Ignite_TM_AY25_G4_CC

4 IGNITE

Unlocking Language Skills

English Teacher Manual

Ignite English Teacher Manual

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Acknowledgements

Academic Authors: Anuj Gupta, Melanie Grobler

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

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

Project Lead: Chandani Goyal

VP, Learning: Abhishek Bhatnagar

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

© Uolo EdTech Private Limited

First impression 2025

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

Book Title: Ignite English Teacher Manual 4

ISBN: 978-81-983195-1-7

Published by Uolo EdTech Private Limited

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

CIN: U74999DL2017PTC322986

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

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

Foreword

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

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

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

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

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

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

Progress Tracker:

Using the Trackers

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CB pages 156–157

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

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

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

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

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

Progress Tracker

Student’s Name

Teacher’s Name

Date

Learning Outcomes

Listening

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

Understands and follows multi-step, detailed instructions independently.

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

Speaking

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

Parent’s Name

Criteria:

• Write H for Need Help

• Write G for Getting There

• Write C for Can Do

Beginning of the year Middle of the yearEnd of the year

Reading Tracker: CB pages 158–159

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

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

• Schedule a date for the first sharing session.

• Show students the Recommended Reading list (CB pages 160–161).

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

DateDayName of

15/04/ 2025 Monday

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

Learning Objectives

Students will be able to:

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

 practise their reading and comprehension skills.

 correctly use words to identify family relations.

 identify types of nouns.

 listen to a text to fill in the blanks.

 add lines to a chain story.

 write an informal letter

Period 1: Reading

Get Set

1 Coconut Barfi with Ammachi ControlCopy

CB page 1

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

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

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

Let’s Read

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

CB pages 1–4

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

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

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

Read and Respond

CB page 5

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

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

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

Homework

CB page 5

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

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

Period

Recap

Ask a few questions, such as: What is the name of the story? Who wrote this story? How does Sooraj spend his day with Ammachi? to recap the story.

Let’s Read

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CB pages 2–4

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

Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary. After the reading is over, ask questions, such as: Why did Sooraj think that the day he spent with his Ammachi was a lovely day? to gauge the learners’ depth of understanding.

Read and Respond

CB page 5

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

Homework

CB page 6

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB page 6

Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about the special relationship between Sooraj and his grandmother Ammachi. It is also about the importance of spending time with one’s family.

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

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

Homework

WB pages 1–3

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

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

Period 4: Vocabulary

Recap

Ask questions such as: What is the story about? What did Sooraj want his Ammachi to make? to recap the story.

Vocabulary

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

CB pages 7–8

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

Then, instruct learners to do Q1 and Q2. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.

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

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

Homework

WB pages 3–4

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

Period 5:

Grammar

Go Grammar: Common and Proper Nouns

CB pages 8–9

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

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

Go Grammar: Countable and Uncountable Nouns

CB pages 9–10

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

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

Homework

WB pages 5–6

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

Period 6: Grammar

Revision: Countable and Uncountable Nouns

CB page 9

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

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

Go Grammar: Collective Nouns

CB pages 10–11

Revise the concept by going through the definition and the examples of collective nouns, given in the table. Ask them to attempt Q4. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.

Homework

CB page 10, WB page 6

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

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

Period 7: Listening & Speaking

Listen Well

CB page 11

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

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

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

Speak Well

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

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

Homework

CB page 11

WB page 7

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

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

Period 8: Writing

Speak Well: Activity

CB page 11, WB page 7

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

Write Well

CB page 12

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

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

Homework

WB pages 7–8

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

Learning Objectives

Students will be able to:

 read and appreciate a poem on family bonding.

 practise their reading and comprehension skills.

 correctly use family-related vocabulary.

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

Period 1: Reading

Get Set

Theme 1: Family Bonding

2 Family Comes Together ControlCopy

CB page 13

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

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

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

Let’s Read

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

CB pages 13–14

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

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

Homework

CB pages 15–16

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

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

Period 2: Reading

Recap

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

Let’s Read

CB page 14

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

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

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

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

Read and Respond & Big Idea

CB pages 15–16

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

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

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

Homework

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

Period 3: Vocabulary

Vocabulary

CB page 17

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

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

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

Poetry Appreciation

CB page 17

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

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

3 We Call Her Ba

Learning Objectives

Students will be able to:

 read and understand a biographical story.

 practise their reading and comprehension skills.

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

 correctly use types and order of adjectives.

 listen to a text and answer questions correctly.

 give a speech on a national holiday.

 write short messages to convey information.

Period 1: Reading

Get Set

CB page 18

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

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

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

Let’s Read

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

CB pages 18–21

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

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

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

Read and Respond

CB page 22

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

Then, do Read and Respond Q1 and Q2 in class. Call out the answers and let the learners mark corrections in pencil, if any.

Homework

CB page 22

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

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

Period 2: Reading

Recap

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

Let’s Read

CB pages 19–21

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

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

After the reading is over, ask questions, such as: Do you think it is important to love one’s country? What did you learn from the life of Kasturba Gandhi? to gauge the learners’ depth of understanding.

Read and Respond

CB page 22

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

Homework

CB page 23

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB page 23

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

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

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

Homework

WB pages 9–11

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

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

Period 4: Vocabulary

Recap

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

Vocabulary: Words on Patriotism

CB pages 23–24

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

Vocabulary: Using the Dictionary

CB page 24

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

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

Homework

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

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CB page 24, 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

Recap: Sentence Writing

CB page 24

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

Go Grammar: Types of Adjectives

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

CB pages 25–26

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

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

Homework

WB pages 12–13

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

Period 6: Grammar

Go Grammar: Order of Adjectives

CB pages 26–27

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

Ask them to rearrange the order and say the sentence aloud. After a few learners try, ask them if they noticed something wrong in the meaning of the sentence when they rearranged the order. Explain the definition and go through the examples. Then, ask them to attempt Q2 and Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.

Homework WB pages 13–14

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

Period 7: Listening & Speaking

Listen Well

CB page 27

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

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

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

Speak Well

CB pages 27–28

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

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

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

Homework

WB pages 14–15

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

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

Period 8: Writing

Speak Well: Presentation

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

Write Well

CB pages 29–30

Explain the importance of taking messages accurately to the learners. Read out the examples and the model answer to them. You may even divide the class into pairs and ask them to prepare a short skit where one learner calls and the other one takes the message. Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.

Homework

WB pages 16–17

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

4 Food Adventures in Sikkim

Learning Objectives

Students will be able to:

 read and understand a graphic story.

 practise their reading and comprehension skills.

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

 correctly use subject, object and reflexive pronouns.

 listen to a text and fill in a chart.

 converse about a festival.

 write a diary entry

Period 1: Reading

Get Set

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

Help them speak in complete sentences and appreciate their effort.

Let’s Read

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

CB pages 32–35

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

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

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

Read and Respond

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

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

Homework

Ask them to attempt Read and Respond Q3.

CB page 36

CB page 36

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Where did Alisha and her family go? Name two things that Alisha ate in Sikkim? to recap the story.

Let’s Read

CB pages 33–35

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

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

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

Read and Respond

CB page 36

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 37

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 37–38

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

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

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

Homework

WB pages 18–20

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

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

Period 4: Vocabulary

Recap

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

Pronounce Well

Ask learners to attempt all the questions.

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

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

Homework

Period 5: Grammar

Go Grammar: Subject, Object & Reflexive Pronouns

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

WB pages 20–21

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

CB pages 39–41

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

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

Read the examples given in the book.

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

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

Homework

ControlCopy

WB pages 22–23

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

Period 6: Listening & Speaking

Listen Well

CB page 41

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

Play the audio or read the text again. Ask the learners to complete the table when they listen for the second hearing.

Help them guess the riddles, if required.

Speak Well

CB page 41

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

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

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

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

Homework

page 24

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

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

Speak Well: Presentation

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

Write Well CB pages 41–42

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

Homework WB page 25

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

Period 7: Writing 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, sports-related vocabulary, and idioms.

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

 listen to a narration and sequence it correctly.

 give sports commentary.

 write a descriptive paragraph.

Period 1: Reading

Get Set

5 Against All Odds ControlCopy

CB page 45

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

Draw their attention to the title of the story and the name of its author.

Explain the meaning of the title. Say: If something happens against all odds, it means that it happens even though it was not possible earlier.

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

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

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

Let’s Read

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

CB pages 45–48

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

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

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

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

Read and Respond

CB page 49

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

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

Homework

CB page 36

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

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

Period 2: Reading

Recap

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

Let’s Read

CB pages 46–48

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

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

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

Read and Respond

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

Homework

CB page 50

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

Ask them to attempt the Think and Answer questions.

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 50–51

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

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

Homework

WB pages 26–28

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

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

Recap

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

Vocabulary: Text- & Sports-related Words

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

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

CB pages 51–52

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

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

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

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

Vocabulary: Idioms

CB page 52

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

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

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

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

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

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

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

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

Homework

WB pages 28–29

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

Period 5: Grammar

Go Grammar: Types of Prepositions (Revision)

CB pages 53–54

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

For every type, ask a few learners to come up with sentences of their own. Then, ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Go Grammar: Preposition of Direction

Write these sentences on the board:

o Sheetal ran to the park.

o The bucket was lowered into the well.

o I walked across the room to the dining table.

CB page 54

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

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

Ask the learners to go to page 54. Read the definition and the examples to them. Then, ask them to attempt Q2.

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

Homework

WB page 30

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

Period 6: Grammar

Recap

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

Go Grammar: Modals

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

CB page 55

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

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

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

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

Homework

WB page 31

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

Period 7: Listening & Speaking

Listen Well

CB page 56

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

Play the audio or read the text again. Ask the learners to answer the questions when you play the audio/read aloud the text a second time.

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

Speak Well

CB pages 56–57

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

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

You may enact a live commentary, or play a short video clip of a commentary, if possible.

Then, divide the class into pairs. Explain the Speak Well task to them. Give them a few minutes to practise softly. Finally, ask each pair to present their commentary.

Homework

WB page 32

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

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

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

Period 8: Writing

Speak Well: Presentation

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

Write Well

CB pages 57–58

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

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

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

Homework

WB page 33

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

6 A Good Play

Learning Objectives

Students will be able to:

 read and understand an imaginative poem.

 practise their reading and comprehension skills.

 correctly use sports-related vocabulary.

 use rhyming words correctly.

Period 1: Reading

Get Set

CB page 59

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

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

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

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

Let’s Read CB pages 59–60

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

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

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

Homework

CB page 61

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

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

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

Period 2: Reading

Recap

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

Let’s Read

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

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

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

Read and Respond & Big Idea

Period 3: Vocabulary ControlCopy

CB page 61

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

Discuss Q3 of Read and Respond. Help learners to refer to the correct stanza in the poem to answer these questions.

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

Homework

CB page 61

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

Vocabulary

CB page 62

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

Poetry Appreciation

CB pages 60, 62

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

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

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

Homework

CB page 62

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

Theme 5: Adventure and Imagination

Learning Objectives

Students will be able to:

 read and understand an adventure story.

 practise their reading and comprehension skills.

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

 correctly use adverbs of manner, frequency and time.

 listen to a story and summarise it.

 talk about their favourite adventure activity.

 write a report of a story.

Period 1: Reading

Get Set

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

Let’s Read

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

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.

page 63

CB pages 63–66

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

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

Read and Respond

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

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

7 The Cyclone ControlCopy

Homework CB page 67

Ask them to attempt Read and Respond Q3.

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What did the tornado do to the house? to recap the story.

Let’s Read

CB pages 64–66

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

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

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

Read and Respond

CB page 67

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

Homework

CB page 68

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 68–69

Discuss the Think and Answer questions. Ensure that learners have written the qualities correctly in Q1. For Q2, ask learners to share their description of the setting. Correct their phrasing wherever necessary.   Explain the Big Idea activity. Then, ask them to attempt it on their own.

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

Homework

WB pages 34–36

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

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

Period 4: Vocabulary

Recap

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

Vocabulary: Suffixes

CB pages 69–70

Explain suffixes to learners. You may use the definition and the examples given in the book. Then, ask learners to attempt the exercise. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

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

Homework

WB pages 36–38

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

Period 5: Grammar

Go

Grammar: Types of Adverbs

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

pages 71–72

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

Homework

WB pages 38–39

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

Period 6: Listening & Speaking

Listen Well

page 73

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

Play the audio or read the text again. Ask the learners to fill in the blanks on the second hearing. Call out the answers and let learners mark their own work in pencil.

Speak Well

Divide the class into groups of four.

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

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

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

Help them speak in complete sentences and appreciate their effort.

Homework

CB page 73

WB page 40

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

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

Period 7: Writing

Speak Well: Presentation

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

Write Well

CB page 74

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

Homework

WB page 41

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

Theme 5: Adventure and Imagination

Learning Objectives

Students will be able to:

 read and appreciate an imaginative poem.

 practise their reading and comprehension skills.

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

 understand the use of enjambment as a poetic device.

Period 1: Reading

Get Set

Divide the class into groups.

Explain the exercise to learners and ask them to make notes on the categories listed in the table. They may make notes in the book or in their notebooks.

Then, ask them to share one point on each of the categories. Help them speak in complete sentences and appreciate their effort.

Let’s Read

8 Going Down Hill on a Bicycle ControlCopy

CB page 75

CB pages 75–76

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

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

Homework

CB page 77

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

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

Period 2: Reading

Recap

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

Let’s Read

CB page 76

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

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

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

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

Read and Respond & Big Idea

ControlCopy

CB pages 77–78

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

Then, discuss Q3 of Read and Respond. Help learners to form and write complete sentences. Explain the Big Idea activity to learners. Then, ask them to fill in the blanks and share their answers. Help them speak in complete sentences and appreciate their effort.

Homework

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

Period 3: Vocabulary

Vocabulary

CB page 79

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

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

Poetry Appreciation

CB page 79

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

Homework

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

Theme 6: Science and Technology

Learning Objectives

Students will be able to:

 read and understand an informational text.

 practise their reading and comprehension skills.

 correctly use prefixes and compound words.

 correctly use conjunctions.

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

 debate on a given topic.

 write a character sketch.

Period 1: Reading

Get Set

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

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

Let’s Read

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

9 Panipuri Inside a Spaceship ControlCopy

CB page 80

CB pages 80–83

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

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

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

Read and Respond

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

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

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

Homework

Ask them to attempt Read and Respond Q3.

CB page 84

CB page 84

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What would happen to food on a plate in space? What keeps things in place on Earth? to recap the story.

Let’s Read

CB pages 81–83

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

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

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

Read and Respond

CB page 84

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

Homework

CB pages 84–85

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

For Q1, help them write in complete sentences.

CB pages 84–86

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

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

Homework

WB pages 42–44

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

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

Period 4: Vocabulary

Recap

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

Vocabulary: Idioms

CB pages 85–86

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

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

For Q2, first explain compound words to learners and then ask them to attempt the question. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with a pencil.

Homework

WB pages 44–46

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

Period 5: Grammar

Go Grammar: Conjunctions

CB pages 87–88

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

Explain the use of and, or, but and so to learners. Ask them to refer to the table in the book. Then, ask them to attempt Q1 and Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 47–48

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

Period 6: Listening & Speaking

Listen Well

CB page 88

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

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

Speak Well

CB page 89

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

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

Homework

WB pages 48–49

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

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

Speak Well: Presentation

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

Write Well

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

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

Homework

Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day. Period 7: Writing

10 My Mouse is Misbehaving

Learning Objectives

Students will be able to:

 read and appreciate a humorous poem.

 practise their reading and comprehension skills.

 use prefixes correctly.

 understand the use of personification in poetry.

Period 1: Reading

Get Set

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

Let’s Read

CB page 91

CB pages 91–92

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

Homework

CB page 93

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

Ask the learners to attempt Q1 in Read and Respond.

Period 2: Reading

Recap

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

Let’s Read

CB page 92

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

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

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

Read and Respond & Big Idea

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

Homework

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

Period 3: Vocabulary

Vocabulary

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

Poetry Appreciation

CB page 96

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

You may ask learners to come up with their own examples of personification. Explain the definition and read the examples given in the book. Then, ask learners to attempt the exercise. Once they complete the exercise, ask each pair to share their answers.

Homework

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

Theme 7: Empathy Towards Animals

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

 use words related to kindness.

 use words similar in meaning but different in intensity.

 correctly use different types of sentences.

 listen to a text and fill in the blanks.

 read a scene with appropriate expression and voice modulation.

 write a research report.

Period 1: Reading

Get Set

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

Let’s Read

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

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.

page 99

CB pages 99–102

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

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

Read and Respond

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

11 Henry: A Chameleon ControlCopy

CB pages 102–103

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

Homework

Ask them to attempt Read and Respond Q3.

CB page 103

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What was Henry’s most remarkable feature? to recap the story.

Let’s Read

CB pages 100–102

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

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

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

Read and Respond

CB page 103

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

Homework

CB page 103

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 103–104

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

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

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

Homework (incl. Big Idea)

WB pages 51–54

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

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

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

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

Period 4: Vocabulary

Recap

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

Vocabulary: Idioms

CB pages 157–158

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

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

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

Ask them to submit their notebooks to you for checking.

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

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

Homework

WB pages 54–55

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

Period 5: Grammar

Go Grammar: Types of Sentences

CB pages 106–107

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

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

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

Homework

WB pages 55–56

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

Period 6: Grammar

Go Grammar: Forming Questions

CB pages 107–108

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

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

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

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

Homework

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

Period 7: Listening & Speaking

Listen Well

ControlCopy

CB page 108

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

Play the audio or read the text again. Ask the learners to fill in the blanks when they listen to the text for the second time.

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

Speak Well

CB pages 108–109

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

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

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

Homework

WB pages 57–58

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

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

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

Period 8: Writing

Speak Well: Presentation

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

Write Well

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

CB pages 109–110

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

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

Homework

CB page 110, WB page 91

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

Theme 7: Empathy Towards Animals

Learning Objectives

Students will be able to:

 read and appreciate a poem on nature.

 practise their reading and comprehension skills.

 understand the word ‘kindness’ in different contexts.

 understand palindromes.

 understand the use of themes in poetry.

Period 1: Reading

Get Set

Explain the exercise to learners.

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

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

Let’s Read

12 A Minor Bird ControlCopy

CB page 111

CB pages 111–112

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

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

Homework

CB page 113

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

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

Period 2: Reading

Recap

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

Let’s Read

CB page 112

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

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

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

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

Read and Respond & Big Idea

Then, discuss Q3 of Read and Respond. Help learners to write complete sentences.

CB pages 113–114

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

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

Help them speak in complete sentences and appreciate their efforts.

Homework

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

Period 3: Vocabulary

Vocabulary

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

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

Poetry Appreciation

Explain the concept and use of themes in poetry.

CB pages 114–115

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

CB page 115

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

ControlCopy

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

Homework

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

Theme 8: Art and Creativity

Learning Objectives

Students will be able to:

 read and understand a realistic story.

 practise their reading and comprehension skills.

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

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

 listen to a text and choose correct answers.

 make suggestions and give feedback.

 add appropriate dialogues in a comic strip.

Period 1: Reading

Get Set

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

Let’s Read

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

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

Read and Respond

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

Homework

Ask them to attempt Read and Respond Q3.

13 Manu Mixes Clay and Sunshine ControlCopy

CB pages 116–119

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

CB page 121

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? What did Manu make for Sushma and his brother? to recap the story.

Let’s Read

CB pages 117–119

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

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

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

Read and Respond

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

ControlCopy

CB page 121

CB pages 121–122

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea

CB pages 121–122

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

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

Homework

WB pages 60–62

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 157–158

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

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

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

Homework

WB pages 62–63

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

Period 5: Grammar

Go Grammar: Simple Tense (Present, Past & Future)

CB pages 123–125

Revise tenses with learners and then explain the simple form of verbs in all three tenses. Then, ask them to attempt all three questions. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 63–65

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

Period 6: Listening & Speaking

Listen Well

CB page 125

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

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

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

Speak Well

Ask a learner to volunteer reading a conversation with you.

CB page 126

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

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

Homework

WB pages 65–66

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

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

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

Period 7: Writing

Speak Well: Presentation

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

Write Well

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

Homework

ControlCopy

WB page 91

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

Learning Objectives

Students will be able to:

 read and understand an interview.

 practise their reading and comprehension skills.

 correctly use idioms and antonyms.

 correctly use the continuous tense.

 listen to a poem and fill in the blanks.

 interview a famous personality.

 write a story

Period 1: Reading

Get Set

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

Let’s Read

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

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

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

Read and Respond

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

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

Homework

Ask them to attempt Read and Respond Q3.

14 The Inspiring Journey of Sumit Antil ControlCopy

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

Period 2: Reading

Recap

Ask a few questions, such as: What is the name of the story? Where is Sumit Antil from? How did Sumit Antil lose his leg? to recap the text.

Let’s Read

CB pages 131–133

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

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

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

Read and Respond

CB page 134

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

Homework

CB page 135

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

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

Period 3: Reading

Recap

Ask a few questions such as: What is the name of the story? What is the story type? What is the name of the interviewee? to recap the text.

Think and Answer & Big Idea

Discuss the Think and Answer questions with the class.

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

Explain the Big Idea activity. Then, ask them to attempt it on their own.

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

Homework

CB pages 135–136

WB pages 68–70

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

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

Period 4: Vocabulary

Recap

Ask questions such as: What type of text did you read? Who is the interview about? to recap what the learners have read.

Vocabulary: Idioms & Antonyms

CB page 136

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

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

Homework

WB pages 70–72

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

Period 5: Grammar

Go Grammar: Continuous Tense (Present & Past)

CB pages 137–139

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

Homework

WB pages 72–73

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

Period 6: Listening & Speaking

Listen Well

CB page 139

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

Play the audio or read the text again. Ask the learners to fill in the blanks when they hear the text the second time.

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

Speak Well

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

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

Homework

WB pages 73–74

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

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

Period 7: Writing

Speak Well: Presentation

ControlCopy

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

Write Well

CB page 141

Explain how a story is written. Draw their attention to the various parts of the format as well as to the language that is used to write instructions. Read the model answer to the learners and ask them to focus on the structure and language. Ask them to attempt the exercise and then share the story they wrote. Ask them to submit their notebooks for checking.

Homework

WB page 75

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

Learning Objectives

Students will be able to:

 read and understand an American folktale.

 practise their reading and comprehension skills.

 correctly use text-based vocabulary and phrasal verbs.

 agree the verb with the subject in their sentences.

 listen to a text and choose the correct answer.

 retell a story that they have already read.

 write a poem.

Period 1: Reading

Get Set

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

Let’s Read

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

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

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

Read and Respond

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

Homework

15 The Baker’s Dozen ControlCopy

pages 147–148

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

Period 2: Reading Theme 10: World Story

Recap

Ask a few questions, such as: What is the name of the story? How much is a baker’s dozen—twelve or thirteen? to recap the story.

Let’s Read

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

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

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

Read and Respond CB pages 147–148

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

Homework

CB page 148

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

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

Period 3: Reading

Recap

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

Think and Answer & Big Idea CB pages 148–149

Discuss the Think and Answer questions with the class.

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

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

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

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

Homework

WB pages 76–78

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

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

Period 4: Vocabulary

Recap

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

Vocabulary

CB pages 157–158

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

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

Homework

WB pages 78–79

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

Period 5: Grammar

Go Grammar: Subject–Verb Agreement

CB pages 150–152

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

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

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

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

Homework

WB pages 80–81

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

Period 6: Listening & Speaking

Listen Well

CB page 153

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

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

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

Speak Well

CB page 154

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

Help them speak in complete sentences and appreciate their effort.

Homework

WB page 82

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

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

Speak Well: Presentation

ControlCopy

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

Write Well

CB pages 154–155

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

Homework WB page 83

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.

Coursebook

Coconut Barfi with Ammachi

Get Set

Answers will vary. Here is a sample answer.

Food Who Makes It?

Aloo Gobi Mom or Grandma

Dal Tadka Mom

Chole Aunt or Mom

Read and Respond

1. Draw the table in your notebook. Write two actions that Ammachi, Sooraj and both of them do in the story.

Ammachi

Answer Key ControlCopy

Sooraj

Both

Gently shakes the coconut treeBegs Ammachi to make coconut barfiPick coconuts from the tree

Uses a sharp tool to remove the husk from the coconut

Grates the coconut Make coconut barfi together

2. Match the actions in the story and the sounds.

Action in the Story

Sound

The sound of a coconut falling through the air WHOOOSH

Sooraj begging his grandma to make coconut barfi PLEEEEEAASE

The sharp sound as the coconut shell cracks KHATAK!

The sound of a coconut falling on the ground WHUMP

Sooraj's tummy growling with hunger GRRRRRR!

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

3. Answer the questions in two to three sentences.

a. What did Sooraj ask Ammachi in the beginning and how does she reply?

Sooraj asked Ammachi if they could make coconut barfi. Ammachi replied, "Only if you help me make it."

b. How did Ammachi and Sooraj know which coconuts to pick?

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

c. Besides coconut, what other ingredients did they add to make the barfi?

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

d. How did Ammachi respond when she heard Sooraj’s stomach growl?

Ammachi giggled and teased Sooraj, saying, "Someone’s hungry already!"

e. How did Sooraj help Ammachi?

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

Think and Answer

1. Choose two words that best describe Ammachi. Then choose two words for Sooraj. Give reasons for your choice.

Ammachi

• Quality 1: Experienced

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

• Quality 2: Helpful

ControlCopy

o Reason: Ammachi helped Sooraj when he had trouble removing the husk and showed him how to safely grate the coconut. She also guided him through every step of making the barfi.

Sooraj

• Quality 1: Determined

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

• Quality 2: Impatient

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

2. Write the steps that Ammachi and Sooraj follow to make the coconut barfi.

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

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

• Crack the coconut shell: Ammachi cracks the coconut open using a sharp tool, and Sooraj helps by watching.

• Grate the coconut: Ammachi and Sooraj grate the coconut, with Sooraj trying to help despite his tired arm.

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

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

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

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

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

Big Idea

Answers will vary. Here is a sample answer. How do you feel when your parents help you? List three things they do for you or help you with. I feel happy, safe, and loved when my parents help me.

a. They help me with my homework.

b. They make my favourite meals.

c. They take me to fun places, like the park or the zoo. Now, sit in pairs. Discuss ways in which you can help your parents. Think of things you have not done before.

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

b. I can water the plants in the garden.

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

Pronounce Well

1. Look at the family tree and fill in the blanks with the words in the box. You can use a dictionary to check the meaning of the words.

a. Tom is Sanchana’s uncle and Rakesh’s brother.

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

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

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

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

2. Use the words below and the names of your own family members to make sentences. Answers will vary. Here is a sample answer.

a. Ravi is Neha's cousin. He plays soccer with her every weekend.

b. Maya is Priya's niece. She loves reading books with her.

c. Arjun is Deepak's nephew. He enjoys playing video games with him.

d. Tom is Sita's brother-in-law. He helps her fix things around the house.

e. Priya is Raj's daughter-in-law. She always makes delicious food for the family.

3. Unscramble the keywords taken from the text. Write each word and then use it in a sentence of your own. Answers will vary. Here is a sample answer.

a. stirred

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

b. husk

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

c. aroma

• The aroma of fresh bread filled the house.

d. squelch

• We heard a squelch as we walked through the muddy path.

e. grater

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

Go Grammar

1. Rewrite the sentences using the proper nouns in the box in place of the underlined words. Remember to use capital letters.

a. The boy was happy to meet his friends.

Answer: Sooraj was happy to meet his friends.

b. His grandmother sang as she grated the fruit. Answer: Ammachi sang as she grated the fruit.

c. They lived in a city.

Answer: They lived in Chennai.

d. The brown one is their pet cat.

Answer: Minty is their pet cat.

e. Sooraj is reading this book.

Answer: Sooraj is reading Gulliver’s Travels.

2. Underline the nouns and add them to the correct box.

a. They picked coconuts from the trees.

b. They added a bit of ghee.

c. We crack the shell like this.

d. Coconut water is very refreshing.

e. The smell is so good.

Countable: coconuts, trees, shell

Uncountable: ghee, coconut water, smell

3. Choose the correct quantifiers from the brackets to fill in the blanks.

ControlCopy

a. Ammachi cut many pieces of barfi.

b. Spending time with Ammachi gave Sooraj much joy.

c. Ammachi added a few cardamom pods.

d. Several ripe coconuts fell from the trees.

e. We need a little sugar in the pot.

4. Fill in the blanks with the collective nouns in the box.

a. I saw a squad of policemen in the street.

b. A crew of sailors boarded the ship.

c. In the jungle, I saw a pride of lions.

d. Look at the murder of crows.

e. The panel of judges delivered the sentence today.

Listen Well

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

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

b. He had three sons named Ravi, Rohan, and Ravi.

c. Ramu called his sons to the forest.

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

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

Speak Well

Answers will vary. Here is a sample answer.

Write Well

Answers will vary. Here is a sample answer.

A5-702, Green Appartments

Shanti Nagar, Indore

Madhya Pradesh – 546733

09 July 2025

Dear Arnab,

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

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

For lunch, we made aloo parathas. They were soft and warm, and Grandma put lots of her homemade butter on them. It was so tasty, and we ate so many that we felt full and happy!

After lunch, Grandpa took us to the garden. He showed us how to plant seeds and water the flowers. He told us that flowers are like family, and we should treat them with love and care. We planted some seeds in the garden, and I can't wait to see them grow!

In the evening, Grandma made her famous kheer, which is a sweet rice pudding. It was the perfect way to end the day. We all sat together and talked about how special family recipes are.

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

I hope to see you soon!

Love, Raunak

Family Comes Together

Get Set

Answers will vary. Here is a sample answer.

1. What happened?

Last year, my grandmother was in the hospital for a few days. We were all worried about her health.

2. How did your family support each other?

My parents took turns visiting her, and we all helped around the house. My siblings and I comforted each other and stayed positive. We all made sure that someone was with her at all times.

3. How did that make you feel?

It made me feel close to my family. Even though it was a sad time, I felt supported and loved. We all helped each other, and that made everything a bit easier.

Read and Respond

1. Choose the correct answers.

a. What is the poem about?

ii The strength of family bonds

b. According to the poem, when does family come together?

iii At all times

c. Which phrase is repeated throughout the poem?

ii ‘Family comes together ’

d. What does the poem say about how long family bonds last?

iii They are forever.

e. Which pair of opposite situations is NOT mentioned in the poem?

iv Youth and old age

2. Write True or False.

ControlCopy

a. The poem mentions that family bonds end very soon. False

b. According to the poem, families come together only in times of happiness. False

c. The poet says that sometimes families are angry and sometimes they are kind. True

d. The poem mentions that families come together in both poverty and wealth. True

e. The poem suggests that families are not with each other during difficult times. False

3. What does the poet mean by the phrase ‘whether all seeing or in blindness, family comes together’?

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

Big Idea

Answers will vary. Here is a sample answer. Friends who are always there, Always ready to care. Making memories together, In good times and bad, forever. Laughing, playing, and having fun, You are my family, second to none!

Vocabulary

Across: Down:

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

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

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

Poetry Appreciation

Answers will vary. Here is a sample answer. Three opposites that show different situations:

1. Sickness and health

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

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

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

2. Poverty and wealth

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

Theme of the poem in my own words:

3. Happiness and strife

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

We Call Her Ba Get Set

Answers will vary. Here is a sample answer.

• Indian Flag

The Indian flag represents our country's unity and freedom. It has three colors: saffron for courage, white for peace, and green for growth. The Ashoka Chakra in the middle stands for progress.

• Lotus

The lotus is India's national flower. It symbolizes purity and beauty. The lotus grows in muddy water but remains clean, just like how we should stay good and strong in difficult situations.

• Tiger

The tiger is India's national animal. It represents strength, courage, and power. Tigers are also important to nature and show how we must protect wildlife.

• Hockey Hockey is a popular sport in India. It reminds me of our rich history of winning medals in international games. Playing hockey teaches teamwork and determination.

Read and Respond

1. Write True or False.

a. Kasturba Gandhi was born on 11 April 1869.  True

b. Kasturba Gandhi married Mahatma Gandhi when she was 18 years old.  False

c. Kasturba Gandhi believed in using violence to fight for freedom.  False

d. Kasturba Gandhi was arrested multiple times for protesting against British rule.  True

e. Kasturba Gandhi died in prison.  True

2. Match the detail from the text and the description.

Detail

Ba

Porbandar

Self-reliant

Untouchability

Description

Kasturba Gandhi's nickname

Kasturba Gandhi's birthplace

Able to do things without help from others

Unfair practice Ba fought against Salt March Famous protest against the British salt tax

3. Answer the questions in three to four sentences

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

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

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

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

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

Think and Answer

1. In your notebook, list some actions from the story that show that Kasturba was a strong and brave woman.

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

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

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

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

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

2. What were the reasons behind Kasturba Gandhi’s actions and what does this tell you about her personality?

Kasturba's ActionsReason

for Action

Taught women self-relianceTo help women be independent and contibute to the freedom struggle

Stood up against the unfair treatment of Indians

Continued to fight despite her breathing problems

Big Idea

To fight for equality and justice for all Indians

To fulfill her duty for Indis's freedom and support her husband

Answers will vary. Here is a sample answer.

Personality Traits

Honour, Liberty, Loyalty, Pride, Unity ControlCopy

Empowering, caring, determinded

Brave, courageous, just

Strong, dedicated, persistent

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

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

Pronounce Well

1. Use the clues to fill in the crossword puzzle with words related to patriotism. Across

1. Bravery (Showing courage and not being afraid)

2. Equality (Treating everyone the same) Down

3. Freedom (The power to do what you want)

4. Justice (The act of treating people fairly and in the right manner)

5. Sacrifice (Giving up something important for a good reason)

2. Look at how the words in the box are used in the text. In your notebook, write your own sentences about patriotism using the words.

Answers will vary. Here is a sample answer.

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

• The people went out to protest against unfair rules.

• Kasturba taught everyone to be self-reliant and not depend on others.

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

• Gandhi’s protests were always peaceful and calm.

3. Use a dictionary to find the meaning of the words. Match the words and the correct meaning.

Word Description

Honourto hold someone in high respect or esteem

Unity the state of being united

Loyaltybeing faithful and devoted

Pride feeling of satisfaction about something good

Libertythe right to act, speak or think freely

Rearrange the words in alphabetical order.

1. Underline the adjectives and sort them in the correct columns.

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

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

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

d. This march was famous.

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

many important

little courageous

several famous

2. Fill in the blanks with the adjectives in the correct order.

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

b. Many brave Indians protested against the British.

c. Her three patriotic songs made her parents proud.

d. This big beautiful country is India.

e. That small rectangular red cloth is a flag.

3. Rewrite the sentences using the correct order of adjectives. Use the correct punctuation.

a. Pick any three pink lotuses.

b. The tiger is a big orange animal.

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

d. There are many great poets in India.

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

Listen Well

Listen to this speech and fill in the details.

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

b. India’s strong constitution, better schools, new technology, and growing country make India special.

c. The speaker sets the goal of continuing to work hard and making the country even better.

Speak Well

Answers will vary. Here is a sample answer.

We celebrate Gandhi Jayanti because it’s the birthday of Mahatma Gandhi, who fought for India's freedom through non-violence.

It’s a special day because we remember his teachings and how he worked for peace and equality.

I think it’s important because it reminds us to be kind, honest, and peaceful in our daily lives.

I believe that we should follow his example and help others, making the world a better place.

Write Well

Answers will vary. Here is a sample answer.

ControlCopy

MESSAGE

18 May 2025

4:15 p.m.

Hi Priya,

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

Mom

Food Adventures in Sikkim Get Set

India has a variety of food, and you will find different food items in different parts of the country. Can you match the food with the state it comes from?

Litti Chokha

Himachal Pradesh

Dosa Gujarat

Dhokla

Sandesh

Siddu

Misal

Read and Respond

1. Tick () the correct answers.

Karnataka

Bihar

Maharashtra

Bengal

a. Where does Aisha and her family go for the first time?

ii Sikkim

b. What does Aisha see in the local market?

ii Fresh vegetables and unique spices

c. What is a staple dish of Sikkim?

ii Thukpa

d. Which dish is made from mustard, cabbage or radish leaves?

iv Gundruk

e. What is Sel Roti?

ii A sweet rice bread

2. Write True or False.

a. Aisha and her family visited the local market before trying the local restaurant. True

b. Thukpa made Aisha feel cold inside. False

c. Sinki is eaten as a pickle. True

d. Sel Roti is typically served during festivals. True

e. Aisha did not like Sikkimese food. False

3. Answer the questions in two to three sentences.

a. What does Aisha first notice when her family arrives in Sikkim? What does the family plan to do in Sikkim?

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

b. What cooking method is mentioned for preparing Gundruk?

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

c. How does Aisha describe the taste of Sinki? How is it prepared?

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

d. Where does the family stay? What do the family members do there?

The family stays at a local restaurant and enjoys trying different traditional Sikkimese dishes like Thukpa, Gundruk, and Sinki.

e. Describe the family ’s experiences in Sikkim.

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

Think and Answer

1. Write a few details about the place that Aisha and her family visit.

• Name of the place: Sikkim

• Capital city: Gangtok

• Traditional clothes: Women wear a pheri and men wear a bakhu.

• Staple food: Thukpa (a noodle soup)

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

• A famous landmark: Tsomgo Lake

2. What are some examples of food grown locally in your region? Think about the fruit, vegetables and other types of food that are grown nearby.

How are these food items used in traditional dishes or recipes in your region?

Mangoes are used in many traditional dishes in my region. One popular dish is mango chutney, which is sweet and sour. It is eaten with rice or roti. Another is mango pickle, where mangoes are mixed with spices and kept in oil. People love eating it with their meals. Mangoes are also made into a drink called aam ras, which is very sweet and is enjoyed during festivals like the Mango Festival. Think about any special occasions, festivals or holidays where these types of food are important. Rice is very important during many special occasions and festivals in my region. For example, during Diwali, kheer is a must-have dessert. In the Pongal festival, Pongal is prepared using rice as part of the harvest celebration. Rice-based dishes like biryani and pulav are also important during weddings and family gatherings.

Big Idea

Every state and area has its own speciality. Sikkim is known for its beautiful landscapes, tasty food and rich culture. Imagine that Aisha was visiting your state. How will you help her explore your state?

Answers will vary. Here is a sample answer.

My state’s name: Maharashtra

Three must-visit places:

1. Gateway of India – A famous landmark in Mumbai.

2. Ajanta and Ellora Caves – Ancient caves with beautiful carvings and paintings.

3. Mahabaleshwar – A hill station with amazing views and strawberry farms.

Three must-taste dishes:

1. Pav Bhaji – A spicy vegetable dish served with bread.

2. Vada Pav – A tasty snack made with a spicy potato filling in a bun.

3. Puran Poli – A sweet flatbread filled with jaggery and lentils.

Two must-attend events:

1. Ganesh Chaturthi – A big festival where people celebrate Lord Ganesha.

2. Gudi Padwa – The Marathi New Year festival, celebrated with lots of sweets and family gatherings.

Vocabulary

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

a) Dal Bati is a famous dish from Rajasthan.

b) Dhokla is a traditional dish in the Indian culture.

c) Flour is an important ingredient to make momos.

d) This book has a recipe for spaghetti.

e) Indian food has different spices for added flavour.

2. Rewrite the sentences by replacing the underlined phrases with words from the box.

a) We went on an adventure to the mountains.

b) My mom is a great chef.

c) Yoghurt is a fermented food.

d) We bought vegetables from this locally.

e) People like trying traditional food.

3. Match the words and the correct phrases. Use a dictionary to help you.

Word

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

In your notebook, use the words to write the sentences of your own.

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

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

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

• Eating fruits and vegetables is wholesome for your body.

Go Grammar

1. Circle the subject pronouns. Underline the object pronouns. Tick () the reflexive pronouns.

a) I wonder what Sikkimese food tastes like.

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

c) They tried some momos.

d) We decided to cook a dish ourselves. 

e) People eat it as a pickle.

2. Fill in the blanks with the correct pronoun. Identify the type of pronoun.

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

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

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

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

e) The host at the homestay complimented us. Object Pronoun

3. Rewrite the sentences after replacing the underlined nouns with pronouns.

a) She finds it hard and chewy.

b) He served them Thupka.

c) They are cut and stored for months.

d) They shared them among themselves.

e) She wants to share her experience with them.

Listen Well

Listen to the radio announcement and fill in the table with the information.

Category Three Things You Will Find There

International Food Stalls- (information not provided in the announcement Indian Cuisine Section- Paneer Butter Masala - Dosas

- Gulab Jamun

ControlCopy

Speak Well

Answers will vary. Here is a sample answer.

One festival I will always remember is Diwali. We decorated the house with lots of lights and candles. My family made yummy sweets like laddoos and barfis. We also had a big dinner with rice, curry, and chapati. On Diwali, I wear a nice new dress. We also burst crackers and spent time with family. It was so much fun!

Write Well

Answers will vary. Here is a sample answer.

17 August 2025

09:00 p.m.

Friday

Dear Diary,

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

The ice cream was smooth and creamy, and it tasted just like mangoes! It was sweet but not too sweet. It was cold and refreshing, and I felt happy when I ate it. It tasted like a frozen mango, and I didn’t want it to finish!

I really liked how it wasn’t just regular fruit ice cream. It was extra special because it tasted like a treat made for mango lovers. I shared it with my friend because it was so good, and we both agreed it was the best ice cream ever. Now, mango ice cream is my favourite flavour, and I can’t wait to have it again. I’m glad I tried something new today. It was a fun experience!

Ishita

Against All Odds

Get Set

badminton, hockey, jumping on a trampoline, cricket, basketball, javelin throw

Read and Respond

1. Tick () the correct answers.

a) Which is NOT one of the twins’ objections to moving to Rourkela?

i) There were no good football academies in Rourkela.

b) Why was Kartik called ‘the walking football encyclopaedia’?

ii) He loved discussing and playing football.

c) What does the phrase ‘make-or-break moment’ mean?

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

d) Why do you think Sunil Chhetri looked at Kartik with a small smile?

i) He saw Kartik’s potential.

2. Number the following events, 1–6, as they appear in the story.

a) Mirza Sir suggested that Kartik join Wasim Sir’s club. - 1

b) Kartik created openings for the team to score goals. - 3

c) Kartik played a match in front of Sunil Chhetri. - 4

d) Kartik made it to the school football team. - 6

e) Wasim Sir told Kartik that he had bigger plans for him. - 5

f) At first, Peter Sir would not let Kartik join the football team. - 2

3. Answer the questions in two to three sentences.

a) Why was Kartik worried about going to Rourkela? Who was his pillar of support?

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

b) What was Peter Sir ’s initial reaction when Kartik wanted to join the football team and why did he react that way?

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

c) How were Wasim Sir and Peter Sir different?

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

d) What was the biggest challenge Kartik faced? What actions did he take to find a way around it?

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

e) The match in front of Sunil Chhetri was Kartik’s make-or-break moment. How would excelling in the match solve Kartik’s problem?

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

Think and Answer

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

2. Read these lines from the end of the story. ‘That’s great news, Kartik. But I have even bigger plans for you.’ What could be the ‘bigger plans’ that Wasim Sir had in mind for Kartik?

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

3. When someone writes a book, story, or an article, they always have a reason for writing it. This reason is called the author’s purpose. The author may write to entertain, to inform, or to give some lessons. What do you think is the author ’s purpose in writing the story about Kartik and Kavya?

b) To teach that one should never give up despite the challenges in life. The author ’s purpose is to show that Kartik faced challenges, especially with his arm, but he didn’t give up on his dream of playing football. His perseverance and hard work helped him succeed, teaching readers the value of determination.

Big Idea

Answers will vary. Here is a sample answer.

I want to be better at: Math

I will do the following things to get better:

• Practice my multiplication tables every day.

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

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

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

Vocabulary

1. Complete the sentences using the glossary words given below.

a. The stadium was bustling with people cheering for their teams.

b. Kartik was worried about his football classes as his family had to relocate to a new city.

c. There was a moment of awkwardness when the new coach realized that a boy in the school’s kho-kho team had an atypical arm.

d. To run a marathon, you need a lot of stamina and endurance.

2. Fill in the blanks with the correct spelling of the words.

a. Helmet: a hard or protective hat

b. Trophy: a prize you win in a competition

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

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

e. Athlete: a person who plays sport

3. Read the sentences. Tick () the correct meaning of the underlined idioms.

a. After months of hard work, winning the championship felt like scoring a touchdown for the whole team.

i. achieving a major success

b. Before the big game, Coach said, ‘Break a leg!’

ii. good luck for the performance or competition

c. Lily had to jump through hoops to join the soccer team.

ii. to face many challenges

d. After a tough practice, Coach told us, ‘No pain, no gain.’

ii. work hard for success

e. When Tom was unfairly disqualified, Nishant batted for him.

ii. to defend or side with someone

Go Grammar

1. Fill in the correct prepositions. Mark each one as a preposition of time, place, or movement.

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

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

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

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

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

2. Fill in each blank with a preposition of direction.

a. The coach called the players to the field for a team meeting.

b. The football players kicked the ball down the field to hit the goal.

c. The football players ran through the tunnel before the game.

d. The athlete ran towards the starting line when the race began.

e. The swimmer dove into the pool and started swimming laps.

3. Use the modal verbs ‘can’ or ‘must’ to fill in the blanks.

a. She can run faster than any other student in this class.

b. You must take care of your sports shoes.

c. He can kick the ball with a lot of strength.

d. You must follow the coach’s instructions on the field.

e. All students must come to watch their school team.

4. Use the modal verbs ‘may’ or ‘should’ to fill in the blanks.

a. We may practise tomorrow if it is sunny.

b. You should learn from a coach.

c. May I play in the next match, Sir?

d. You should eat well if you are training.

e. We may participate in interschool events if the team works hard.

Listen Well

Listen carefully to the text and number the sentences in the proper order.

a. The players switch positions for the next over.  1

b. Team Blue wins the toss and decides to bat first.  2

c. The stadium is packed with cheering fans.  7

d. The bowler from Team Red runs up and bowls the first ball.  4

e. The captains of both teams walk to the centre for the coin toss.  3

f. The batsman from Team Blue hits the ball towards the boundary.  5

g. Team Blue's opening batsmen walk to the crease with their bats.  6

Speak Well

Answers will vary. Here is a sample answer.

And here we go! The player jumps up in the air with the ball in hand. He throws the ball towards the basket—it's flying through the air—and... Yes! It falls into the basket! The crowd goes wild with loud cheers!

Write Well

Answers will vary. Here is a sample answer.

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

The sound of the cheering crowd echoed through the hall as the game became more intense. You could see the players' faces filled with concentration as they moved swiftly across the court. During the second set, Rina Patel of the Red Rockets stood out as the star of the game, making incredible smashes and winning three crucial points. Her performance was so impressive that the audience couldn't stop talking about it. In the end, the Red Rockets won 2-1, and the crowd erupted into loud applause. Badminton is not just a game; it is a fast-paced, exciting experience filled with skill and agility. The joy of participating in badminton makes it one of the most thrilling sports to watch and play!

A Good Play

Get Set

Answers will vary. Here is a sample answer.

• I would use the chair to sit on while resting after exploring a new part of the forest.

• The torch would help me find my way through the dark caves during my adventure.

• I would drink from the water bottles to stay refreshed while hiking up the mountain.

• I would set up the table to eat my lunch while camping by the river after a long day of exploring.

Read and Respond

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

a. We filled the ship with soft pillows.

b. We made the ship to go a-sailing on the billows.

c. We took water in the nursery pails.

d. We took enough food to last us until tea.

e. It felt as if we sailed along for days and days.

2. Write True or False.

a. The ship was built on the stairs.  True

b. They took things from home to build the ship.  True

c. Tom suggested taking an apple and a slice of cake.  True

d. They planned to sail until dinner time.  True

e. Tom and the speaker sailed on together until the end.  False

3. Answer the questions in one to two sentences.

a. How do you think the two children are related?

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

b. Who is the speaker in the poem?

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

c. Why did the children use pillows?

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

d. What tools did they take with them?

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

e. What happened to Tom during their adventure?

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

Big Idea

Answers will vary. Here is a sample answer.

ControlCopy

One time, I used some utensils to make a pretend kitchen. I took a spoon, a fork, and a small bowl. I used the spoon as a ladle and pretended to cook soup in the bowl. The fork was my stirrer, and I even used the bowl to serve the soup. I pretended to be a chef and made a big meal for my family. I also used the lid of a pot as a plate. I had so much fun cooking with my pretend kitchen made from utensils!

Vocabulary

1. Read the clues and fill in the crossword with words related to sport. Across

1. wetsuit (worn when diving in cold water)

2. uniform (clothes that identify a team)

3. rink (place to skate on ice) Down

4. runner (person who runs)

5. stadium (a sports ground with seats around)

6. loser (not a winner)

7. medal (a metal disc given as a prize in a competition)

In your notebook, use the words in the crossword in sentences of your own. Answers will vary. Here is a sample answer.

• I wore a wetsuit to swim in cold water.

• The football team wore their uniform during the match.

• We went to the rink to skate on ice.

• The runner finished the race first.

• We sat in the stadium to watch the game.

• The loser felt sad after the match.

• She won a medal for her great performance.

Poetry Appreciation

1. There are many rhyming words in the poem. Write five pairs of rhyming words.

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

d. cake – make e. days - plays

2. Can you think of two rhyming words for these words? Remember the word endings need not be spelt the same, they should just sound the same.

Answers will vary. Here is a sample answer.

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

d. water - daughter, slaughter

The Cyclone

Get Set

Answers will vary. Here is a sample answer.

1. What will the sky look like?

ControlCopy

e. hurt - dirt, shirt

The sky will be very dark and cloudy. It will look like a storm is coming.

2. What will you see the trees do?

The trees will shake and bend. Some branches might fall off because of the strong wind.

3. What will the birds and animals do?

The birds and animals will hide to stay safe. Birds might fly away to find shelter.

4. What sounds will the wind make?

The wind will make a loud whooshing sound. It will also whistle as it blows through the trees.

5. How will you feel?

I will feel scared because the wind is so strong. I will also feel worried about the storm.

Read and Respond

1. Number the events in the correct order:

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

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

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

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

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

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

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

2. Write True or False.

a. False - Dorothy lived in a small house with just one room.

b. False - The grassland around Dorothy’s house was grey from the harsh sun and wind.

c. True - Aunt Em was washing dishes when the cyclone approached.

d. True - Dorothy fell asleep during the cyclone.

e. True - Dorothy did not know where the house would land.

3. Answer the questions in two to three sentences.

a. What did each character do after Uncle Henry warned them about the cyclone?

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

b. What did Dorothy do when she realised the house was flying? How did her reaction differ from Toto’s reaction?

When Dorothy realized the house was flying, she sat still on the floor and waited calmly to see what would happen. Toto, however, ran around the room, barking loudly and showing signs of fear.

c. When did Dorothy stop worrying and what did she do then?

Dorothy stopped worrying after several hours when nothing terrible happened to the house. She then crawled over the swaying floor to her bed and lay down, feeling calm.

d. Describe the movement of the house in the cyclone from when it leaves the ground to when it travels far away.

The house was lifted into the air, spinning a few times before rising higher and higher, carried by the wind. It stayed at the top of the cyclone and was blown miles away, moving easily as if it were a feather.

e. What did Dorothy dream about?

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

Think and Answer

1. Read Dorothy’s actions and write what this tells you about the kind of person she was. Choose words from the box.

Dorothy's Actions

Her Qualities

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

As the house rocked, she sat still and waited to see what would happen.Calm She saved Toto from falling through the hole and closed the trapdoor to prevent further accidents. Quick-thinking

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

2. Look at the illustrations in the story. Describe the setting of the story.

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

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

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

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

Big Idea

1. Think about how Dorothy stayed calm during the cyclone. Why is it important to stay calm during these situations?

Answers will vary. Here is a sample answer.

Situation

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

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

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

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

Vocabulary

Why is it important to be calm?

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

Staying calm helps me focus and figure out the answer wihout getting worried.

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

Staying calm helps me help my friend and get help faster without panicking.

1. Look at the words in the box. Sort the words in the right columns.

Words with -er

Words with -ment

words with -ion skier enjoyment direction runner excitement connection rower action player exhaustion

2. Choose a suffix to change the verbs into nouns. Use each suffix at least once. Check your spelling.

a) amaze ➞ amazement

b) fly ➞ flyer

c) improve ➞ improvement

d) travel ➞ traveller

e) instruct ➞ instructor

In your notebook, use any three of the words in sentences of your own.

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

• The traveller told us about her adventures in Africa.

• The coach is an excellent instructor who teaches us many useful skills.

3. Fill the gaps by adding -er, -ment or -ion to the words in brackets.

a) The explorer found a hidden cave. (explore)

b) Reaching the top of the mountain was a great achievement. (achieve)

c) The artist showed us his new creation. (create)

d) The scientist made an amazing invention. (invent)

e) He was a well-known climber. (climb)

Go Grammar

1. Match the adverbs and the type. terriblyrarelytomorrowbeautifullyregularly

TimeMannerFrequency

2. Fill in the blanks using the adverbs and write the type:

a) Dorothy managed to close the trapdoor. (easily) - Adverb of manner

b) Dorothy got over her fright. (finally) - Adverb of time

c) Rohan followed the route he takes to school. (always) - Adverb of frequency

d) The boy had seen such a fancy bicycle before. (never) - Adverb of frequency

e) He climbed up the tree (slowly). - Adverb of manner

3. Rewrite the sentences using the correct form of the adverbs:

a) The wind howled loudly.

b) They climbed the hill carefully.

c) Leopards were seen on this hill occasionally.

d) The children need to exercise daily.

e) They set up camp quickly.

Listen Well

Listen carefully to the story and summarise it by filling in the table.

What is the character’s name? Leo

What does she set out to find? He sets out to find and defeat the evil dragon. Where does the map lead her?

The map leads him to the dragon's cave.

What does she find? He finds a huge dragon with black scales and glowing eyes. Who does Tara take back with her?Leo takes back the villagers, as they are saved from the dragon.

Speak Well

Answers will vary. Here is a sample answer.

ControlCopy

My favourite adventure activity is hiking. I like it because I get to explore nature and see beautiful trees, flowers, and animals. The best part about it is when I reach the top of the hill, and I can see the whole valley below me. It makes me feel happy and proud of myself. I love the fresh air and the sound of birds singing. Sometimes, I even bring a snack and sit down to rest while enjoying the view. Hiking is so much fun, and it helps me feel strong and connected to nature!

Write Well

Answers will vary. Here is a sample answer.

The Cyclone

Name of the author:

L. Frank Baum

Rate the story: 10/10

Main characters:

Dorothy, Toto, Uncle Henry, Aunt Em, The Cyclone

My favourite character: Dorothy

Two words to describe her:

Brave and caring

Describe the setting:

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

Beginning:

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

Middle:

The cyclone picks up the house and carries it away, taking Dorothy and her dog Toto on an adventure.

End:

The house lands in a strange land, and Dorothy is excited to see what happens next.

My favourite event in the story:

I loved reading about the cyclone picking up Dorothy’s house and how she was carried away to a new land.

Going Down Hill on a Bicycle

Get Set

Answers will vary. Here is a sample answer.

I will see the road going down fast. I will hear the wind rushing past me. I will feel excited and a little scared. I will see trees and houses blur by.I will hear my bike's wheels spinning quickly. My heart will race as I go faster.

I will see the ground moving beneath me.

Read and Respond

ControlCopy

1. Match the body parts and actions.

Body partsAction

Feet still

Hands lifted

Lungs laugh

Throat cries

Heart lifts

I will hear my breath as I pedal.My stomach might feel funny because I'm going fast.

2. Fill in the blanks:

a. The poem starts with a description of the moment before the boy darts down the hill.

b. The danger of going so fast makes his brain feel alive.

c. When he reaches the top speed he feels his heart lift with excitement.

d. He expresses his joy by laughing from the bottom of his lungs and crying out.

e. At this golden, blissful moment he feels as light as a feather.

f. Even as he slows down, he still feels as if he is floating on air.

3. Answer the questions:

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

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

c. Tick () the words you would use to describe the boy. Explain your answer.

• Courageous

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

• Relaxed

The boy is not exactly relaxed; he is focused and filled with excitement as he speeds down the hill.

• Dull

The boy is definitely not dull. His feelings and actions show that he is lively and full of energy.

• Fun-loving

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

• dventurous

The boy is adventurous because he loves taking risks and seeks the excitement of going down the hill at high speed.

• Selfish

There is nothing in the poem that suggests the boy is selfish. He is enjoying his experience, but not at the expense of others.

d. What does the boy mean by ‘Who climbs with toil, wheresoe’er, shall find wings waiting there’?

The boy means that after putting in hard work and effort (climbing with toil), he will find reward and freedom (wings waiting there). It’s like saying that the hard work he puts into reaching the top of the hill gives him the joy and thrill of flying down, which is worth the effort. It’s a metaphor for how hard work leads to great rewards or enjoyment.

Big Idea

The boy in the poem enjoys cycling down the hill. He finds it thrilling. Think about an adventure sport that you would like to do. Discuss it in class.

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

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

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

Vocabulary 1.

a) climb

• i climber

d) merry

• ii merriment

b) adventure

• ii adventurer

e) equip

• ii equipment

Answers will vary. Here is a sample answer.

c) navigate

• i navigation

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

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

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

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

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

Poetry Appreciation

2. How do these run-on lines help the poet to express the boy’s actions?

These run-on lines help to create a continuous flow, mimicking the feeling of speed and excitement as the boy rides down the hill. The lack of a pause between the lines makes the reader feel as though they are moving quickly with the boy, giving a sense of the rush and thrill he experiences.

3. Underline the other run-on lines in the poem:

Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:—

‘Is this, is this your joy?

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

Say, heart, is there aught like this

In a world that is full of bliss?

‘Tis more than skating, bound Steel-shod to the level ground. Speed slackens now, I float

Awhile in my airy boat; Till, when the wheels scarce crawl, My feet to the treadles fall. Alas, that the longest hill

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

Chapter 9: Panipuri Inside a Spaceship

Get Set

Answers will vary. Here is a sample answer.

1. Stars 2. Comets 3. Moon 4. Other planets

Read and Respond

1. Read the story and fill in the blanks.

a. Astronauts can’t eat from plates in space because the food would float away.

b. Food for astronauts should not produce crumbs because they could damage the spaceship’s engines.

c. In space, there is almost no gravity, which causes things to float.

d. Earlier astronauts ate vegetable and fruit pastes in tubes.

e. Modern astronauts can eat canned food, and protein bars in space.

2. Number the events 1–4 to show the correct order.

b. Chikki complains about having mooli parathas for dinner.

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

c. Chikki and Ninu come home from school to try ‘astronaut food’.

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

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

3. Answer the questions in two to three sentences.

a. Why does Chikki want to become an astronaut?

Chikki wants to become an astronaut because she wants to study science and fly higher than her father, who was a fighter pilot.

b. Why does Chikki and Ninu’s mother mash up the astronaut food?

Mummy mashes up the astronaut food to put it in a tube, making it easy to eat in space without it floating away.

c. What could happen if food floats around in the spaceship?

If food floats around in the spaceship, it could end up in the spaceship’s engines and make a mess, or take too long to eat.

d. How is Earth different from space?

On Earth, gravity keeps everything from floating, but in space, there is almost no gravity, which causes things to float.

e. How did scientists solve the problem of food floating around in spaceships?

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

Think and Answer

1. Chikki wants to eat panipuri in space. Read the story and write if it is possible to eat panipuri in space. Give two reasons for your answer.

In the story, the author teaches us that food in space needs to be specially designed to avoid problems. In space, there is no gravity, which means that food can float away and cause a mess. Scientists have to create food that is easy to eat without crumbs or spills. This is why astronaut food is mashed into pastes or packed in tubes, so it doesn't float around. Chikki learns this lesson when her mother explains that food in space has to be different from the food we eat on Earth, and it's not possible to eat regular foods like panipuri in space.

2. The author uses the story to teach Chikki and the readers a lesson.

a. What lesson does the author want us to learn?

The author wants us to learn that things we enjoy on Earth, like food, might need to be changed when we go to space. Scientists have to find creative ways to make food work in space, so it’s easy to eat without causing problems.

b. How does Chikki learn the lesson?

Chikki learns the lesson when Mummy explains that food in space needs to be mashed up into a paste or packaged in a way that prevents it from floating. Chikki realizes that eating food in space is very different from eating food on Earth.

Big Idea

Chikki has grown up to become an astronaut. She wants to take panipuri to space. You are a scientist. How will you help her solve the problem? What suggestions would you give Chikki? Discuss your suggestions in class. Answers will vary. Here is a sample answer.

As a scientist, I would help Chikki by explaining that panipuri can't be eaten in space because it has liquid and could float around. I would suggest turning the panipuri into a special space food. We could make the puri crispy and put the filling in a tube, so it doesn't spill. The chutney could be thickened and sealed in a container, so it doesn't float. I would also recommend making small, bite-sized pieces that can be eaten easily without making a mess. This way, Chikki could enjoy a space-friendly version of panipuri while flying in space!

Vocabulary

1. Use the prefixes in the box to create new words. Then, use the new words to fill in the blanks in the sentences.

a. She did not come to school as she was unwell.

b. I need to rewrite my homework.

c. Be careful not to misspell the word.

d. Please preheat the oven before baking.

e. We sometimes disagree about what to eat.

f. Use antibacterial soap to clean your hands.

g. The team’s science project was selected for the semifinal.

2. Combine the words to make new words. In your notebook, make sentences with the words.

a) Telescope b) Microphone c) Smartphone d) Photograph e) Thermometer Answers will vary. Here is a sample answer.

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

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

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

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

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

Go Grammar

1. Select the correct conjunctions to fill in the blanks.

a) The scientist was excited because he made a new discovery.

b) If you mix these two liquids, you will get foam.

c) The scientist needed a lot of money for the research project, so he wrote to the government for help.

d) When the computer crashed, we lost all data.

e) Although he faced many challenges, he continued with his research.

f) The scientist invented something new although he was not confident that it would work.

2. Choose the conjunctions to join the sentences. Then, write the final sentences in your notebook.

a) Ninu will treat poor people free of charge when Ninu becomes a doctor.

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

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

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

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

Listen Well

Listen carefully to the text and see how many facts you can fill in after a first reading.

a) Marie Curie was a Polish-born French physicist, famous for her work on radioactivity.

b) She discovered two new elements called polonium and radium.

c) These elements are special because they give off a lot of energy, known as radioactivity.

d) Her discoveries helped doctors use radium to treat cancer.

e) In 1903, she won a Nobel Prize for Physics and in 1911, she won a Nobel Prize for Chemistry.

f

) She was the first woman to win a Nobel Prize and is also the only woman to win the award in two different fields.

Speak Well

Answers will vary. Here is a sample answer.

Debate on “Should smartphones be used in schools?”

For:

Good morning. Today, I am going to speak in favor of using smartphones in schools. I believe that smartphones should be allowed in class because they help students learn new things in a better way. One of the main benefits of using a smartphone is that it gives us easy access to the internet. We can search for information quickly and find answers to questions that we might not know. Smartphones also allow students to use educational apps that can make learning fun and interesting.

Because of smartphones, we are now able to learn in many different ways. For example, there are apps that can help us with math, science, and reading. This can make it easier to understand the subjects we are studying. Smartphones can also help teachers by allowing them to share videos and lessons that make learning more exciting.

Against:

Good morning. Today, I am going to speak against the topic of using smartphones in schools. One of the main drawbacks of using smartphones is that they can be very distracting. Students might start playing games or watching videos instead of paying attention to the lesson. Smartphones are the main cause of students not focusing on their studies, and this can lead to poor grades.

Using smartphones will make students lazy. Instead of reading books or writing notes, students might rely on their smartphones to find everything they need. This can stop us from thinking and learning on our own. Smartphones can also cause problems like eye strain and headaches, which can affect our health.

Conclusion:

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

Answers will vary. Here is a sample answer.

Character Sketch: Spider-Man (Peter Parker)

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

2. Description of their Appearance and Background:

Peter Parker is a young man in his late teens, usually seen in his red and blue Spider-Man suit with a web pattern. He has brown hair and wears glasses, giving him a nerdy, shy appearance when not in his superhero outfit. He lives in New York City and works as a photographer. Before becoming Spider-Man, he was an ordinary teenager who loved science and was raised by his Aunt May and Uncle Ben. After a bite from a radioactive spider, Peter gains superpowers and takes on the role of Spider-Man to fight crime and protect the city.

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

Peter Parker is humble, kind, and always tries to do the right thing, even when it’s difficult. He often cracks jokes during his Spider-Man adventures, showing his light-hearted nature. However, he struggles with balancing his superhero duties and personal life, and his actions reflect his responsibility. His famous motto, "With great power comes great responsibility," shows that he values helping others and feels a deep sense of duty. His actions often show his loyalty to his friends and family, even if it means putting himself in danger.

4. Their Special Talents or Qualities:

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

My Mouse is Misbehaving

Get Set

Read the clues and complete the crossword with words related to computers. Across

1. Mouse

2. Printer

3. Headphones Down

1. Monitor 2. CPU (Central Processing Unit)

Read and Respond

1. Tick () correct answers.

a. What is the keyboard doing? iii. It’s on the fritz

b. What is the computer dropping? ii. Bytes and bits

c. What is failing? iv. Memory

d. What did the poet think when feeding the mouse? ii. It would be funny

3. Keyboard

e. What does the phrase ‘go up in smoke’ mean? i. The computer might stop working

2. Answer the questions:

a. Who is ‘my’ in the poem?

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

b. Which part of the computer is making a sound? The hard drive is making a click-click-click sound.

c. What is the printer doing?

The printer is spitting ink.

d. Describe all the problems caused by the mouse misbehaving.

ControlCopy

The mouse misbehaving caused the keyboard to stop working, the computer to drop bytes and bits, the memory to fail, and the entire system to slow down.

3. Read the lines from the poem and answer the questions: “The memory is failing. Things are grinding to a halt. And, even worse, I realize It’s probably my fault.”

a. Whose ‘memory’ is referred to in the lines above?

The ‘memory’ referred to is the computer's memory.

b. What does the phrase ‘grinding to a halt’ mean?

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

c. Why does the girl say it is her fault?

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

Big Idea

Think about any one of your devices that wasn’t working properly. Write an acrostic poem. Use personification at least twice in your poem. Finally, share it in class.

Answers will vary. Here is a sample answer.

Crashing and freezing, it just won’t start,

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

My tablet is grumpy, it just wants to sleep,

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

Unresponsive buttons, no touch at all,

Tired of waiting, it just makes me stall.

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

Restarting again, hoping for light.

Vocabulary

1. The first column lists objects and the second column lists some things only humans do or feel. Make a sentence using personification for each object.

Object

camera

blender

pen drive

air conditioner

Answers will vary. Here is a sample answer.

Human Action/Feeling

roars

hides

blinks

shivers

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

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

• My pen drive hides inside the drawer, and I can't find it anywhere!

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

2. Read the meaning of these prefixes and then circle the correct meaning of the words in the questions.

a. redo

i. to do again

d. teleport

i. to move far away quickly

Poetry Appreciation

b. antifreeze

ii. to stop freezing

e. preschool

iii. school before grade 1

c. autopilot

iii. to fly by itself

The poem ‘My Mouse is Misbehaving’ personifies different parts of the computer. Write down two examples of personification from the poem and explain what human quality is given to the object.

• Line: "The hard drive’s click-click-clicking"

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

• Line: "The screen is on the blink"

Explanation: The screen is given the human quality of "blinking," which is something humans do with their eyes, making it seem as though the screen is tired or not working properly like a person.

Henry: A Chameleon Get Set

Answers will vary. Here is a sample answer. Imagine that you have adopted an animal. Which animal would it be? A puppy How would you take care of it?

1. I would feed my puppy two times a day, with dog food and fresh water.

2. I would play with it every day, throwing a ball so it can run and fetch.

3. I would make sure to take it for walks in the park, so it can get exercise and have fun.

4. I would give my puppy a warm bed to sleep in and brush its fur to keep it clean.

Read and Respond

1. Fill in the blanks with details from the story.

a. A chameleon’s tongue is as long as its body.

b. Henry had a rigid crest that looked like a fireman’s helmet.

c. When angry, Henry would change colour from green to red.

d. Mrs Ghosh was the principal of the nursery school.

e. After his adventure, Henry spent the rest of his days in the garden.

2. Relook at the story and fill in the graphic organiser.

Problem at school

Henry was found in the basket of papayas at the nursery school.

What happened because of it?How was the problem solved?

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

3. Answer the questions in two to three sentences:

a. What makes chameleons extraordinary?

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

Chameleons are extraordinary because they can change their color and have a long tongue, as well as eyes that move independently from each other.

b. How did Henry become the narrator’s pet?

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

c. How would the author tease Henry? How would Henry react?

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

d. How did Henry end up at the nursery school?

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

e. How did Henry spend his days?

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

Think and Answer

1. Characters react differently in different situations. Complete the table with the character’s reactions and what you think they would have thought.

What Happens

The boy tickled Henry.

People shouting and throwing stones at the chameleon.

Mrs Ghosh saw Henry in the basket.

Big Idea

Character’s Reaction

Henry turned red and blew himself up in size.

The boy laughed and watched Henry's reaction.

The grandfather quickly saved the chameleon.

Mrs. Ghosh screamed and was terrified.

Mrs Ghosh screamed and was terrified.

An assistant teacher also screamed and ran away.

Character’s Thoughts

Henry thought, ‘This boy is so annoying.’

The boy thought, "This chameleon is so funny!"

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

Mrs Ghosh thought, "What is this creature doing here?"

The assistant teacher thought, "I must get help immediately!"

1. Sit in a group of four. Think about a time when you were surprised or scared by an animal. Discuss your experience in your group.

Answers will vary. Here is a sample answer.

Group Member 1:

ControlCopy

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

Group Member 2:

I was scared of a big dog once. It was in my neighbourhood. The dog barked really loud, and I got scared. I quickly walked away. My reaction was like Henry’s. When he got scared, he ran away fast. I didn’t run as fast, but I walked away quickly!

Group Member 3:

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

Group Member 4:

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

2. Grandfather is a kind man who saved the life of the chameleon. Think of two stories or movies where the main character showed kindness towards animals. Answers will vary. Here is a sample answer.

Name of Story/Movie

The Jungle Book

Charlotte's Web

Vocabulary

How Did the Character Show Kindness?

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

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

1. Use the clues below to fill in the crossword with words related to ‘kindness’. Across:

1. Friendly

2. Polite

3. Help Down:

1. Love

2. Respect

2. Look for the meaning of the words in the dictionary. Write the words next to the correct meaning. In your notebook, use any two words write the sentences of your own.

a. Compassion - Sympathetic pity and concern for the suffering or misfortune of others

b. Consideration - Thinking of the needs of others before acting

c. Thoughtfulness - Careful thought, typically over a period of time

d. Gentle - Kind and tender behaviour

e. Mercy - Forgiveness shown towards someone

Answers will vary. Here is a sample answer.

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

2. The king showed mercy to the poor beggar and gave him food.

3. Her thoughtfulness was shown when she brought me my favourite snack after I was feeling sick.

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

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

3. These words mean the same but are different in intensity (strength). They indicate different shades of the word ‘big’.

A afraid scared terrified

B happy joyful ecstatic

C annoyed angry furious

D chilly cold freezing

Go Grammar

1. Write the type of sentence.

a. "Grandfather came upon a noisy scene at the garden gate." – D

b. "Wow! Look over there! That’s a chameleon blending in with the colour of the leaves." – E:

c. "Save animals on earth by supporting wildlife conservation efforts and protecting their natural habitats!" – I

d. "What is so remarkable about Henry’s eyes that everyone keeps talking about them?" – Q

e. "Get me the basket of ripe papayas from the kitchen please." – I

2. Change the statements to questions.

a. Was the cause of the uproar a chameleon?

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

c. Is an assistant teacher chasing the chameleon?

d. Was Mrs Ghosh scared of the chameleon?

e. Are the papayas ripe?

Listen Well

Listen carefully to the text and fill in the blanks.

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

b) Chameleons need to be kept at a specific temperature and humidity.

c) Having snakes at home can be risky

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

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

Speak Well

Answers will vary.

Write Well

Answers will vary. Here is a sample answer.

Koalas: A Report

Physical Features

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

Research Topic

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

Information 1

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

Information 2

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

Interesting Fact 1

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

Interesting Fact 2

Koalas can make loud noises! Males make deep grunts and bellows to talk to other koalas, especially during the mating season to find a partner.

Interesting

Fact 3

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

A Minor Bird

Get Set

Answers will vary. Here is a sample answer.

1. I heard a bird singing in the tree.

2. I heard a crow cawing on the fence.

3. I heard a sparrow chirping near the flowers.

4. I heard a woodpecker tapping on a tree.

Read and Respond

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

a. The poet wished a bird would fly away.

b. The bird sang by the poet’s house all day.

c. The poet clapped hands at the bird from the door.

d. The poet admits that he was not to be blamed.

e. The poem suggests there must be something wrong in wanting to silence any song.

2. Write True or False.

a. The poet enjoyed the bird singing all day. False

b. The poet tried to make the bird go away by clapping. True

c. The poet believes it’s right to want to silence songs. False

d. The poem suggests that the poet’s attitude changed. True

3. Answer the questions in two to three sentences.

a. The poem is titled ‘A Minor Bird’. What does the word ‘minor’ in the title mean?

The word ‘minor’ in the title means something small or less important. The bird’s song was annoying to the poet, and "minor" refers to the poet’s attitude towards the bird’s song being somewhat small or not so serious.

b. What does the word ‘key’ refer to in the poem?

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

c. Why does the speaker think it is wrong to want to silence the bird’s song?

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

Big Idea

Answers will vary. Here is a sample answer.

Step 1: Discussion of the Poem

How does the speaker feel about the bird’s singing at the beginning of the poem?

The speaker feels annoyed. They want the bird to stop singing. What has changed in the speaker’s feelings by the end of the poem?

The speaker realizes it is wrong to want the bird to stop. They know the bird is not to blame.

What does the poem suggest about how we should handle things that annoy us?

The poem says we should think before getting upset. We should understand that some things are not others' fault.

Step 2: Personal Experience Discussion

Can you think of a time when something or someone annoyed you, but later you realized it wasn’t their fault? My little sister once made noise while I was studying. I got mad but later I understood she was just playing. How can we learn to appreciate things that we initially find bothersome? We can try to see the good side of the thing. For example, we can enjoy a bird’s song instead of being annoyed by it.

Why is it important to be patient and understanding with others? Being patient helps us not to get upset. It also helps us get along with others better.

Vocabulary

1. Fill in the word web.

Answers will vary. Here is a sample answer.

Category

Words that mean the same

Two people who are kind

Words that mean the opposits

How being kind makes you feel

Kind actions

Examples

Compassion, Generosity

My grandparents, My parents

Meanness, Cruelty

Happy, Pround

Helping someone, Sharing with others

2. Find and circle the palindromes in the word search puzzle.

c s v h t u r n

i f e d e d e m v r h n e b d k

Poetry Appreciation

Can you think of two more palindromes? Write them in the blanks.

Answers may vary. Here is a sample response.

a. level

b. nun

Answers will vary. Here is a sample answer.

The most appropriate theme of the poem "A Minor Bird" is Self-Reflection. The poem talks about how the speaker felt annoyed by the bird, but later realized that it was their own feelings causing the problem.

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

Manu Mixes Clay and Sunshine

Get Set

Answers will vary. Here is a sample answer.

If I were given a lump of clay, I would make a little animal, like a cat or a dog. I love animals, and it would be fun to shape them with my hands. I would carefully roll the clay to make the body, then add tiny pieces for the ears, eyes, and tail. I would paint it with bright colours to make it look cute. Making a clay animal would be a good way to use my creativity and have fun. It would also be a special thing to keep because I made it with my own hands!

Read and Respond

1. Tick () the correct answers.

a) What is the ‘firing day’ mentioned in the text? ii a day when they bake pottery in the kiln

b) What special items are made by Ma for festivals? iii Ganesha and Lakshmi statues

c) In what order did Manu and Baba prepare the clay after bringing it home? ii break, sieve, knead

d) How does the author convey the idea that pottery is important to the family’s daily life? iv all of the above

e) How did Manu get the umbrella for his father? ii He helped an old man and got it in return.

2. Read the different events from the story. Use B and A to mark which event happened before (B) and which event happened after (A) the event given.

Event 1: Manu helped Baba break the dried clay into small pieces and knead it with water.

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

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

Event 2: Manu got an umbrella for Baba by helping an old man.

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

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

3. Answer the questions in two or three sentences.

a) How do you know that Manu started learning about clay when he was young?

Manu started learning about clay when he was a baby. He played with lumps of clay, and by the time he was three, he could shape it into balls. His mother taught him to make toys with clay from a young age.

b) What did Ma say about potters’ hands? How was this true in the story?

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

c) What did Manu and Sushma enjoy doing with the wet clay? Why?

ControlCopy

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

d) How do we know that Ma is a skilled potter?

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

e) Manu and his family, ‘watched the sky turn pink and orange, ready for another day of pottery.’ Describe the tasks that Manu and his family will do again the next day. The next day, Manu and his family will continue making pottery. They will dig clay, shape it into pots, and fire them in the kiln. They will also sell their pots and toys in the market.

Think and Answer

1. Match the events and the imagery that best describe them. Event Sensory detail

Manu loved the cool touch of clay in summer.

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

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

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

Manu excitedly shared his experiences with Ma and Sushma.

Seeing a pot appear from a lump of clay.

Feeling the wet coolness when it was hot outside.

Seeing the beautiful colours of the sunset.

Hearing Manu’s voice babbling away.

Hearing it squish and squelch under their feet.

2. Read Manu’s actions. How do you think his actions affect the other characters? What do these actions tell you about Manu?

Actions from the Story

Effect on Other CharactersQualities Shown by Manu Manu made an owl for Sushma and a toy car for his brother. Sushma and his brother hugged Manu. Thoughtful, Caring

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

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

Big Idea

Baba was able to prepare the clay for pottery. Helpful, Hardworking

Baba was surprised and happy to receive the umbrella. Kind, Generous

Think about a time when you did something special for someone or helped a family member with something they were doing.

Answers will vary. Here is a sample answer.

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

Vocabulary

1. Read the phrases below. Replace them with the correct words in the box.

a) A person who writes stories: author

b) A person who plays musical instruments: musician

c) A person who makes statues: sculptor

d) A person who performs in plays: actor

e) A person who makes clay pots: potter

2. Circle the correct collocation for each sentence.

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

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

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

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

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

Go Grammar

1. Label the sentences as past, present, or future.

a) The family will continue the work tomorrow. (Future)

b) Manu will go to the city with Baba tomorrow. (Future)

c) Manu and Sushma jumped on the wet clay. (Past)

d) Manu always loves to go to the big city. (Present)

e) Baba bought new things for the family. (Past)

2. Fill in the blanks with the correct verb forms.

a) They went to the market last week.

b) Ma will make clay diyas tomorrow.

c) Manu watches the sun come up each morning.

d) Yesterday, Sushma designed a beautiful dress.

e) Painters express their feelings through colours.

3. Correct the verb forms and rewrite the sentences.

a) Yesterday, Manu dug for clay with Dada.

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

c) Modern sculptors usually use polymer clay.

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

e) I will always admire the murals on these walls.

Listen Well

Listen carefully to the text and choose the correct answers.

a) Which of the following involves shaping material into three-dimensional artwork?

iv) Sculpture

b) What materials are commonly used in sculpture?

i) Clay, wood, metal or stone

c) Which of the following is true for a realistic sculpture?

ii) It looks similar to the real thing.

d) What do abstract sculptures focus on?

iv) Shapes and forms

e) Why do artists make sculptures?

iii) To express their creativity

Speak Well

Answers will vary. Here is a sample answer.

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

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

• Your picture is awesome! You can try making the shapes a little bigger to make it stand out more.

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

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

Write Well

Answers will vary. Here is a sample answer.

Raj: Hi Neeta, look at my new sculpture!

Neeta: Wow, Raj! It looks great!

Raj: I am trying to make a dragon.

Neeta: That’s really cool! Did you use clay to make it?

Raj: Yes, I used clay and shaped it carefully.

Neeta: It looks so real! How did you make the wings?

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

Neeta: I love it! Can I try making one too?

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

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

The Inspiring Journey of Sumit Antil

Get Set

Answers will vary. Here is a sample answer.

One time, I had a big challenge when I had to finish a school project in just one day. I had forgotten about it and the deadline was coming really fast. At first, I felt scared and nervous because I didn’t know if I could finish it on time.

But then, I decided to stay calm and focus. I worked hard, took small breaks, and asked my parents for help when I needed it. In the end, I finished the project and felt really proud of myself. I learned that if I stay calm and work hard, I can overcome any challenge!

Read and Respond

1. Fill in the blanks.

a. Sumit Antil is a champion in javelin throwing.

b. Sumit Antil grew up in Khewra village in Haryana.

c. Sumit Antil’s original dream was to become a wrestler.

d. Sumit Antil moved to New Delhi to train under Naval Singh.

e. Sumit Antil won a medal at the Tokyo Paralympic Games with a throw of 68.55 metres.

2. Fill in the events leading to Sumit Antil’s gold medal at the Tokyo Paralympic Games. Event

3. Answer the questions in two or three sentences.

a. What are the Paralympic Games?

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

b. How did Sumit Antil feel after his accident? Explain why?

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

c. Was Sumit Antil’s time in New Delhi easy for him? Why or why not?

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

d. What does Sumit Antil believe is the secret to his success?

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

e. What is Sumit Antil’s advice to aspiring sportspersons?

Sumit Antil advises aspiring sportspersons to never give up and to stay dedicated to their training. He emphasizes the importance of practicing in different conditions and staying focused on achieving their goals.

Think and Answer

1. Use the words in the box to write one sentence about how Sumit Antil might have felt in each situation.

Event Sequence

He is involved in an accident.

He meets his coach.

He gets a prosthetic leg.

Sumit Antil might have felt shocked when he was involved in the accident.

Sumit Antil might have felt hopeful when he met his coach for the first time.

Sumit Antil might have felt determined when he received his prosthetic leg.

He wins a gold medal at the Paralympics.Sumit Antil might have felt overjoyed when he won a gold medal at the paralympics.

2. What do you think is the main message of Sumit Antil’s story, and how do the events of his life support this message?

Main message:

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

Event 1:

Sumit's accident and the loss of his leg

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This event shows that Sumit faced a huge setback, but it did not break his spirit. Instead of giving up, he found a new path, proving that we can keep going even after facing unexpected difficulties.

Event 2:

Sumit meets his coach and discovers javelin throwing

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

Event 3:

Sumit wins the gold medal at the Tokyo Paralympics

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

3. Do some research and write the names of the paralympians and the sports in which they won gold medals in the 2024 games.

• Ihar Boki (Neutral Paralympic Athlete): Dominated in para swimming, securing multiple gold medals, including a world record in the 200m individual medley SM13.

• Dimitri Coutya (Great Britain): Excelled in wheelchair fencing, contributing to Great Britain's impressive medal tally.

• Maurice Schmidt (Germany): Achieved gold in wheelchair fencing, marking Germany's first in this discipline in 28 years.

Big Idea

Sumit Antil is a great role model. Which of his qualities would you like to develop?

Is there a particular goal you want to achieve with these qualities? In your notebook, explain how these qualities will help you achieve your goal.

Answers will vary. Here is a sample answer.

Sumit Antil is a great role model because he is determined, hardworking, and never gives up. I would like to develop his determination. Just like Sumit, I want to keep trying my best, even when things get tough. My goal is to become better at sports, especially running. If I stay determined like Sumit, I will practice every day and improve my skills. His hard work and dedication inspire me to keep pushing myself, even when I feel tired or frustrated. I believe that by being determined, I can achieve my goal and get better at running!

Vocabulary

1. Match the idioms and their meaning:

• go the extra mile - to put in extra effort

• raise the bar - to set higher standards than there were before

• break new ground - to do something totally new or different

• hit the mark - to achieve your aim

• aim high - to set goals that you will have to stretch to achieve

2. Use the antonyms in the box to fill in the blanks:

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

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

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

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

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

Go Grammar

1. Use the correct verb forms for the present continuous tense.

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

b. Why is the captain not going?

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

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

e. Everyone is cheering with them.

2. Fill in the blanks using the correct option for the given tense:

a. Simple present: Murli swims very well.

b. Present continuous: Murli is preparing for the Paralympics.

c. Present continuous: His friends are recording his times.

d. Present continuous: The coaches are watching each player closely.

e. Simple present: I am sure the whole country is proud of Murli.

3. Fill in the blanks with the past continuous verb form:

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

b. Why were you looking for us so urgently?

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

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

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

4. Rewrite the sentences using the clues given:

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

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

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

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

Listen Well

Fill in the blanks while you are listening to the poem.

a. Reach for the stars, touch the sky.

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

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

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

Speak Well

Answers will vary. Here is a sample answer.

Interviewer:

Hello! Today, I am so excited to be talking to P.V. Sindhu, one of India’s greatest badminton players. Thank you for joining me, Sindhu! Can you tell us a little about yourself?

P.V. Sindhu:

Hello! I am P.V. Sindhu, and I am a badminton player. I love playing badminton and have worked very hard to make India proud in many international tournaments.

Interviewer:

That’s amazing! How did you feel when you started playing badminton? Was it easy for you?

P.V. Sindhu:

When I started playing, it wasn’t easy at all. I had to practice a lot, and there were times when I felt like giving up. But I never gave up and kept practicing because I loved the sport. Hard work made me better.

Interviewer:

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

P.V. Sindhu:

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

Interviewer:

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

P.V. Sindhu:

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

Interviewer:

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

P.V. Sindhu:

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

Write Well

Answers will vary. Here is a sample answer. The Big School Race

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

One day, the school announced a big race. The winner would get a shiny gold medal. Arjun decided he wanted to win the race, but he knew he had to work very hard. He set a goal: “I will win the race!”

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

Raghav noticed how hard Arjun was working. He cheered for him, saying, "You can do it, Arjun!"

The race day finally arrived. Arjun was nervous, but he remembered how hard he had worked. The race started, and Arjun ran with all his strength. At first, Raghav was ahead, but Arjun didn’t stop. He kept running and running, thinking of the gold medal.

In the end, Arjun crossed the finish line first! He was so happy and proud. Arjun had won the race!

The teachers gave Arjun a shiny gold medal. Arjun smiled and said, “I did it because I worked hard every day.”

Raghav came to him and said, “Great job, Arjun! You really earned it.”

Arjun learned that with hard work and determination, anything was possible. And from that day on, Arjun always remembered his goal: never give up!

The Baker’s Dozen Get Set

Answers will vary. Here is a sample answer.

Name five things you would get at the following places. Grocery Store:

Bakery:

1. Bread 2. Cupcakes 3. Cookies 4. Pastries 5. Cakes

Read and Respond

1. Fill in the blanks.

a. Van Amsterdam was a baker in the Dutch colonial town, later known as Albany, New York.

b. The baker’s shop was busiest in the days leading up to Saint Nicholas Day.

c. The old woman asked for a dozen of Saint Nicholas cookies.

d. After the old woman’s visit, Van Amsterdam’s bakery experienced many problems.

e. In Van Amsterdam’s dream, he saw Saint Nicholas handing children gifts.

2. Fill in the chart with information about the story.

The Baker's Dozen

Main charactersVan Amsterdam, the old woman

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

Special occasion Saint Micholas Day

Special dishSaint Nicholas cookies

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

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

3. Answer the questions in two to three sentences.

a. How did Van Amsterdam ensure he was honest with his customers?

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

b. Describe what the Saint Nicholas cookies looked like.

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

c. The old woman says ‘Van Amsterdam! However honest you may be, your heart is small and your fist is tight. Fall again, mount again, learn how to count again!’ What do these lines mean?

These lines mean that although Van Amsterdam was honest, he was too focused on being exact and tight with his measurements. The woman is suggesting he should learn to be more generous and openhearted, and not just stick strictly to the rules.

d. How did Van Amsterdam’s business change after the old woman’s visit?

After the old woman’s visit, Van Amsterdam’s business went downhill. His baked goods became ruined, and customers stopped coming. The bakery became nearly empty as the quality of his products declined.

e. What did Van Amsterdam realise after his dream?

After his dream, Van Amsterdam realized that he could still be honest with his customers but could also be generous by giving a little more. He decided to give thirteen cookies instead of twelve for a dozen.

Think and Answer

1. What do you think the author ’s purpose was in writing this story?

b. To teach a lesson about the importance of generosity.

2. Which of the following themes best fits the story?

b. Generosity

3. Write the message of the story in your notebook. The message of the story is that sometimes being generous, even when you are already honest and fair, can lead to greater rewards and happiness. The story encourages thinking beyond strict rules and being open to giving more than what is expected.

4. Explain how the events and characters in the story support the theme and the message. Provide specific examples from the story to support your answer. Write in your notebook.

In the story, Van Amsterdam’s bakery starts to fail because he only gives exactly what customers pay for, and he doesn’t want to be generous. After the old woman’s visit and his dream, he learns that giving a little extra, like thirteen cookies instead of twelve, helps his business grow. This shows that being generous can bring rewards, which supports the theme of generosity.

Big Idea

Imagine you have a box of your favourite sweets and you plan to share them with your friends at school. You realise you have just enough for each friend to have one piece. One friend asks if they can have an extra piece because they really love those sweets. What would you do in this situation? Discuss your answer with a friend. Answers will vary. Here is a sample answer.

If I had just enough sweets for everyone to have one, and one friend asked for an extra piece, I would think carefully. I would want to be kind and share, but I also don’t want to be unfair to the others. I might tell my friend that I really want to give them an extra piece, but I also have to make sure everyone gets one. If there are any extra sweets left after sharing, I’d happily give them another piece. Sharing is about making everyone happy, and I’d try to find a way to be fair to all.

Vocabulary

1. Use the dictionary to find the meanings of the words. Then, use the words to fill in the blanks.

a. The library has many shelves filled with interesting books.

b. On a cold day, she wrapped her cloak tightly around her shoulders.

c. We kneaded the dough to make delicious homemade bread.

d. The magician performed a clever trick that amazed the audience.

e. The scientist used a scale to measure the exact weight of the rock.

2. Match each phrasal verb in bold and its correct meaning.

• The children look up to Saint Nicholas because he is kind. to admire or to respect someone

• The old woman set off on her journey after buying the cookies. to start a journey

• Saint Nicholas’ white horse can take off its saddle. to remove

• The baker ’s dream turned into a lesson about giving. to change into something else

• The old woman came in to buy the cookies. to enter a place

3. Fill in the blanks with phrasal verbs in the box.

a. The baker was sad when he ran out of customers in his shop.

b. Van Amsterdam went on with his business, even when times were tough.

c. The children always looked forward to Saint Nicholas Day because of the special cookies.

d. The baker had to put on his apron before starting to bake.

e. The old woman wanted to find out if the baker had learnt his lesson.

Go Grammar

1. Write the correct verbs that agree with the subjects in the sentences below.

a. Generosity pays off.

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b. Each of his customers notices the difference.

c. Neither the old woman nor Saint Nicholas appears for a year.

d. The baker and his wife smile at Saint Nicholas.

e. A few bakers in the village prepare a feast for the special day.

2. Correct and rewrite the sentences.

a. An old man and his wife are praying for a child.

b. A basket of peaches is sitting on the table.

c. Both gasp when a boy pops out of a peach.

d. Neither the dog nor the monkey leaves the boy.

e. There is a castle with demons and monsters.

3. Fill in the blanks with correct verb forms.

The Chinese Emperor declares that the boy whose plant grows best will be emperor after him. Each boy gathers seeds from the palace. Jun waters his seeds every day. But his hard work yields no result. His plant does not grow. A crowd looks to see the plants. All the plants except Jun’s are healthy and tall. The emperor and his minister select Jun as the winner. The emperor had given the boys boiled seeds to test their honesty.

Listen Well

Listen carefully to the story and choose the correct answer Who is the main character?

c. The son What did the character want?

b. He wanted his father to recognise his talent. What was the problem?

a. The father asked his son to leave the house. How did the character solve the problem?

a. He organised a day on which he displayed his talent. What happened in the end?

a. The father accepted that he had made a mistake.

Speak Well

Answers will vary. Here is a sample answer.

One day, a little rabbit named Benny was hopping through the forest, looking for food. He came across a big, juicy carrot and decided to take it back to his burrow. But as he was hopping, he saw a tiny bird with a broken wing. The bird looked so sad, and Benny wanted to help, but he was hungry and wanted to eat the carrot. After thinking for a moment, Benny decided to share the carrot with the bird. He carefully broke it in half and gave one part to the bird. The bird chirped happily and said, "Thank you, Benny! I have a special gift for you." The bird then used her good wing to fly and get a tiny magical flower. "This flower will give you good luck!" the bird said.

Benny smiled, realizing that by helping someone else, he had found an even bigger reward. From then on, Benny always helped others in need.

Write Well

Answers will vary. Here is a sample answer.

The Brave Bamboo Tree

In a faraway land, where the sun shines bright, Lived a bamboo tree, standing tall with might.

The forest around it was lush and green, But one stormy night, the skies turned mean.

The wind howled loud, the rain fell fast, The bamboo trembled, but it stood steadfast.

The trees around it bent and broke, While the bamboo whispered, "I will not choke."

The storm raged on with fury and fear, But the bamboo's roots held strong, sincere.

In the morning light, the skies cleared away, And the bamboo stood tall at the break of day.

Through the storm’s power, the bamboo had learned, Bravery comes when the hardest is turned.

For sometimes in life, you’ll face the storm's blast, But standing strong, you'll endure it at last.

Workbook

Family Bonding

Read and Respond

1. Fill in the blanks with your own words.

a. The Patel family gathers around their oak tree every evening.

b. Grandpa Patel entertains everyone with stories about his travels.

c. Grandma Patel fills the garden with the wonderful smell of her curry.

d. Rahul and Priya sit together and share stories from their busy day.

e. The Patel family plan to have a picnic in the park and enjoy Grandma’s delicious sandwiches.

2. Answer the questions in two to three sentences.

a. What is the Patel family ’s daily ritual?

The Patel family ’s daily ritual is gathering around the oak tree every evening. They spend time together, sharing stories and enjoying each other’s company.

b. What do the parents tell everyone about?

Rahul and Priya, the parents, share stories about their busy day at work. They enjoy telling their children and parents about their experiences.

c. Why is Rohan disappointed?

Rohan is disappointed because he has an important football match on Saturday. This means he cannot join the family picnic, which makes him feel sad as he was looking forward to it.

d. What are the Patels’ final plans for the weekend?

The Patels decide to go to Rohan’s football game to support him and have the picnic on Sunday instead. They work together to adjust their plans so everyone is happy.

3. Like the Patel family, would you like your family to have a tradition too?

a. What would the tradition be?

Yes, I would love for my family to have a tradition of having a family game night every Friday. We could play board games, card games, or even have a movie marathon together.

b. What effect do you think this new tradition would have on your family?

This new tradition would bring our family closer together and help us bond. It would create fun memories and strengthen our relationships by spending quality time together every week.

Vocabulary

1. Find and circle the words related to family in the grid. Then, use them in sentences of your own. z

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Answers may vary. This is a sample response.

a. My parents take care of me every day.

b. My uncle is my legal guardian when my parents are away.

c. I have one sibling, my brother, who is two years older than me.

d. My aunt makes the best cookies for our family gatherings.

e. My grandmother tells me wonderful stories from her childhood.

Answers may vary. This is a sample response.

Grandfather

KISHAN MATHUR

You

PAYAL MATHUR

Father

RAVI MATHUR

Mother

NEERA MATHUR

Grandmother

SUNITA MATHUR

Grandfather

HARI MATHUR

Grandmother

VIMI MATHUR

Go Grammar

1. Rewrite the sentences by using common nouns in place of proper nouns.

a. The city has beautiful buildings.

b. The girl loves to eat sweets.

c. Our two teachers teach English and art.

d. Look at the planet in the sky.

e. The farmer brought the cow to the fair.

2. Match the pictures and correct quantifiers.

Column A Column B

lot

few

little

3. Underline the correct collective nouns for each group.

a. a group of monkeys fleet troop herd

b. a group of vehicles fleet army galaxy

c. a group of stars fleet bouquet galaxy

d. a group of flowers galaxy bouquet cluster

e. a group of soldiers army bouquet cluster

Answers may vary. This is a sample response.

a. A troop of monkeys swung through the trees in the jungle.

b. The fleet of cars zoomed down the highway.

c. Our planet is part of a beautiful galaxy called the Milky Way.

d. She gave me a lovely bouquet of roses for my birthday.

e. The army marched proudly during the parade.

Listen Well

Listen carefully to the text and answer the questions.

a. Maya and Rohan loved visiting their grandparents.

b. Grandma welcomed them with warm hugs and fresh buttermilk.

c. Maya and Rohan had aloo paratha for lunch.

d. After lunch, Grandpa took them to the garden.

e. Grandpa said that the flowers are like family.

f. Grandma said that the best recipes are made with love and care.

Speak Well

Answers may vary. This is a sample response.

One day, my family decided to go on a picnic.

We packed sandwiches, fruits, and juice.

Mom told us to bring our favorite toys to play with.

My little brother brought his ball, and I brought my kite.

When we reached the park, we found a nice spot under a big tree.

Dad set up the blanket, and we all sat down to eat.

After lunch, we played games like tag and frisbee.

Then, we all flew our kites high in the sky.

Mom and Dad took lots of pictures to remember the day.

Later, we went on a nature walk and saw some cute squirrels. We had so much fun that we didn’t want to go home. At the end of the day, we hugged each other and promised to do it again. It was the best family day ever!

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Write Well

Answers may vary. This is a sample response. No. 10, Green Park, Chennai - 600 100, Tamil Nadu, India.

13 March 2025

Dear Zoya,

I hope you are doing well. I wanted to tell you about the last time I went out with my family. It was a very special day, and we had so much fun together. Last weekend, my family and I went to Marina Beach in Chennai. It was a sunny day, and the sea breeze made everything feel so fresh. We played some games on the sand, and I built a big sandcastle with my little brother. My parents took us for a boat ride, and we saw a lot of birds and fishing boats. We even bought some ice cream and coconut water to cool down. After that, we went to a nearby restaurant and had a tasty meal of dosa and idli. It was so yummy! We all laughed and shared funny stories. I had such a great time, and I wish you were with us. I hope we can plan something like this when you come to visit.

Looking forward to hearing from you soon!

Take care,

Ishaana

Patriotism

Read and Respond

1. Choose the correct answers.

a. What was Sarojini Naidu NOT known as?

iii A novelist

b. What did people call Sarojini Naidu?

ii The Nightingale of India

c. In which anthology do some of her poems appear?

ii The Golden Threshold

d. In which protest did Sarojini Naidu join Mahatma Gandhi?

i Salt March

e. Which movements or protests was she NOT a part of?

i Digital India

2. Answer the questions in one to two sentences.

a. What are Sarojini Naidu’s poems mostly about?

Sarojini Naidu’s poems are mostly about India’s culture, freedom, and fairness.

b. What was the purpose of Sarojini Naidu’s travels around India?

Sarojini Naidu travelled around India to help people and talk about women’s rights.

c. Write two sentences about Sarojini Naidu’s political career.

Sarojini Naidu was a leader in the Civil Disobedience Movement and the Quit India Movement. She became the first woman to lead the Indian National Congress in 1925.

d. How did Sarojini Naidu show bravery and inspire people in India’s history?

Sarojini Naidu showed bravery by joining peaceful protests like the Salt March and fighting for India’s freedom. She was arrested multiple times and spent over 21 months in jail, but she continued to inspire people with her courage and leadership.

3. Patriotism in the 1900s meant fighting for the country ’s freedom. What do you think it means now?

Patriotism today means loving and serving your country by working to improve it. It means contributing positively to society, respecting others, and working together for a better future.

As citizens, what are some things you can do in your neighbourhood to display your patriotism?

We can display patriotism by keeping our surroundings clean, helping others in need, respecting national symbols, and participating in community activities.

Vocabulary

1. Replace the phrases with the words in the box.

a. A piece of cloth that represents a country: flag

b. The ability to face fear or danger: courage

c. A promise you make: pledge

d. Being free from control by another country: independence

e. An attitude of enthusiasm and determination: spirit

2. Use the following words in sentences. You can look up their meaning in the dictionary. Answers may vary. This is a sample response.

a. democracy

In a democracy, everyone has the right to vote.

b. equality

All people should be treated with equality, no matter where they come from.

c. respect

We should always show respect to our teachers and parents.

d. pride

I feel a lot of pride when I see my country ’s flag.

e. motherland

I love my motherland and I am proud to live here.

Go Grammar

1. Circle the adjectives in the sentences and state the type.

a. The brave soldiers defended the country with great courage.

• Adjective of quality: brave

• Adjective of quantity: great

b. Many citizens attended the national celebration.

• Adjective of quantity: many

c. Our history is filled with many inspiring freedom stories.

• Possessive adjective: our

• Adjective of quantity: many

• Adjective of quality: inspiring

d. This flag symbolises our nation’s strength and unity.

• Demonstrative adjective: this

• Possessive adjective: our

e. A few students wrote descriptive essays on national heroes.

• Adjective of quantity: few

• Adjective of quality: descriptive

2. Write a sentence with two or more adjectives for each of the pictures.

a. The bright, eager students answered the teacher’s questions.

b. The soft, sweet gulab jamun melted in my mouth.

c. The graceful, talented dancer performed on stage.

d. The tall, green tree shaded the playground.

e. The strong, hardworking men lifted heavy boxes.

3. Rewrite the sentences using the correct order of adjectives.

a. The three yellow little ducks lived in the pond.

The three little yellow ducks lived in the pond.

b. Those blue two vases are on the table.

Those two blue vases are on the table.

c. The sky is filled with bright a million shining stars. The sky is filled with a million bright shining stars.

d. Round, big, his eyes looked at me.

His big round eyes looked at me.

e. Look at blue square that beautiful painting.

Look at that beautiful square blue painting.

Listen Well

Listen to this speech and answer the questions below.

a. What was drafted seventy-five years ago?

The Indian Constitution was drafted seventy-five years ago.

b. Name two areas where we have progressed as a nation.

i. Better schools

ii. New technology

c. What is needed if we want to solve modern-day problems?

i. The collective effort of all our people

ii. Determination of all our people

Speak Well

Answers may vary. This is a sample response.

Speech on A National Hero: Dr. APJ Abdul Kalam

Good morning everyone,

Today, I would like to talk about a great national hero, Dr. APJ Abdul Kalam, who is known as the “Missile Man of India” and the 11th President of India.

Dr. Kalam was born on October 15, 1931, in a small town called Rameswaram, Tamil Nadu. He worked very hard and became one of the most respected scientists in India. He played a key role in India’s missile and space programs, making our country stronger and more advanced in technology. Dr. Kalam also contributed to the development of India’s nuclear weapons, which were a huge achievement for our country.

Apart from being a scientist, Dr. Kalam was also a kind and humble person. He inspired millions of children and adults with his speeches and writings. He always encouraged young people to dream big and work hard to achieve their goals.

Dr. Kalam was a true hero not only because of his achievements but also because of his love for the country and his dedication to making India a better place.

Thank you for listening. I hope we all remember Dr. Kalam’s hard work and determination and strive to be better individuals for our nation.

Thank you.

Write Well

Answers may vary. This is a sample response.

20 June 2025

5 p.m.

Dear Ma,

MESSAGE

Mr. Rakesh Duggal called from Sunshine Academy. He informed me that Harmanpreet Kaur, the captain of the Indian Women’s Cricket team, will be visiting the school on Friday to celebrate Women’s Day. They plan to honour all women who have contributed to the nation. Mr. Duggal requested that you make arrangements for Harmanpreet Kaur to meet the school teams.

I will pass on this message to you as soon as you return.

Maya Food and Culture

Read and Respond

1. Answer the questions in two to three sentences.

a. What was the family ’s reaction when they reached Bangkok?

The Gill family was excited when they arrived in Bangkok. Their eyes were wide with excitement, and they were amazed by the delicious smells of street food and spices.

b. What did the Gill family try at the food stall in the morning market?

At the morning market, the Gill family tried som tam, a spicy green papaya salad. Priya found it tangy and crunchy.

c. What did the family do in the afternoon?

In the afternoon, the family saw people in traditional Thai clothes and beautiful jewellery. They took photos of the busy market and canals and bought handmade crafts as souvenirs.

d. When and where did the family try sticky rice with ripe mango?

The family tried sticky rice with ripe mango later at a floating market. They loved it, and it was a special treat they enjoyed.

e. How did Mr Gill describe Thai food?

Mr Gill described Thai food as being all about balance—sweet, sour, salty, and spicy. He found it to be a perfect mix of flavours.

2. Priya and Ravi visited Thailand. Is there a country you want to visit? What are some things about the country you are curious about?

Answers may vary. This is a sample response. I want to visit:

I want to visit Japan.

Food that I want to try:

a. Sushi

b. Ramen

c. Mochi

Places I want to see:

a. Mount Fuji

b. Kyoto temples

c. Tokyo Disneyland

Cultural things I want to experience:

a. Tea ceremony

b. Traditional kimono wearing

c. Cherry blossom festival

Vocabulary

1. Match the words and their meaning. Then, fill in the blanks with the correct words from the box.

Word Meaning garnish a decoration added to a dish for extra flavour or to make it look good buffet a self-serve meal where people choose from a variety of dishes roast to cook food by baking it in an oven or over a fire pastry a small individual tart or piece of cake savoury food that is salty or spicy, not sweet

a. Chips are a popular snack.

b. The chef used nuts and honey as a garnish for the pancakes.

c. The hotel served a buffet with many different dishes.

d. During the monsoon we love to roast corn before eating it.

e. She bought a pastry from the bakery.

2. Replace the phrases with words. Write the correct words to complete the crossword puzzle.

Across

1. Dessert (A sweet course served at the end of a meal)

2. Unique (Unlike anything else)

Down

3. Pickle (A preserved food which has spices and is tangy)

4. Beverage (A name for things to drink that is commonly used on menus)

5. Dumpling (A small doughy mass, often filled with vegetables. It is steamed)

Go Grammar

1. Fill in the blanks with the correct pronouns:

a. Stay back or you will hurt yourself.

b. Let’s all go and eat. Mom made dosas for us.

c. We are a family of foodies. We like to eat local dishes.

d. After the swim, the kids dried themselves.

e. Sia smiled because the teacher gave her a star

2. Select the correct options:

a. John made breakfast for i. himself.

b. Rohan and Tanmay love to play football. i. They love to play football.

c. The dog ran towards Rohan. ii. It ran towards him.

d. Neeta passed the soup to Raj. ii. Neeta passed the soup to him.

e. Indian food is popular among Europeans. i. Indian food is popular among them.

3. Replace the underlined words with the correct pronouns and rewrite the sentences:

a. Gautam is a kind man. He is a kind man.

b. Father bought Meera and Jay sweets. He bought them sweets.

c. I got a pen for Ram. What did you get? I got a pen for him.

d. You can say the speech aloud to you before doing it in class. You can say the speech aloud to yourself before doing it in class.

e. Maharashtra is a big state. Maharashtra is known for its good food. It is known for its good food.

Listen Well

Listen to the announcement once. Then, read the graphic organiser and fill it in while you listen to the announcement the second time.

Category

Dishes

Two North Indian Delights Paneer Butter Masala, Naan

Two South Indian Treats Dosas, Idlis

Two East Indian Favourites Litti Chokha, Pakhala

Two West Indian SpecialtiesPav Bhaji, Dkokla

Two Sweet Desserts Gulab Jamun, Jalebi

Speak Well

Answers may vary. This is a sample response.

Hello everyone! Today, I’m going to talk about my family’s traditional food and culture.

In my family, we follow some very special traditions. One of the most important ones is celebrating festivals together. We celebrate Diwali, Holi, and other festivals with a lot of joy and fun. During these times, our house is decorated with lights and colourful rangolis. We also wear new clothes and visit relatives. Now, let me talk about the traditional food we enjoy in my family. During Diwali, my mother makes mithai (sweets) like ladoos, barfi, and jalebis. These sweets are very tasty and are shared with friends and neighbours. On special occasions, we also prepare a big meal with rice, lentils, vegetables, and chapatis (flatbread). The food is always served with love and is a big part of our celebrations.

In my family, we also follow a tradition of eating together at the dining table. It helps us bond and talk about our day. My parents always tell us to respect our elders and help others in need, which is an important part of our culture.

I am proud of my family’s traditions and the food we make. They make our celebrations special and full of happiness.

Thank you!

Answers may vary. This is a sample response.

18 June 2025

Monday

9 p.m.

Dear Diary,

Yesterday was such a special day! It was the festival of Durga Puja, and my family celebrated it with a lot of joy and happiness. We went to the temple, sang songs, and prayed together. But the best part of the day was when my grandmother made payesh, a sweet rice pudding that is a traditional food in our family. She cooked the rice in milk and added sugar, cardamom, and raisins. The smell was so delicious that I couldn’t wait to taste it. When it was ready, my grandmother served it in small bowls, and I was the first one to try it! It was so sweet and creamy. The rice was soft, and the raisins gave it a little surprise in every bite. We all sat together and ate the payesh, talking and laughing. It felt so warm and comforting, just like the love in our family. It’s my favorite food, and I can’t wait to have it again next year at the festival!

I love this tradition, and I will always remember how happy I felt eating payesh with my family.

Sharmistha

Games

Read and Respond

1. Write True or False.

a) False – Shikha represented her state at national level when she was 15 years old, not 16.

b) True – She studied at Goa College of Engineering.

c) False – Shikha joined the Indian Air Force, not the Indian Navy.

d) True – Shikha has played at both the state and national level.

e) True – Shikha currently plays for Delhi Capitals in the Women’s Premier League.

2. Imagine that you are a journalist. Write four things that you think made Shikha successful.

a. Hard work and dedication to cricket.

b. Balancing education and sports, studying while practicing cricket.

c. Choosing her passion for cricket over job offers.

d. Never giving up on her dream, even after joining the Indian Air Force.

3. Shikha Pandey did very well at both school and sports. How can you balance your schoolwork with your hobbies or the activities you love doing?

a. My schoolwork:

• Set a study schedule and stick to it.

• Prioritize tasks and focus on important assignments.

• Avoid distractions while studying.

• Use free time for hobbies or activities that help me relax. My hobbies and activities:

• Playing football

• Drawing and painting

• Reading books

• Playing the piano

• Cycling

• Dancing

How I can balance my schoolwork and hobbies:

• Follow a daily routine by setting aside specific time for study and hobbies.

• Set clear goals for both school and hobbies to stay focused and organized.

• Use time management techniques, like making a to-do list, to ensure everything gets done.

• Prioritize important school tasks and then enjoy my hobbies during free time.

• Avoid distractions during study time to finish quickly and have more time for activities I love.

• Take small breaks during study time to refresh and enjoy a little bit of my hobbies, like drawing or playing football.

Vocabulary

1. Match the words and the correct pictures. team referee finish line basketball racket

Answers may vary. This is a sample response.

• The team celebrated their victory after the match.

• The referee made sure the game was fair.

• She was the first to cross the finish line.

• I love playing basketball with my friends.

• He forgot his racket at home before the tennis match.

2. Use the idioms to fill in the blanks.

a) The singer was nervous but decided to give it her best shot during the talent show.

b) The batsman hit the ball out of the park by scoring a 6 in the first over.

c) The race was down to the wire as the two cyclists raced towards the finish line.

d) With only one more chapter to read, Riya was on the home stretch. She would finish her book before bedtime.

e) The soccer team set the ball rolling when they won the championship with a last-minute goal.

Go Grammar

1. Match the sentences with the correct prepositions.

Column A

Column B

The students met the coach in the class. in The sports academy is behind the museum. behind The player hit the ball over the rope line. over There will be practice in the morning. in Kartik ran three laps around the field. around

2. Use the prepositions in sentences of your own.

Answers may vary. This is a sample response.

a. The cat jumped into the box.

b. She took the books out of her bag.

c. The child ran away from the loud noise.

d. We walked across the street to reach the park.

e. The teacher stood in front of the class and spoke.

f. The rabbit hopped through the tunnel.

3. Choose the correct modal to fill in the blanks.

Shikha can bat as well as bowl. They say she may be selected for the Indian cricket team. But, she must first prove herself as one of the best players. Her coach has advised that she should focus only on cricket. She has increased her practice hours. Shikha believes that dedication can make dreams come true!

4. Use the modals to make sentences of your own.

Answers may vary. This is a sample response.

a) I may go to the park after school.

b) I can swim very fast.

c) You should finish your homework before playing.

d) May I borrow your pencil, please?

e) You must wear your helmet while riding a bike.

f) I can help you with your homework.

Listen Well

Listen carefully to the text and number the sentences in the correct order.

1. e The crowd is buzzing with excitement, and the players are ready to go.

2. g Payal and Mithra are walking onto the court now, waving to the cheering crowd.

3. b The umpire is explaining the rules and flipping the coin.

4. c Payal wins the toss and chooses to serve first.

5. f Payal serves, sending the ball over the net.

6. a Mithra tries to hit in return but misses!

7. d The match continues with more thrilling points from both the players.

Speak Well

Answers may vary. This is a sample response.

Welcome, everyone! We’re here at the local sports event, and the javelin throw competition is about to begin. Here comes the athlete, wearing a blue jersey. They are preparing to throw the javelin. The crowd is cheering loudly! The athlete stands tall, focuses, and takes a deep breath. They run up and... whoosh – the javelin flies through the air! It’s sailing far and high. The audience is on the edge of their seats, watching eagerly. It lands well beyond the mark. What a fantastic throw! Let’s see if they beat the current record. Now, it’s time for the high jump! The athlete in red is ready for the challenge. They take a few steps back to get a running start. The crowd is excited. The bar is set at a high level. The athlete runs towards the bar, jumps, and... wow, they go over the bar! The crowd erupts in cheers! The athlete clears the height with ease. They land smoothly on the mat. This is amazing! The bar remains in place, and now they are preparing for an even higher jump. Let’s see if they can do it again!

The running race is about to start! There are three runners lined up at the starting line. The whistle blows, and they’re off! The runners are speeding down the track. The athlete in green is leading, but the one in yellow is not far behind. The crowd is cheering them on, shouting their names. As they approach the final stretch, the runner in blue is making a strong push. It’s neck and neck! The finish line is just ahead. With a burst of speed, the runner in green crosses the finish line first! What a thrilling race!

Write Well

Answers may vary. This is a sample response. My favourite computer game is Minecraft. In this game, I get to explore a big world made of blocks, like a giant Lego land! The graphics are simple but fun, and the bright colours make everything look amazing. I love how I can build anything I want, like houses, castles, and even roller coasters! The sounds in the game are cool too – you can hear animals like cows mooing, and the wind blowing in the trees. Sometimes, when it’s night, scary creatures like zombies and skeletons appear, and it makes the game exciting. What I like most is that I can play the game however I want, whether it’s building, exploring, or surviving. It’s my favourite game because I feel like I can be creative and do anything I imagine!

Adventure and Imagination

Read and Respond

1. Answer the following questions.

a. What did Sahir pack for his journey?

Sahir packed snacks, water, and a map for his journey.

b. What did he see first as he floated down the river?

Sahir first saw turtles sunbathing on rocks, fish jumping out of the water, and birds flying above.

c. How did Sahir manage to steer through the rocks and rushing water?

Sahir held on tight and used his paddles to steer the boat to safety.

d. Where did Sahir discover unusual plants and a beautiful waterfall?

Sahir discovered unusual plants and a beautiful waterfall on a mysterious island in the middle of the river.

e. How did Sahir feel after his adventure?

Sahir felt like a true explorer after his adventure and was even more determined to continue his adventures.

2. Think about Sahir ’s actions and what they tell us about his qualities.

a. What did Sahir do that showed he was brave? Write one example from the story.

Sahir was brave when he set off on his journey alone, navigating through large rocks and rushing water.

b. What actions show that Sahir was curious and adventurous? Write two examples from the story.

Sahir showed curiosity and adventurousness by exploring the mysterious island and discovering plants he had never seen before.

3. Describe a time when your curiosity led you to have an adventure.

Answers may vary. This is a sample response.

a. What were you curious about?

I was curious about the forest near my house and what kind of animals lived there.

b. What adventure did you have?

I decided to go on a small adventure through the forest, looking for animals and taking pictures of interesting plants and flowers.

c. How did you feel during and after your experience?

During the adventure, I felt excited and curious. Afterward, I felt proud of myself for exploring and discovering new things.

d. How was your experience similar or different from Sahir’s adventure?

My experience was similar to Sahir’s because both of us explored nature, but Sahir went on a boat and discovered an island, while I explored a forest on foot.

Vocabulary

1. Tick () the correct suffix for each base word and rewrite the words.

a. Write + -ment / -er ➞ -er ➞ Writer

b. Treat + -ion / -ment ➞ -ment ➞ Treatment

c. Educate + -ion / -er ➞ -ion ➞ Education

d. Require + -ment / -er ➞ -ment ➞ Requirement

e. Divide + -sion / -ment ➞ -sion ➞ Division

2. Sort the words into the correct categories based on their suffixes.

Words ending with -mentWords ending with -er words ending with -ion

Appointment Baker Attraction

Completion Reader Education

Payment Performer Discussion

Treatment

Write two words of your own with each suffix. Answers may vary. This is a sample response.

a. Words ending with -ment:

1. Enjoyment

b. Words ending with -er:

1. Teacher

c. Words ending with -ion:

1. Celebration

ControlCopy

2. Development

2. Dancer

2. Revolution

3. Fill in the blanks with the correct word using the suffixes -er, -ment, or -ion.

a. The adventurer found a hidden treasure.

b. We were all in agreement that it was a great adventure.

c. Animals need our protection.

d. It was interesting to watch the movement of the animals.

e. I was surprised by his reaction to the news.

Go Grammar

1. Fill in the blanks with the correct adverb.

a. The children’s adventure group meets weekly. (week)

b. They listen to Drake’s story attentively. (attentive)

c. Drake will take them to the hills later in the month. (late)

d. Sara is sharing her story next. (next)

e. She walked into the dark cave courageously. (courageous)

2. Use the adverbs to make sentences of your own.

a. today: I will finish my homework today.

b. sometimes: I sometimes visit my grandparents on weekends.

c. beautifully: The flowers bloomed beautifully in the garden.

d. daily: He runs daily to stay fit.

e. softly: She spoke softly to avoid waking up the baby.

3. Correct the adverbs and rewrite these sentences.

a. She shared her story excitedly.

b. Rina plans to visit the caves soon.

ControlCopy

c. Usually, Sara and Rina go on adventures together.

d. The two friends waited eagerly for Sunday ’s outing.

e. They asked us to pick them up lately.

Listen Well

Listen carefully to the story and summarise it by filling in the gaps.

The king asked Leo, a brave knight, to save the villages from a dragon. Leo set out on his adventure. On his way, he heard stories of the dragon’s fire and its sharp claws. He attacked the dragon in its cave and defeated it with his sword. Leo returned to the kingdom as a hero.

Speak Well

Answers may vary. This is a sample response.

If I could go on an adventure in an imaginary world, it would be a magical forest filled with sparkling trees and colorful flowers. The sky would be purple, with fluffy, floating clouds that change shapes like animals. The ground would be soft and glowing, like a giant pillow under my feet. There would be rivers of rainbow-colored water, and the animals in this world would talk!

In this world, I would meet friendly creatures like talking rabbits, flying foxes, and a wise old owl who knows everything. The rabbits would invite me to play games, and the flying foxes would take me on rides above the forest. I would also meet a gentle dragon who loves to tell stories and can make it rain candy!

The adventure would be full of fun, with treasure hunts and mysterious caves to explore. I would follow a map and discover hidden secrets like glowing crystals and magical flowers.

At the end of the adventure, I would find a magical chest that grants one wish. I would wish to visit this amazing world again and again, with my friends and family. The adventure would end with us flying home, smiling and happy, ready to share our exciting stories!

Write Well

Answers may vary. This is a sample response.

Name of the story: The Adventures of Tom Sawyer

Name of the author: Mark Twain

Name of the illustrator: Norman Rockwell

Main characters:

• Tom Sawyer

• Huck Finn

My favourite character: Tom Sawyer

Two words to describe the character:

• Adventurous

• Aunt Polly

• Clever

Describe the setting of the story:

The story takes place in a small town near the Mississippi River, long ago. There are lots of woods, fields, and a river. Tom often has adventures near the river or in the village.

Beginning:

Tom Sawyer lives with his Aunt Polly. He is always getting into trouble, like skipping school and playing pranks on others. One day, Tom finds a way to get other boys to do his chores for him.

Middle:

Tom and his friend Huck Finn go on a big adventure. They witness a crime, run away to an island, and think they are lost forever. But they have fun and explore new places.

Tom and Huck return home after their adventure. They are heroes in their town for solving the mystery and helping catch the bad guys. Tom is happy to be home, and Aunt Polly is glad to see him safe.

My favourite event in the story:

My favourite event is when Tom and Huck find treasure on the island. It’s exciting because they thought they would never find it, but they do!

Science and Technology

Read and Respond

1. Number the events from 1–5 to show the correct order.

a. Raj turned on the robot and it worked. (1)

b. Raj found an old robot in his garage. (2)

c. Raj and his club won first prize at the science fair. (5)

d. Raj started the ‘Tech Wizards’ club at school. (4)

e. Raj worked day and night to fix the robot. (3)

2. Answer the questions.

a. What describing words are used for Raj in the story?

The story describes Raj as “curious” and “passionate about science.”

b. What did Raj find in the garage and what was its condition?

Raj found an old robot in the garage. It was rusty and broken.

c. What was the gadget that Raj and his friends made?

Raj and his friends made a robot that could help in emergencies, like finding people trapped in buildings.

d. Why was Raj happy at the end of the fair?

Raj was happy because his team won first prize at the science fair, and he was using science for good purposes.

3. In the story, we see that Raj loved science. What are some things that tell you that?

Raj loved science because he read books about inventors, tinkered with gadgets, and used his knowledge to fix the robot and create new things with his friends.

4. Look for these words in the text. Think about the meaning and use them in sentences of your own.

Answers may vary. This is a sample response.

a. My brother loves to tinker with his toy cars to see how they work.

b. I always keep a spare pencil in my bag in case I lose one.

c. The school has a special plan for emergencies, like when there is a fire drill.

Vocabulary

1. Choose the correct word to complete the compound words.

a. micro

• Correct answer: iii. view (microscope)

b. rain

• Correct answer: iii. blow (rainbow)

c. space

• Correct answer: iii. ship (spaceship)

d. blue

• Correct answer: iv. tooth (blue tooth)

e. earth

• Correct answer: iii. quake (earthquake)

2. Split the following compound words into two words. Then, use the compound words to complete the paragraph.

a. desktop = desk + top

b. backspace = back + space

c. keyboard = key + board

d. laptop = lap + top

e. download = down + load

Amisha was working on the desktop when she spilled some milk. The milk splashed on her and she was not able to type properly. The key was not working. She had to download her projects from her email. She asked her mother if she could use her laptop .

3. Match the prefixes and the words to create new words. Then, use the new words to fill in the blanks in the sentences.

• pre- + pilot = pre-pilot

• auto- + biotic = autobiotic

• re- + way = re-way

• anti- + set = anti-set

• sub- + view = sub-view

Answers may vary. This is a sample response.

a. The pre-pilot put the aircraft on.

b. The doctor gave him an anti-set for the infection.

c. The scientist used the auto-biotic to reach the station.

d. She had to re-way the clock after changing the battery.

e. The scientist gave a sub-view of the new invention.

Write the sentences using the words. Use personification to give the objects human qualities. Answers may vary. This is a sample response.

a. Computer: The computer eagerly awaited my command.

b. Engine: The engine roared to life, growling with excitement as it prepared to race down the highway.

c. Smartphone: The smartphone patiently sat on the table.

d. Train: The train whistled loudly to its passengers.

Go Grammar

1. Fill in the blanks with the correct conjunctions:

a. The bulb did not light up because the circuit was broken.

b. When the volcano erupted, the sky turned dark.

c. If you mix water and oil, you will not get a clear solution.

d. Although the experiment failed, we learned an important lesson.

e. We were out of money, so the project was cancelled.

2. Make sentences of your own using the following conjunctions.

Answers may vary. This is a sample response.

a. because: I went to bed early because I was tired.

b. if: I will help you if you need it.

c. when: We can play outside when it stops raining.

d. although: Although it was cold, we went for a walk.

e. but: I like ice cream, but I don’t like chocolate.

3. Connect these sentences using the correct conjunctions.

a. The computer will crash if we run too many programs on it.

b. The robot moved quickly because it was programmed to do so.

c. We forgot to add a chemical, so the experiment failed.

d. The telescope is pointed to the left, so the telescope will show the planet.

e. The scientist was in the laboratory although it was late at night.

Listen Well

Listen carefully to the text and fill in the blanks with the correct answers.

a. Marie Curie discovered that polonium and radium gave off a lot of energy.

b. This energy is called radioactivity.

c. Marie Curie’s discoveries helped doctors use radium to treat cancer.

d. In 1903, she won a Nobel Prize for Physics and in 1911, she won a Nobel Prize for Chemistry.

e. She was the first woman to win a Nobel Prize.

Speak Well

Answers may vary. This is a sample response.

In Favor of Using Calculators in Schools

In my opinion, calculators should be allowed in schools because they can make math easier and faster. I strongly believe that using calculators helps students to focus on learning how to solve difficult problems instead of spending too much time on simple calculations. For example, if you have to multiply big numbers, a calculator can help you get the answer quickly so you can spend more time understanding the question. In addition, calculators can help students learn more advanced math topics like algebra and geometry, where numbers get very big and tricky. Another point to consider is that in the real world, we often use calculators for many things, like shopping or at work, so it’s important for students to practice using them. In conclusion, calculators can help students learn better and faster, and they should be allowed in schools. Against Using Calculators in Schools

I am here to argue that schools should not allow students to use calculators. Firstly, using a calculator all the time can stop students from learning how to do math in their heads. When students practice math without a calculator, they get better at solving problems on their own. For example, if you always use a calculator, you might forget how to add or subtract numbers in your head. One important reason is that math is about thinking and problem-solving, and a calculator can make you lazy. In addition, if students depend on calculators too much, they might not know how to solve problems if the calculator is not available. To sum up, it is better for students to learn math by practicing without a calculator so they can be confident in their math skills.

Write Well

Answers may vary. This is a sample response.

Character Sketch of Dexter from Dexter’s Laboratory Book/Film/Programme: Dexter’s Laboratory

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What the character says and does: Dexter is a young genius who has a secret laboratory. He says a lot of science words and loves to invent new things. He often tries to impress his friends and family with his inventions. Sometimes, his inventions go wrong, and he gets into trouble.

How the character is different: Dexter is very smart for his age, and he can create robots and machines. He is always thinking about new inventions, which makes him different from other kids. He has a secret lab that no one knows about, except for his sister Dee Dee, who always causes chaos in his lab.

Words to describe character: Clever, curious, inventive, determined, sometimes stubborn.

What the character looks like: Dexter has short orange hair and wears glasses. He usually wears a white lab coat and black gloves. He looks like a small scientist, always ready to do experiments!

Empathy towards animals

Read and Respond

1. Tick () the correct answers.

a. Why did Emily visit the animal shelter every weekend?

 ii. To take care of the animals

b. What was the problem at the shelter?

 iv. The shelter was overcrowded

c. How did Emily decide to help the shelter?

 iii. By organising a fundraiser

d. What did Emily and her friends sell at the fundraiser?

 ii. Cookies, lemonade, and crafts

e. Who helped to make the fundraiser fun and lively?

 ii. Local musicians

2. Answer the questions in two to three sentences.

a. How do we know Emily loves animals?

We know Emily loves animals because she spends her weekends at the shelter taking care of the dogs and cats. She feeds them, cleans their cages, and gives them love and attention.

b. Explain why the animal shelter is in chaos?

The shelter was in chaos because it was overcrowded with new animals that had just been rescued. There were not enough cages for all the animals, and they had run out of food.

c. Explain what Emily does to raise funds?

Emily decided to organise a fundraiser to gather donations for the shelter. She created flyers and posters, and set up a booth in the town square, selling homemade cookies, lemonade, and crafts.

d. How do Emily’s efforts help to change things at the animal shelter?

Emily ’s efforts helped the shelter by raising enough money to buy new cages, food, and supplies. The animals were much happier in their new, spacious cages.

3. What can you infer about Emily ’s character from her actions in the story? List three of her actions. What do her actions tell us about her?

Actions

What It Tells Us About Emily

Emily visits the shelter every weekend to take care of the animals. She is caring and compassionate.

She camp up with a plan to raise funds for the shelter.She is creative and responsible. She organised a successful fundraiser to help the shelter. She is determinded and hardworking.

Vocabulary

1. Match the words to their meanings. Then, use the words to complete the sentences.

Word Meaning

Courtesy being polite and respectful to others

Goodwill thinking about others before yourself

Selflessnesswanting to be kind and help others

Patience staying calm and not getting angry

a. Donating clothes to those in need is an act of selflessness.

b. It is good to say please and thank you. This is an example of courtesy.

c. You need a lot of patience when waiting for your turn.

d. The neighbours showed their goodwill by helping us fix our fence after the storm.

2. Some words are similar in meaning but differ in intensity. Read each group of words. Place the words in the correct order of intensity in the table below.

Group

Word 1 (Most Intense)

Word 2

Word 3 (Least Intense)

A Microscopic Tiny Small

B Brilliant Clever Intelligent

C Scorching Hot Warm

D Heartbroken Sorrowful Sad

E Exhausted Weary Tired

Answers may vary. This is a sample response.

• The microscopic bacteria are so small that they can only be seen under a powerful microscope.

• I found a tiny crack in the wall, but it didn’t seem like a big problem.

• The small puppy wagged its tail excitedly when I walked in the room.

Go Grammar

1. Write the correct sentence type in front of the sentences.

a. The whale is huge! - Exclamatory

b. The whale is lying on the beach. - Declarative

c. Why can’t the whale get back into the water? - Interrogative

d. Get as many buckets of water as possible. - Imperative

e. Keep the whale wet! - Imperative

2. Read the conversation and add the correct punctuation marks to these sentences.

Tom visits his Uncle Ben’s farm.

Tom: “May I help you, Uncle?”

Uncle: “Carry the hay to the cow shed, young man.”

Tom feeds the cows.

Tom: “Wow! The cows eat their feed so quickly!” Let me know if you need further help!

3. Tim and Jill find a kitten in a park. Rewrite the sentences by converting them into the type mentioned.

a. Tim is searching for a kitten. (Interrogative) Is Tim searching for a kitten?

b. Are we searching for it at the right place? (Declarative)

We are searching for it at the right place.

c. The kitten was in pain. (Interrogative) Was the kitten in pain?

d. Jill is pulling out a small piece of glass from her paw. (Interrogative) Is Jill pulling out a small piece of glass from her paw?

e. Are the adults here to help them? (Declarative)

The adults are here to help them.

4. Look at the picture. Write the four types of sentences based on the picture.

Answers may vary. This is a sample response.

a. Declarative: The nurse is carrying the injured dog to the hospital.

b. Interrogative: Is the dog going to be okay?

c. Imperative: Please take care of the dog right away.

d. Exclamatory: Oh no! The dog looks so hurt!

Listen Well

Listen carefully to the text and fill in the blanks.

a. Endangered animals are at risk of disappearing forever.

b. Special areas called wildlife reserves help protect endangered animals.

c. Scientists study endangered animals to learn more about their needs.

d. Laws are made to stop people from hunting or selling endangered animals.

e. Everyone can help by learning about endangered animals and spreading awareness.

Speak Well

Answers may vary. This is a sample response.

Prompt 1: Two children find an injured bird. They ask their parents for help.

Child 1: Look! There’s a bird on the ground. It’s hurt!

Child 2: Oh no, we need to help it. Let’s tell Mom and Dad.

Parent: First, let’s be gentle and pick up the bird carefully.

Child 1: What should we do next to help it, Mom?

Prompt 2: An older sibling teaches the younger sibling how to take care of their new pet dog.

Older Sibling: You need to feed the dog every morning and evening.

Younger Sibling: What food does the dog like to eat?

Older Sibling: The dog loves dry food and some yummy treats!

Younger Sibling: I will make sure to give him fresh water every day!

Write Well

Answers may vary. This is a sample response.

The Black Rhino

Physical Features: The Black Rhino has thick skin that helps protect it from the sun and thorns. It has two horns on its nose. One is bigger than the other, and they are made of keratin, the same material as our nails. It has big ears that can move in different directions to hear well.

Information 1: The Black Rhino is found in parts of Africa, like Kenya and South Africa. It lives in grasslands, savannas, and forests. These rhinos are herbivores, which means they only eat plants. They mainly eat grass, leaves, and shrubs.

Information 2: Black Rhinos are very endangered. There are only a few thousand left in the wild because people hunt them for their horns. Their natural habitat is also being destroyed by human activities, which makes it harder for them to survive.

Interesting Facts:

1. Black Rhinos can weigh up to 1,400 kilograms!

2. They have a great sense of smell and can smell food from far away.

3. Unlike other rhinos, they like to live alone, except when they come together to mate.

Art and Creativity

Read and Respond

1. Answer the following questions.

a. What did Gayathri’s room look like? Describe it in your own words.

Gayathri’s room was vibrant and colorful, filled with paintings, sculptures, and crafts. It reflected her artistic personality and creativity.

b. What did Ms Arur say about Gayathri’s art? What did she suggest?

Ms Arur praised Gayathri’s unique style, telling her, “You have a gift.” She encouraged Gayathri to enter a local art contest to showcase her talent.

c. Describe what Gayathri’s masterpiece looked like.

Gayathri’s masterpiece was a forest scene, full of magical creatures and hidden details. It had a fantastical, imaginative quality that showcased her creativity.

d. What did Gayathri feel when she saw other contestants’ realistic landscapes and animal paintings?

Gayathri felt nervous and out of place when she saw the realistic landscapes and animal paintings. She felt her fantastical forest didn’t fit in with the others.

e. How did Gayathri’s painting stand out?

Gayathri’s painting stood out because of its originality and imagination. It was different from the other realistic works, and the judges appreciated its creativity.

2. Predict what could have happened in these situations.

a. If Ms Arur had not encouraged Gayathri, she might have... ...kept her art to herself and might not have entered the contest, possibly never realizing her full potential.

b. If the judges had not been interested in how Gayathri did her painting, she might have… ...felt discouraged and disappointed, thinking that her unique style was not appreciated or valued.

c. If Gayathri had seen another student’s fantastical painting, she might have... ...felt more confident and inspired, knowing that there were others who shared her artistic vision.

3. Have you ever been in a situation where you felt different or out of place?

Answers may vary. This is a sample response.

a. Explain what made you feel different and what happened.

One time, I felt different when I was the only one in class who didn’t know how to play soccer. All my friends were really good at it, but I wasn’t. I felt kind of left out, but then my friend asked me to play a game of tag instead, and I felt better.

b. What did you learn from the experience?

I learned that it’s okay to be different. Not everyone has to be good at the same thing, and it’s important to try new things. Plus, my friends were nice and helped me feel included in other games.

Vocabulary

1. Complete the phrases with the correct art-related words in the box.

a. Write a song

b. Direct a film

c. Paint a canvas

d. Plan an art festival

e. Play a novel

Answers may vary. This is a sample response.

a. I love to write a song whenever I feel happy.

b. The director will direct a film about superheroes next year.

c. The artist decided to paint a canvas of a beautiful sunset.

Go Grammar

1. Underline the correct verb form.

a. I (will draw/draw) a cartoon tonight.

b. Last year, he (carved/will carve) a beautiful figure from marble.

c. I always (will enjoy/enjoy) watching Gayathri paint.

d. They (presents/will present) a new play next month.

e. The art society (conducts/will conduct) an art competition every year.

2. Rewrite the sentences with the correct form of verbs.

a. Manu got up early every day because there was a lot of work.

b. Tina studied art last year.

c. Madhubani art has geometric patterns.

d. In the future, Harry will paint portraits.

e. Yesterday, I attended a pottery class.

3. Change the verb forms in the sentences. Begin your sentences with the words given.

a. Trisha makes a clay sculpture.

Last week, Trisha made a clay sculpture.

b. He paints folktales and stories.

Tomorrow, he will paint folktales and stories.

c. Warli art will show scenes of tribal life.

Usually, Warli art shows scenes of tribal life.

d. I draw sketches of nature.

Yesterday, I drew sketches of nature.

e. A crowd of people will gather to see his artworks. A crowd of people gathered to see his artworks.

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Listen Well

Listen carefully to the text and choose the correct answer.

a. In which state of India did Madhubani painting originate?

ii. Bihar

b. What are Madhubani paintings known for?

i. Rich colours and fancy patterns

c. What materials are used in Madhubani painting?

iv. Natural dyes

d. What are common themes in Madhubani painting?

iii. Nature, mythology, and daily life

e. What tools do artists use to apply colours in Madhubani paintings?

i. Twigs, brushes, fingers

Speak Well

Answers may vary. This is a sample response.

Mia (Artist): “Here’s my sculpture of a dog!”

Liam: “It looks good! But maybe you could make the ears a little bigger?”

Ava: “Yes! And how about adding a tail? Dogs have tails!”

Noah: “I think you should make the dog’s eyes look more friendly, like it’s smiling!”

Mia (Artist): “Great ideas! I’ll make the ears bigger, add a tail, and change the eyes to a smiling face!”

(After a few minutes, Mia finishes the changes.)

Mia (Artist): “How does it look now?”

Liam: “Wow, it looks amazing! The tail is perfect!”

Ava: “I love how the eyes look now. It’s really cute!”

Noah: “It’s the best dog sculpture ever! You’re a great artist, Mia!”

Write Well

Answers may vary. This is a sample response.

Seetha:

1. Hi Ravi, I just saw your drawing! It’s amazing!

2. I think the background could use more details, like trees or clouds.

3. But overall, it’s really good! Keep up the great work!

Ravi:

1. Oh, thanks, Seetha! I worked really hard on it. What do you think of the colours?

2. I’ll try adding more details to the background, that’s a great idea!

3. I’m glad you like it! I’ll make sure to improve it with your suggestions.

Chapter 9: Focussing on Goals

Read and Respond

1. Answer the following questions.

a. How was Preet different from most other girls in the village?

Preet was different from most other girls because, instead of following the tradition of marrying young, she had the ambition to become a doctor and pursue an education.

b. How did Preet earn money for books?

Preet earned money for books by tutoring younger children after school.

c. What was the first goal that Preet set for herself at school?

Preet’s first goal was to be the best student in the board exams.

d. What role did Mr Deshmukh play in Preet’s success?

Mr. Deshmukh, Preet’s science teacher, mentored her and supported her in achieving her goals.

e. How did Preet balance her study schedule with her household responsibilities?

Preet balanced her study schedule with her household responsibilities by waking up early to study before helping with chores, and she created a strict study schedule to manage both.

2. Write one sentence each about a time when Preet might have felt these emotions.

a. Hope: Preet might have felt hope when she received the scholarship offer from the local NGO, as it meant she could continue her studies.

b. Anxiety: Preet might have felt anxiety before the board exams, as she was aiming to be the best student in her district.

c. Excitement: Preet might have felt excitement when she cleared the NEET exam and got admission to a medical college in Mumbai.

d. Pride: Preet might have felt pride when she scored 95% in her board exams, the highest in her district.

e. Determination: Preet showed determination when she created a strict study schedule to balance her studies with her household chores.

3. How can Preet’s story inspire other young people, especially girls, in similar communities to follow their dreams despite the challenges?

Answers may vary. This is a sample response.

Preet’s story can inspire other young people, especially girls, by showing that with hard work, determination, and the right support, they can overcome financial and societal challenges to achieve their dreams. Preet’s journey demonstrates that setting clear goals and making sacrifices can lead to success, and it encourages girls in similar communities to strive for their aspirations, even if the path seems difficult.

Vocabulary

1. Choose the correct meaning for each idiom. Circle the correct answer.

a. to push the limits

ii. try to do more than is expected

b. shoot for the moon

i. try to achieve something very difficult

c. hit the target

ii. achieve the goal

d. set your sights high

iii. set high goals

e. overcome the odds

i. succeed despite difficulties

2. Use the following pair of antonyms to make sentences. Answers may vary. This is a sample response.

a. responsible – irresponsible

• She is a responsible student who always completes her homework on time, unlike her irresponsible classmate who forgets everything.

b. inspire – discourage

• His encouraging words inspire me to work harder, while her negative comments tend to discourage me.

c. motivated – demotivated

• After seeing her improvement, she felt motivated to keep going, but after the setback, she felt demotivated.

d. dedication – laziness

• His dedication to his studies helped him get good grades, while his friend’s laziness caused him to struggle in school.

e. success – failure

• Her success in the competition was the result of hard work, but many believed his failure was due to lack of preparation.

Go Grammar

1. Convert these sentences to the present continuous tense.

a. Colin is playing football.

b. They are packing their kits.

c. Is she bouncing the ball towards the basket?

d. You are playing at the forward position today.

e. Why isn’t she wearing gloves?

2. Convert these sentences to the past continuous tense.

a. They were doing football drills.

b. Did she practice badminton?

c. I was swimming for 2 hours.

d. Why weren’t you batting well at the start?

e. Everyone was dancing with joy after our win.

Listen Well

Fill in the missing words while listening to the poem.

a. Maya dreamed of becoming an architect and building tall towers.

b. She worked hard and learned about shapes and angles in school.

c. Despite making mistakes, Maya stayed strong and kept trying.

d. In college, Maya found her stride and continued to work hard.

e. Maya’s story shows that with determination and hard work, you can achieve your dreams.

Speak Well

Answers may vary. This is a sample response.

1. Question: Sunil, when did you start playing football?

Answer: I started playing football when I was just 7 years old. I loved the game from the beginning.

2. Question: Who inspired you to play football?

Answer: My family, especially my older brother, inspired me. He was also into football, and I learned a lot from him.

3. Question: What is your favourite football memory?

Answer: My favourite memory is when I scored my first international goal for India. It was a proud moment!

4. Question: What advice do you have for young players who want to play like you?

Answer: Always practice hard, stay focused, and never give up. Keep working towards your goal!

5. Question: What are your plans for the future in football?

Answer: I want to continue playing for India and help the team achieve great things in international tournaments.

Write Well

Answers may vary. This is a sample response.

The Brave Cyclist

Once upon a time, there was a young girl named Mia who loved to cycle. She lived in a small village surrounded by tall, green mountains. Every day, Mia would cycle through the village, dreaming of riding all the way to the top of the mountain to watch the beautiful sunset.

One evening, Mia decided to make her dream come true. She grabbed her bright red bike and set off, her heart full of excitement. As she rode along the dirt path, the golden sun began to dip behind the mountains, painting the sky in shades of pink and orange.

But the journey wasn’t easy. First, the path became very steep, and Mia had to pedal harder with all her might. Her legs ached, but she didn’t stop. “I can do this,” she whispered to herself. Soon, dark clouds gathered above, and a strong wind started to blow. Mia’s bike wobbled, and rain began to fall. She could barely see through the rain, but Mia didn’t give up. She took shelter under a large tree until the rain slowed down, and then she continued her ride.

Finally, after what felt like hours, Mia reached the top of the mountain. The sun had just set, but the sky was still glowing with soft colors. Mia smiled and took a deep breath. She had faced many obstacles, but her determination had helped her achieve her goal. Mia knew that with hard work and perseverance, she could overcome any challenge.

As she rode back down, the stars began to twinkle above, and Mia felt proud of her amazing adventure.

World Story

Read and Respond

1. Answer the questions in two to three sentences.

a. What were the Sun and Moon known for?

The Sun and Moon were known for being warm and bringing joy to everyone. They were loved by everyone for their kindness and brightness.

b. What did Water ask before accepting the Sun’s invitation?

Water asked if there was enough room for all of his people, including fish, turtles, and other water creatures, before accepting the Sun’s invitation.

c. What happened when Water and his people entered the Sun and Moon’s house?

When Water and his people entered the Sun and Moon’s house, the water started to rise slowly at first and then faster, eventually flooding the house.

d. What did the Sun and Moon see happening to their home as they looked down from the sky?

As the Sun and Moon looked down from the sky, they saw that their home had turned into seas and oceans, with the water rising and covering the land.

2. The story teaches us several important values. Write the meaning of each value and identify specific examples or incidents for each value from the story.

ValuesMeanings

HospitalityHospitality means being welcoming and offering kindness to guests.

FriendlinessFriendliness means being kind and approachable to others.

SacrificeSacrifice means giving up something for the benefit of others.

Examples/Incidents

The Sun and Moon invited Water to their home and were happy to host Water and his friends.

The Sun and Moon were known for being warm and bringing joy to everone, showing kindness to Water.

The Sun and Moon sacrificed their comfort and safety. Climbing higher into the sky to stay dry, to allow Water to stay.

Vocabulary

1. Use the dictionary to find the meaning of the words. Then, use the words to complete the paragraph.

• Creature: an animal, real or imaginary

• Storyteller: a person who tells stories

• Conflict: a serious disagreement or struggle

• Enchant: to cast a spell on or to delight someone

• Mythical: relating to or involving myths, often with magical or supernatural elements

Once upon a time, a talented storyteller told tales of amazing adventures. One of these stories was about a dragon creature that lived in a faraway land. The tale was filled with mythical elements as the hero faced many conflicts. The dragon’s magical powers could enchant anyone who heard its roar. The man explained how the strange creature was defeated using wit and teamwork.

2. Match the phrasal verbs and their meaning. Then, fill in the blanks by choosing the correct phrasal verbs from the box.

• Built up: to cause or result in something

• Went on to: to continue the quest or an activity

• Bringing out: to establish the scene or background of the story

• Make up: to invent a story or details

• Led to: to gradually increase tension

• Set up: to reveal or highlight certain elements of the story

• Carried on: to continue doing something

Once upon a time, in a small village, a wise old storyteller decided to make up a story about a hidden treasure buried deep in an enchanted forest. She set up the scene by describing a magical forest where mystical creatures roamed. As the story went on to, she added the details about magical creatures and their secretive ways, the mystery and excitement in her voice.

The plot led to an unexpected twist where the hero found a map. The hero went on to an adventure to a forgotten castle. The tension in the story built up to a point where the hero faced many challenges and dangers.

Go Grammar

1. Strike out the wrong option in each sentence.

a. Silkworms build/builds a cocoon around themselves.

b. A bunch of mulberry leaves look/looks eaten.

c. The queen’s curiosity result/results in the discovery of silk.

d. The Queen and the Emperor rear/rears silkworms in their garden.

e. The world admire/admires silk fabric.

2. Rewrite the sentences using the correct subject-verb agreement:

a. Aladdin lives on the streets of Agrabah.

b. Many merchants sell their goods in the market.

c. Either Aladdin or his monkeys steal some goods.

d. Princess Jasmine visits the market in disguise.

e. A troop of soldiers enters the market.

3. Look at the picture and write four sentences using correct subject-verb agreement.

1. Aladdin holds the magic lamp tightly in his hand.

2. The genie grants Aladdin three wishes.

3. Aladdin looks amazed as the genie appears from the lamp.

4. The magic lamp shines brightly in the dark.

Listen Well

Listen carefully to the story and fill in the chart with details from the story.

Word Meaning

The main character is

The crow wanted

The crow

The shiny, colourful ribbon

The crow left its Bread and the small bird

When the bird came back to the tree, his Bread was not there [The hawk] had taken away the bread because The crow was greedy and left his bread while chasing the small bird

Speak Well

Answers may vary.

Write Well

Answers may vary. This is a sample response.

Ming’s Adventure

Ming loved stories of the Great Wall, Of hidden paths that no one could recall. One day, he found a scroll so old, A secret garden, its story told.

Through the Wall, he searched with care, A hidden place, flowers rare.

He learned of history, strong and deep, And why these stories we must keep. With every step, his heart would race, To find the garden, a special place.

Ming knew the past would always stay, In his heart, to guide his way.

Listening Texts

1. Coconut Barfi with Ammachi Page No. 11

A wise old man named Ramu lived with his three sons: Arjun, Ravi and Siva.They liked to do things alone and often fought with one another.

One day, Ramu called his sons to the bamboo forest. He held a bundle of thin bamboo sticks tied with a rope and asked Arjun to break it. Arjun tried but couldn't. Ravi and Sohan also tried but failed.

Then, Ramu untied the bundle and gave each son a single bamboo stick. 'Now, break your stick,' he said. The brothers easily broke their sticks.

Ramu smiled and said, 'Alone we can be broken easily, but together, we are strong. Just like this bundle of bamboo sticks, we must stick together and support each other.'

The brothers understood their father's wisdom. From that day on, they worked together, helped each other and became a strong, united family.

3. We Call Her Ba Page No. 27

On this Independence Day, we feel proud and happy as we remember our journey to freedom. We are grateful to those who made it possible. We can face the future with pride and optimism. Let’s celebrate the different cultures and ideas that make India special. Together, let’s remember our goal of creating a country where everyone can achieve their dreams. Happy Independence Day!

4. Food Adventures in Sikkim

Page No. 41

Good morning, Mumbai! We have some exciting news for you today. Get ready to enjoy a great food journey at our upcoming Food Fair!

5.

Tamil Nadu’s Sambar Vada, Bihar’s Litti Chokha, Hyderabad’s Biryani, Kerala’s Appam, Goa’s fish curry and so much more.

So, bring your friends and family for a day full of flavour and fun. We can't wait to see you all at the Food Fair!

Against All Odds

Page No. 56

Welcome to the exciting cricket match between Team Blue and Team Red! The stadium is packed with cheering fans, and the atmosphere is electric as everyone waits for the game to begin.

First, the teams line up on the field. The captains of both teams walk to the centre for the coin toss. The referee tosses the coin, and Team Blue wins the toss. They decide to bat first.

Now, the players are taking their positions. Team Blue's opening batsmen walk to the crease with their bats, while Team Red's bowlers and fielders spread out across the field.

The umpire signals the start of the game by raising his hand. The bowler from Team Red runs up and bowls the first ball. The batsman from Team Blue hits the ball, and it goes flying towards the boundary.

The fielders chase after the ball and throw it back to the wicketkeeper. The batsmen are running between the wickets to score runs. The crowd is cheering loudly for every run scored.

The first over ends, and the players switch positions for the next over. The game continues with excitement and energy, as both teams play their best to win.

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This event is packed with fantastic highlights. You’ll taste dishes from all over the globe, like delicious pasta, tasty tacos and mouth-watering sushi. And that's not all! We’ll have live cooking demonstrations by some of your favourite chefs, including the amazing Chef Shyam and the incredible Chef Ali.

But wait, there’s more! There is also going to be an exclusive Indian Cuisine section where you can try Maharashtra’s Misal Pav, West Bengal’s Kosha Mangsho, Gujarat’s Dhokla, Kashmir’s Rogan Josh,

7. The Cyclone Page No. 73

Once upon a time, in a small village by the sea, there lived a brave girl named Tara. Tara loved exploring and climbing trees. One day, she heard there was a hidden treasure in the forest nearby and decided to go and find it.

Tara packed some food, water, and a flashlight. Her grandmother gave her an old map. She waved goodbye to her family and set off on her journey.

The map showed she had to cross a river and climb over a hill. She saw many beautiful animals along the way. After walking for many hours, she finally saw the cave she was looking for.

Tara turned on her flashlight and carefully walked into the dark cave. She followed the map deeper into the cave until she found big wooden boxes hidden behind some rocks.

When Tara opened one of the boxes, it was filled with gold coins and jewels. She couldn't believe her eyes! She knew she had to share this treasure with her village.

She put some of the treasure in her backpack and hurried back home. When she returned to the village, everyone celebrated her bravery. The next day, Tara took some of the strongest men and women in the village to collect the rest of the treasure.

9. Panipuri Inside a Spacship Page No. 88

Many years ago, a scientist named Thomas Edison invented something very important. He created the first practical electric light bulb. Before this invention, people used candles and oil lamps to see in the dark.

Edison's light bulb was safer and lasted longer than candles and lamps. To make the light bulb, Edison used a thin piece of wire called a filament, which glowed when electricity passed through it. His invention was completed in 1879. Today, light bulbs are used everywhere, helping us to light up our homes and communities after dark.

11. Henry: A Chameleon

13. Manu Mixes Clay and Sunshine Page No. 125

ControlCopy

Page No. 108

Keeping wild animals like chameleons or snakes as pets can be dangerous and harmful to both the animals and humans. These animals have special needs that are hard to meet at home. Chameleons need to be kept at a certain temperature and level of light and this can be difficult to manage at home. Taking them from the wild can upset nature and hurt their chances of survival. Snakes often need particular diets, temperature control, and habitat setups that can end up being very expensive. Wild animals belong in the wild, where they can live freely and help keep nature balanced. Improper handling of these animals can be dangerous. In their natural habitat, they can find the right food, shelter, and space to thrive. By leaving them in their natural environment, we help protect them and the world they live in, ensuring that ecosystems remain healthy and diverse.

Sculpture is an art that involves creating threedimensional artworks by shaping materials like clay, wood, metal or stone. Sculptors use various tools to carve, mould and assemble these materials into beautiful shapes and figures. Sculptures can be realistic and show people, animals or objects like they are or they can be abstract and focus on shapes and forms. Some sculptures are small enough to fit in your hand, while others are as big as buildings! Many famous sculptures can be found in parks, museums and public places. Sculpting is a way for artists to express their creativity and bring their ideas to life in a form you can see and touch.

14. The Inspiring Journey of Sumit Antil

Page No. 139

When you set your goals, aim high, Reach for the stars, touch the sky. Work with passion, give it your all, You'll find your way, you won't fall. Believe in yourself, take each day, Step by step, you'll find your way. Keep your dreams bright, never lose sight, With effort and heart, you'll shine bright.

15. The Baker 's Dozen Page No. 153

A father had a son who had spent ten years in school. When the son completed his education, the father held a grand banquet. One guest asked the son what he had learnt. He replied that he knew the language of dogs, frogs and birds. The guests laughed and the father, ashamed and angry, ordered his son to leave his house. The boy found work with a treasurer. One day, he heard a pack of dogs barking. He understood what the dogs were saying and warned the treasurer of an attack. Because of the boy’s help, the castle and its treasures were saved. The boy was asked to marry the treasurer's daughter, but he refused. He promised to return in a year and three days.

In a similar way, he saved a king from danger when the birds told him that an enemy army was on the way. The king made the boy the Pope. He arranged for a meeting with the treasurer, the king and his father. He told his father how he had helped the treasurer and the king with his knowledge. His father wept and asked for his son’s forgiveness.

An Italian folktale

About the Book

The Ignite Teacher Manual for grades 1 to 5 English is an essential guide designed to support educators in delivering structured and effective lessons. It includes a collection of comprehensive lesson plans that outline a clear and engaging pathway for teaching, as well as answer keys that ensure correct and efficient evaluation. The manual also adheres closely to the guidelines put forward by NEP 2020 and NCF 2023. Whether you're introducing new concepts or reinforcing foundational skills, this manual offers the clarity and support necessary for successful lesson delivery.

Product Components

The Ignite product package also includes the

• Coursebook: A thoughtfully-crafted ELT programme designed especially for 21st-century learners.

• Workbook: A practical companion designed to reinforce learning and develop essential skills through engaging and hands-on activities.

• Uolo App: An interactive learning platform that brings the classroom experience to life with dynamic content and real-time progress tracking.

About Uolo

Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.

ISBN 978-81-983195-1-7