Maya decided to give it a

try. At the tryouts, she played with all her heart. She ran fast, made perfect passes and scored a fantastic goal.

The coach was very impressed. When he announced the team, Maya's name was on the list! The boys were surprised but they soon saw how good she was. Maya became a key player, and everyone cheered for her at the games. She showed everyone that with hard work and passion, anyone can excel, no matter what the sport is.

10. An Art Journey Across India

Ravi and Meera are artists

Guarded by creatures while they sleep. Under the moon's soft, silver glow, Mysteries of the forest grow, Listen close and you might hear, Ancient songs, both far and near. So step inside, be brave and bold, Discover the secrets the forest holds, Each path a clue, each leaf a sign, Of hidden wonders, so divine.

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Page No. 107

Ravi: Hey Meera, are you ready for the upcoming art exhibition?

Meera: Almost, Ravi. I’ve selected all my pieces, but I’m still thinking about a name for my collection. How about you?

Ravi: I’ve chosen all my paintings. Now I’m focusing on setting up the displays. Do you have any ideas for me?

Meera: Yes, I was thinking of arranging my sculptures by theme. That way, each section tells a story. What do you think?

Ravi: That sounds fantastic! I might do something similar with my paintings. Also, have you thought about promoting the event?

Meera: Definitely! I’ve made flyers and posted them on social media. I’m also planning to send out invitations to some local art critics.

Ravi: Great idea! I’ll make sure to share your posts and help spread the word. Together, we can make this exhibition a huge success.

Meera: Absolutely! Let’s meet again tomorrow to finalise everything.

Ravi: Perfect, see you then!

11. The Mystery of the Silk Umbrella Page No. 122

In a forest deep and green, Where shadows play and lights are seen, There lie paths both old and new, Leading to secrets, hidden from view. Among the trees so tall and wide, Whispers of stories gently slide, Tales of treasures buried deep,

13. Jadav and the Tree-Place Page No. 142

Wise Owl, Busy Bee and Scurry Squirrel were very good friends. One day they noticed the air smelt funny and the water in the pond looked dirty. They realised that their home, Nature's Nook, was in danger because of pollution from the city. The three friends knew they had to do something to save their park. They talked to their animal friends, like Rusty Rabbit and Happy Hedgehog, and together they came up with a plan. They picked up litter, planted colourful flowers, and talked to the people in Greenhaven about taking care of the environment.

Their hard work paid off! Soon, the air was fresher, the water was cleaner, and Nature's Nook was more beautiful than ever. The people of Greenhaven joined in too, planting trees and recycling to keep their city clean and green.

And so, thanks to the teamwork of Wise Owl, Busy Bee, Scurry Squirrel, and their friends, Nature's Nook remained a magical place where animals could live happily ever after.

15. Full of Light Page No. 162

Shakthi: I just won the art competition at school! Tejas: That's wonderful! You should feel very proud of yourself. How did you manage to do it?

Shakthi: I practised a lot and tried different methods until I found what worked best for me.

Tejas: That’s great! Do you feel more confident about your art now?

Shakthi: Yes, I do! But sometimes when showing my art to others, I still get nervous.

Tejas: I think every artist does. I am sure everyone appreciates your efforts and creativity.

Shakthi: Thank you Tejas!

Tejas: Just remember, keep believing in yourself!

About the Book

The Ignite Teacher Manual for grades 1 to 5 English is an essential guide designed to support educators in delivering structured and effective lessons. It includes a collection of comprehensive lesson plans that outline a clear and engaging pathway for teaching, as well as answer keys that ensure correct and efficient evaluation. The manual also adheres closely to the guidelines put forward by NEP 2020 and NCF 2023. Whether you're introducing new concepts or reinforcing foundational skills, this manual offers the clarity and support necessary for successful lesson delivery.

Product Components

The Ignite product package also includes the

• Coursebook: A thoughtfully-crafted ELT programme designed especially for 21st-century learners.

• Workbook: A practical companion designed to reinforce learning and develop essential skills through engaging and hands-on activities.

• Uolo App: An interactive learning platform that brings the classroom experience to life with dynamic content and real-time progress tracking.

About Uolo

Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.

ISBN 978-81-983195-5-5