U25ELT_G4_CB

4 IGNITE

Unlocking Language Skills

English Coursebook

Authors Ignite English Coursebook

Our

Melanie Grobler

Melanie Grobler is a seasoned education professional with experience spanning over three decades in the field of ELT curriculum development and assessment. She has worked in senior advisory positions in India for 10 years and has developed several K-8 ELT products. In South Africa, she served as national examiner for the Class 12 Exit Examination and worked as a teacher, college and university lecturer and subject advisor.

Chandani Goyal

Chandani Goyal, is an English Language Teaching (ELT) educator with over 9 years of experience in renowned schools like Heritage Xperiential Learning School, Ahlcon International School and Amity International School. She is also a published author of articles on classroom intervention and pedagogy. She brings a deep understanding of methodology and approaches to language learning into the compilation of this book, enhancing its effectiveness for educators and learners alike.

Acknowledgements

Academic Authors: Melanie Grobler, Chandani Goyal, Anuj Gupta

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

Book Production: Rakesh Kumar Singh

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 Coursebook 4

ISBN: 978-81-980680-3-3

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.

Preface

The ability to understand and communicate effectively in English remains a vital tool for success in today’s globalized world. Research by the World Economic Forum, in their Future of Jobs Report 2023, highlights that strong communication skills are among the top skills required for the workforce of the future. These skills ensure lifelong learning and facilitate successful entry into the professional world. This is in keeping with the vision of the National Education Policy (NEP) 2020 and National Curriculum Framework (NCF) 2022–23 which focusses on preparing learners for a dynamic future.

Guided by the visionary principles outlined in the NEP 2020 and NCF 2022–23, education in India is undergoing significant transformation. There is a focus on a holistic, flexible, and multidisciplinary education, which aims to nurture 21st century soft skills such as effective communication, creativity, critical thinking and problem solving.

Following the directives of these landmark documents, Ignite is an ELT programme designed especially for 21st century learners. It develops foundational language skills—listening, speaking, reading, and writing—in a systematic and engaging way. In keeping with the NEP 2020’s focus on holistic education, Ignite provides ample opportunities for learners to practise the recommended soft skills. The programme’s task-based approach and frequent opportunities for collaborative learning, encourage learners to express themselves creatively, interact constructively, take responsibility for their own learning, solve problems effectively and apply their knowledge in new situations. With a strong focus on socio-emotional learning (SEL) and the awareness of Sustainable Development Goals (SDGs), Ignite fosters national pride and good citizenship while also exposing learners to global perspectives.

In today’s media-rich environment, the ability to interpret, analyse, and create visual content is essential. Ignite develops learners’ skills to understand and communicate through images, symbols, and visual texts, preparing them to navigate and contribute to the increasingly visual world they live in. In accordance with the NEP 2020’s emphasis on continuous and comprehensive assessment, Ignite supports ongoing learning by empowering learners, parents and teachers with the tools to track and enhance learning.

Ignite offers a balanced approach to listening, speaking, reading and writing that respects the linguistic diversity of learners while providing them with the tools to master the English language. The rubrics in the Teacher Guide emphasize the importance of creativity, the ability to find and express alternative solutions, innovation, teamwork, perseverance and work ethics.

We extend our warmest wishes to all educators, parents and learners as they embark on the exciting Ignite journey, filled with fun and joyful experiences. Let us work together to prepare our learners not just for the world as it is, but for the world as it could be, where they will thrive as empathetic, innovative and responsible global citizens.

Product Package at a Glance

Welcome to the Ignite journey!

The programme is an activities-based learning experience that builds language (LSRW) skills. It also emphasizes the development of critical soft skills and provides ample opportunities for formative and summative assessment. The Coursebook and the Workbook are a mix of rich LSRW experiences that can be teacher-led or done at home. Ignite prepares learners for a future where they can navigate and contribute to a rapidly evolving world.

PRINT

Coursebook

Workbook

Teacher Guide

ASSESSMENT

Test

Papers

Hands-On Projects

Progress Tracker

DIGITAL

Student and Teacher Apps

Talking Books

Pronounce Well

Listen Well

Speak Well

The classroom programme is augmented by the digital world, which is presented to the learners through the UOLO App. The app includes projects that are closely associated with the activities in the Coursebook. The projects provide children with fear-free practice time at home. The app also includes interactive activities in listening, speaking, reading and writing.

Key NEP Recommendations

The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. The NEP 2020 focusses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is committed to actualising the vision of the NEP 2020 by meticulously adhering to its outlined recommendations.

1. Language (LSRW) skills building

2. 21st century skills, values and dispositions

3. Creative and critical thinking

4. Application in real life

5. Holistic and integrated learning

6. Learning by doing

7. Enjoyment and engagement

8. Collaboration and exploration

9. Technology–based solutions

10. Knowledge of India

11. Assessment of, as and for learning

CompetencyBased Education

NEP Pages 12, 17, 22

Teaching and Learning Pedagogy

NEP Pages 3, 11, 12, 27

National Pride

NEP Pages 15, 16, 43

Assessments

NEP Pages 12, 18, 22

Our Key Features: Aligning with the NEP

DIVERSE LITERATURE

Compilation of rich literature set in local and global contexts to expose learners to different cultures and build national pride

ANIMATED TALKING BOOKS

Animation that brings stories to life and enhances comprehension and makes learning enjoyable

EXPERIENTIAL PROJECTS

Opportunities to apply language skills that prepare learners for real-life challenges

PROGRESS TRACKER

Empowering parents and teachers to track learners’ growth, highlight skill gaps and support year-round development

LIFE SKILLS

Emphasis on communication, creativity, critical thinking, collaboration, citizenship and character development

Translating Words into Action!

BALANCED LANGUAGE (LSRW) SKILLS

Balanced and comprehensive approach to language teaching at both foundational and preparatory stages 1 3 5 6 8 11

SKILL-BASED ASSESSMENT

Continuous and comprehensive assessment tailored to promote competencybased learning, along with model papers to enhance teacher support 1 2 4 5 11

RECOMMENDED READING

Suggested reading list and a reading tracker to foster the culture of reading and sharing

PRONUNCIATION AND VOCABULARY SUPPORT

In-built digital and print-based assets provide essential support in mastering pronunciation and vocabulary 1 2 5 6 9 10 11

THEMATIC EXTENSION

Thematic alignment of the Coursebook and Workbook offers opportunities for extensive practice

The NEP Tags

The National Education Policy (NEP) outlines essential skills, values, dispositions and learning approaches necessary for learners to thrive in the 21st century. Ignite incorporates these elements throughout its content, tasks, and projects. Referred to as ‘NEP Tags,’ they are defined as follows:

GAMES

INTEGRATED

BHARAT

Art & Creativity

Bringing creativity and fun into learning by combining music, drama and art with English

Sports Integration

Using physical activities, sport and games to make learning active and fun

Holistic & Integrated Learning

Cross-curricular and skill linkages to make the learning experience more holistic, joyful and meaningful

Indianess

Texts and tasks are rooted in the Indian context and culture to develop a sense of national pride

Teamwork

TEAMWORK

SDG

Embracing the spirit of mutual collaboration and cooperation while working together or engaging in a guided conversation

Sustainable Development Goals

Unwavering commitment to generating awareness of a green, peaceful, prosperous, equitable and inclusive world

SEL

Socio-Emotional Learning

Developing the skills to understand and manage emotions, build positive relationships and make responsible choices HANDS-ON

Learning by Doing

Engaging actively in hands-on experiences to acquire knowledge and skills

Higher-Order Thinking

HOTS

Tasks encourage higher-order skills such as analysing, evaluating, problem-solving and fostering deep understanding

Education Standards as per the NCF 2023

The National Curriculum Framework for School Education (NCF), released in 2022–2023, is developed based on the vision of the National Education Policy (NEP) 2020, and to enable its implementation. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.

Curricular Goals: Curricular Goals are statements that give direction to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.

Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.

NCF Page 56

Curricular Goals

CG-1

Sustains effective communication skills for day-to-day interactions, enhancing their oral ability to express ideas

CG-2

Develops fluency in reading and the ability to read with comprehension

Competencies

C-1.1 Listens to poems, stories and conversations and locates important ideas in them

C-1.2 Comprehends narrated/read-out stories and identifies characters, storyline and author’s view

C-1.3 Converses meaningfully and coherently

C-1.4 Makes oral presentations and participates in group discussions

C-2.1 Further develops phonological awareness by blending phonemes/ syllables into words and segmenting words into phonemes/syllables

C-2.2 Examines the basic structure of the text and recognises words and sentences in print and basic punctuation marks

C-2.3 Reads stories and passages fluently and accurately with appropriate pauses

C-2.4 Comprehends the meaning of stories, poems and story posters

C-2.5 Demonstrates an interest in picking up and reading a variety of children’s books

Mapping of Language Competencies For Grade 4

English skills and competencies are thoughtfully mapped to ensure a smooth and progressive learning experience. Beginning with basic concepts at the foundational stage, the curriculum gradually incorporates more advanced skills and concepts at the preparatory stage, This structured approach enables learners to build their competencies each year, equipping them with the necessary language and 21st century soft skills as they progress from grade 1 through grade 5.

C-1.1 Listens to poems, stories and conversations and locates important ideas in them

C-1.2 Comprehends narrated/read-out stories and identifies characters, storyline and author’s view

C-1.3 Converses meaningfully and coherently

C-1.4 Makes oral presentations and participates in group discussions

C-2.1 Further develops phonological awareness by blending phonemes/syllables into words and segmenting words into phonemes/syllables

C-2.2 Examines the basic structure of the text and recognises words and sentences in print and basic punctuation marks

CG-1

Sustains effective communication skills for day-today interactions, enhancing their oral ability to express ideas

CG-2 Develops fluency in reading and the ability to read with comprehension

C-2.3 Reads stories and passages fluently and accurately with appropriate pauses

C-2.4 Comprehends the meaning of stories, poems and story posters

CG-2 Develops fluency in reading and the ability to read with comprehension

C-2.5 Demonstrates an interest in picking up and reading a variety of children’s books

C-3.1 Writes a paragraph to express their understanding and experiences

C-3.2 Creates simple posters, invitations and instructions with appropriate information and purpose

CG-3 Develops the ability to express understanding, experiences, feelings and ideas in writing

C-3.3 Writes stories, poems and conversations based on imagination and experiences

C-4.1 Discusses meanings of words and develops vocabulary by listening to and reading a variety of texts in other content areas

CG-4 Develops a wide range of vocabulary in various contexts and through different sources

Sooraj loved visiting his grandmother, Ammachi. One sunny afternoon, he ran up to her with a big smile and asked, ’Ammachi! Ammachi! Could we make coconut barfi today? PLEEEEEAASE?’

Chapter at a Glance: Walkthrough

Family Bonding

Ammachi chuckled and said, ‘Hee hee hee! Only if you help me make it.’

What are some of the cultural dishes that people in your family make? Food

Sooraj’s eyes sparkled with excitement.

1 . Coconut Barfi with

‘Ready?’ he shouted.

Theme Page: It shows the theme of the unit

Ammachi

Get Set

Get Set: about the new topic

‘Ready!’ said Ammachi with a big smile. They went outside to the coconut trees in the garden. ‘We’ll only pick the ripe ones, okay? The ones that are brown all over.’

Did You Know? BHARAT

Sooraj spends a wonderful day with Ammachi. He learns to make something with Ammachi’s help that gives him great joy. What do they do together that makes Sooraj so happy? Let’s read the story to find out.

Pre-reading: text to set the context and arouse curiosity

Let’s Read: Story or poem that is aligned to the theme of the unit

Let’s Read

Think and Tell

Sooraj loved visiting his grandmother, Ammachi. One sunny afternoon, he ran up to her with a big smile and asked, ’Ammachi! Ammachi! Could we make coconut barfi today? PLEEEEEAASE?’

Talking Book: Animated video of the text

Ammachi chuckled and said, ‘Hee hee hee! Only if you help me make it.’

The next day, Chikki and Ninu came back from school for lunch. They were eager to see what Mummy had made. Instead, they saw a tube on their plates. ‘Toothpaste!’ cried Ninu. ‘Is that what astronauts eat?’

Think and Tell

Sooraj’s eyes sparkled with excitement.

‘Ready?’ he shouted.

Keywords: Difficult and unknown words from the text with meanings

What did Ninu think Mummy was serving them for lunch when they came back from school?

‘Not toothpaste,’ Mummy smiled. ‘I mashed up rice and dal and put it in the tube. You can squeeze it into your mouth.’

‘Ready!’ said Ammachi with a big smile. They went outside to the coconut trees in the garden. ‘We’ll only pick the ripe ones, okay? The ones that are brown all over.’

‘Why can’t we have rice and dal on the plate instead?’ asked Chikki. Daddy had some on his plate. And it suddenly looked delicious.

Did You Know?

Sooraj spends a wonderful day with Ammachi. He learns to make something with Ammachi’s help that gives him great joy. What do they do together that makes Sooraj

The next day, Chikki and Ninu came back from school for lunch. They were eager to see what Mummy had made. Instead, they saw a tube on their plates. ‘Toothpaste!’ cried Ninu. ‘Is that what astronauts eat?’

Think and Tell

Daddy pointed to his food. ‘See how it stays on my plate? In space, it would float away.’

Did You Know?: Interesting facts related to the topic

Chikki and Ninu imagined bits of rice floating in the air. ‘Nom-nom-nom,’ said Ninu as he pretended to catch the grains. ‘Watch out, rice, I’m coming for you!’

‘It looks like fun, but it would take very long to finish eating. And bits could end up in the spaceship’s engines and make a mess,’ said Daddy.

‘Not toothpaste,’ Mummy smiled. ‘I mashed up rice and dal and put it in the tube. You can squeeze it into your mouth.’

‘But why does food float in space?’ asked Chikki. ‘It doesn’t float down here!’

Did You Know?

‘Why can’t we have rice and dal on the plate instead?’ asked Chikki. Daddy had some on his plate. And it suddenly looked delicious. Daddy pointed to his food. ‘See how it stays on my plate? In space, it would float away.’

‘On Earth, we have gravity. It keeps not just food but all of us from floating into space,’ explained Daddy. That is why when we throw a ball up into the air, it falls back down.’

Gravity is what makes you feel your weight. On the Moon, gravity is weaker, so you would weigh less than you weigh on Earth.

Chikki and Ninu imagined bits of rice floating in the air. ‘Nom-nom-nom,’ said Ninu as he pretended to catch the grains. ‘Watch out, rice, I’m coming for you!’

‘But why does food float in space?’ asked Chikki. ‘It doesn’t float down here!’

Mummy added, ‘Far from Earth, there is almost no gravity. So, astronauts and other things in space weigh almost nothing. They float!’

Did You Know?

Read and Respond: Factual questions for reading comprehension

‘On Earth, we have gravity. It keeps not just food but all of us from floating into space,’ explained Daddy. That is why when we throw a ball up into the air, it falls back down.’

2

‘And food out there has to be easy to eat and not float away every time someone tries to have lunch!’ said Daddy.

Think and Tell

What did Ninu think Mummy was serving them for lunch when they came back from school? Gravity is what makes you feel your weight. On the Moon, gravity is weaker, so you would weigh less than you weigh on Earth.

‘It looks like fun, but it would take very long to finish eating. And bits could end up in the spaceship’s engines and make a mess,’ said Daddy.

Mummy added, ‘Far from Earth, there is almost no gravity. So, astronauts and other things in space weigh almost nothing. They float!’

2: Spend time making notes on what you will include in your speech. these sentences to express your thoughts.

Think and Tell: Comprehension-based questions for teachers to assess learners’ attention and understanding while reading

Think and Tell What did Ammachi and Sooraj do in the garden?

Talking about the topic We celebrate because It’s a special day because I think it’s important I believe that we should

Introduction

Read and Respond

Tips: Quick tips for learners’ support

What does Daddy say Earth has that space does not have?

‘And food out there has to be easy to eat and not float away every time someone tries to have lunch!’ said Daddy.

mashed up: crushed and mixed into a soft, smooth mixture

spaceship: a vehicle that travels in space

Think and Tell

What does Daddy say Earth has

gravity: the force that pulls things down to the ground and keeps them from floating away

Kasturba Gandhi was born on 11 April 1869.

Hello everyone! Today, I want to talk about why celebrating is important.

Kasturba Gandhi believed in using violence to fight

Closing Thank listening speech

Let’s it together!

Kasturba Gandhi was arrested multiple times for protesting

Speak confidently and clearly.

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

Pay attention when others are speaking.

Maintain eye contact and use your voice, gestures and to express yourself.

Kasturba Gandhi’s birthplace

Kasturba Gandhi’s nickname

Unfair practice Ba fought against

Able to do things without help from others Untouchability

Famous protest against the British salt tax

Coconut Barfi is known as Thengai Barfi in Tamil, Kobbari Mithai in Kannada and Narkel Barfi in Bengali.

chuckled: laughed softly sparkled: shone brightly ripe: ready to eat

What did Ammachi Sooraj do in the garden?

Coconut Barfi is known as Thengai Barfi in Tamil, Kobbari Mithai in Kannada and Narkel Barfi in Bengali.

Kasturba Gandhi married Mahatma Gandhi when she was

against British rule. Kasturba Gandhi died in prison.

Independence Day

Republic Day Gandhi

Step 1: Choose your topic.

Step

Think and Answer: Questions to help learners to critically analyse the texts

NEP TAGS: To showcase alignment with NEP skills and values

d What was the biggest challenge Kartik faced? What actions did

way around it?

e The match in front of Sunil Chhetri was Kartik’s would excelling in the match solve Kartik’s problem?

Think and Answer

c Tick () the words you would use to describe the boy. Explain your answer. I think the boy is because

HOTS

1. If Mirza Sir had been the football coach instead of Peter Sir, what might have happened?

1. If Mirza Sir had been the football happened?

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?

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.

d What does the boy mean by ‘Who climbs with toil, wheresoe’er, shall find wings waiting there’?

Big Idea

2. Read these lines from the even bigger plans for you.’ in mind for Kartik?

What do you think is the author’s purpose in writing the story about Kartik and Kavya?

HOTS SEL

Big Skills: Analysis, reflection and connection-based questions

a To entertain readers with a story about twins who move to a new place.

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

c To persuade readers that football is a great sport for everyone.

d To inform the readers about Sunil Chhetri.

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.

3. When someone writes a book, writing it. This reason is called entertain, to inform or to give

Explain your answer in one or two sentences.

I would like to .

While doing it, I would be able to see (things you will see)

What do you think is the author’s Kavya?

I would be able to feel . (things you will feel by touching them or them touching you)

Vocabulary: Exercises to build vocabulary

Vocabulary

I would be able to hear . (things you will hear)

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.

d (If/When) the computer crashed, we lost all data.

e (Because/Although) he faced many challenges, he continued with his research.

f The scientist invented something new (because/but) he was not confident that it would work.

Hang gliding Bungee jumping Parachuting Canoeing

Go Grammar

Go Grammar: Scaffolding of grammar concepts along with practice exercises

Types of Adjectives

There are different types of adjectives based on what they tell us about a noun.

Adjectives of quantity

Note:

a To entertain readers with b To teach that one should To persuade readers that To inform the readers about Explain your answer in one

2. Choose the conjunctions to join the sentences. Then, write the final sentences in your notebook.

Remember!

Adjectives are words that tell us more about or describe nouns.

b Chikki and Ninu were playing inside. It was raining. (because/although)

Motorcycling Rock climbing Skate-boarding

c Chikki ate five more panipuris. She was quite full. (if/although)

They tell us the quantity or amount of a noun. They tell us ‘how much’ or ‘how many’ of a noun. Some quantity adjectives are more, many, several, few and half

Listen Well: Activity to listen and comprehend

Adjectives of quality

a Ninu will treat poor people free of charge. Ninu will become a doctor. (so/when)

d Chikki will get an ice-cream treat. Her science project is selected. (if/although)

These activities should be performed under the supervision of a responsible adult or an expert. Remember to wear the proper gear and follow all safety guidelines and instructions.

Possessive adjectives

For example: She learnt many things from her husband.

e Chikki was selected for the space program. She studied hard. (because/when) Listen

Listen

Hint Box:

Well

They tell us about the qualities or features of a noun. They tell us how something is, feels, smells, looks, or sounds.

Ask How much…? or How many…?

sister  cousin  sister-in-law  brother-in-law  uncle   nephew  father-in-law  grandfather  niece  aunt

Listen carefully to the text and see how many facts you can fill in after a first reading.

a Many years ago, a scientist named made a very important discovery.

a Tom is Sanchana’s and Rakesh’s

Some quality adjectives are beautiful, black, sweet, loud and square

b Roohi is Chandani’s and Sita’s

Ask What kind of..?

b He created the first practical electric

For example: Ba was a brave woman.

Speak Well

Speak Well: Opportunity to express their ideas and thoughts through independent, pair and group activities

c Aryan is Sita’s and Vivek’s

d Meetu is Rakesh’s and Chandani’s

Practise speaking here.

They tell us who owns or possesses the noun. Some possessive adjectives are her book, his bag, their pencils.

c Before this invention, people used and to see in the dark.

e Amit is Tom’s and the children’s

Sit in pairs. Read the conversation between two people discussing a painting and how it can be made better. You are going to do the same with your friend.

This painting is beautiful. Did you draw it? Yes! Please give me some suggestions to improve it.

Demonstrative adjectives

Write Well

Ask Whose…?

d Edison’s light bulb was and lasted longer than candles and lamps.

2. Use the words below and the names of your own family members to make sentences.

For example: Their sacrifice helped India to become free.

How about using some brighter colours?

a cousin

b niece

They help to identify specific nouns. Some demonstrative adjectives are that, this, those and these

That’s a great idea! Thank you.

e To make the light bulb, Edison used a thin piece of wire called a

Write Well: Opportunity to apply the learnt vocabulary and express their ideas in writing

c nephew brother-in-law

For example: She worked hard to help these people.

Ask Which one…?

f He completed his invention in the year

Raj and Neeta are talking about a sculpture. Complete the comic strip by adding the dialogue.

Listen to the passage carefully and try to remember the facts.

Fill in as many facts as you can after the first reading.

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

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

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

Wow, Raj! It looks

Ask your teacher to read/play the audio a second time if there are some facts that you missed.

a Kasturba Gandhi was an important person in our country.

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

Neena

Sita Roohi Amit

Tom Rakesh

ChandaniVivek Aryan Meetu Sanchana

Informal letter

Listen and fill in Story chain

Common and proper nouns Countable and uncountable nouns Collective nouns

Detailed Framework

Family-related vocabulary

Text-based vocabulary

Factual questions Analysing characters’ actions Making connections

Family-related vocabulary

Factual questions Analysing the poem Poetry appreciation–analysing poetic devices (opposites and repetition)

Speech

Listen and answer questions

Types of adjectives– quantity, quality, possessive and demonstrative Order of adjectives

Patriotismand national priderelated vocabulary

Text-based vocabulary Dictionary hunt

Factual questions Analysing characters’ actions Making connections

Message writing Project 1: A Historical Object

Conversation about a festival

Listen and fill in a chart

Personal Pronouns– subject, object and reflexive

Foodand culturerelated vocabulary

Text-based vocabulary

Factual questions Identifying key details Making connections

Graphic story

Descriptive paragraph

Sports commentary

Listen and sequence

Types of prepositions–time, place, movement and direction Modals–can, must, may, should

Text-based vocabulary

Factual questions

Diary writing Project 2: Cultural Potluck and Recipe Sharing 5. Games Against All Odds Ramendra Kumar Realistic story

Story report

Group discussion— adventure activity

Listen and summarise

Types of adverbs–manner, frequency, time

Sports-related vocabulary Idioms

Ordering Making comparisons Identifying problems and solutions Analysing author’s purpose Making connections

Sports-related vocabulary

Factual questions Making connections Poetry appreciation–rhyming pairs

6. Games A Good Play Robert Louis Stevenson Poem

Suffixes–-er, -ment, -ion

Ordering Factual questions Identifying characters’ actions and reactions Analysing character traits Identifying setting Making connections

Adventure story

7. Adventure and Imagination The Cyclone L Frank Baum

Character sketch

Debate

Listen and fill in

Conjunctions

Suffixes–-er, -ment, -ion

Comprehension

Summarising

Factual questions Identifying contextual meaning Poetry appreciation–enjambment

Type

Author/ Poet

Themes Chapter

S.No

Going Down Hill on a Bicycle Henry Charles Beeching Poem

8. Adventure and Imagination

Report writing

Roleplay

Listen and fill in

Types of sentences– declarative, interrogative, imperative, exclamatory

Prefixes Compound words

Ordering Factual questions Identifying key details Identifying author’s purpose Problem solving

Informational Text

Panipuri Inside a Spaceship Vidya Pradhan

9. Science and Technology

Prefixes

Factual questions Identifying contextual meaning Poetry appreciation–personification

My Mouse is Misbehaving Kenn Nesbitt Poem

10. Science and Technology

Comic strip

Making suggestions and giving feedback

Listen and choose

Simple tense– present, past, furture

Kindness-related vocabulary

Words similar in meaning but different in intensity

Factual questions Identifying problems and solutions Identifying characters’ actions and thoughts Making connections

Realistic story

Project 3: Blueprint of a Future Gadget

Henry: A Chameleon Ruskin Bond

11. Empathy Towards Animals

Story writing

Interview a famous personality

Listen and complete

Continuous tense–present and past

Kindness–word web Palindrome

Factual questions Analysing contextual meaning Identifying theme and message

Robert Lee Frost Poem

A Minor Bird

12. Empathy Towards Animals

Poem writing

Retell a story read

Listen and choose

Subject-verb agreement

Collocations

People who practise different forms of art

Factual questions Sequence of events Analysing the use of imagery Analysing characters’ actions and their personality traits Making connections

Realistic story

13. Art and Creativity Manu Mixes Clay and Sunshine Bulbul Sharma

Project 4: The Artist and the Art

Idioms Antonyms

Text-based vocabulary Phrasal verb

Identifying key events Analysing character traits Identifying the message Making connections

Interview

Factual questions Summarising Analysing contextual meaning Identifying author’s purpose, theme and message Making connections

Folktale

Aaron Shepard

The Inspiring Journey of Sumit Antil

14. Focussing on Goals

The Baker’s Dozen

15. World Story

Family Bonding

1 . Coconut Barfi with Ammachi

Sooraj spends a wonderful day with Ammachi. He learns to make something with Ammachi’s help that gives him great joy. What do they do together that makes Sooraj so happy? Let’s read the story to find out. What are some of the cultural dishes that people in your family make? Food

BHARAT

—Rajiv Eipe

Let’s Read

Sooraj loved visiting his grandmother, Ammachi. One sunny afternoon, he ran up to her with a big smile and asked, ’Ammachi! Ammachi! Could we make coconut barfi today? PLEEEEEAASE?’

Ammachi chuckled and said, ‘Hee hee hee! Only if you help me make it.’

Sooraj’s eyes sparkled with excitement. ‘Ready?’ he shouted.

‘Ready!’ said Ammachi with a big smile. They went outside to the coconut trees in the garden. ‘We’ll only pick the ripe ones, okay? The ones that are brown all over.’

Did You Know?

Coconut Barfi is known as Thengai Barfi in Tamil, Kobbari Mithai in Kannada and Narkel Barfi in Bengali.

Talking

Think and Tell

What did Ammachi and Sooraj do in the garden?

Book chuckled: laughed softly sparkled: shone brightly ripe: ready to eat

BHARAT

Sooraj nodded eagerly, looking up at the tall trees. Ammachi gave the tree a gentle shake. ‘Watch out! Here they come!’ she warned. WHOOOSH... WHUMP!

The ripe coconuts fell to the ground with a thud.

Think and Tell

Why did Ammachi ask Sooraj to be careful when they collected the coconuts?

‘Now to get the husk off…’ said Ammachi, using a sharp tool to pull it off. POTCH! CRAANKK! Sooraj tried to help, but it was hard work. His small hands could hardly manage the tough husk. His stomach growled loudly. GRRRRRR! Ammachi giggled at the sound. ‘Someone’s hungry already!’ she teased. She removed the husk with almost no effort, and now Sooraj could see the hard shell of the coconut underneath. ‘Then we crack the shell like this!’ She hit the coconut just right, and it split open. KHATAK!

They sat down with a metal grater. ‘And now we grrrrrraaaaate the frrrrrrrruuuit!’

Ammachi sang as she showed Sooraj how to grate the coconut safely. Sooraj’s arm got tired, but he didn’t stop. He wanted to help as much as he could.

Think and Tell

Why do you think Sooraj wanted to help even though he was tired?

eagerly: with excitement and interest

husk: the brown outer covering of a coconut growled: made a deep low noise effort: the energy that someone puts into doing something split open: broke apart grater: a kitchen tool used to shred vegetables into very small and thin pieces

‘Toss it into the pan with all the other ingredients,’ Ammachi instructed. They added sugar, cardamom and a bit of ghee. Ammachi stirred the mixture over the stove, and the kitchen was filled with a delicious aroma. ‘It smells so good, Ammachi!’ Sooraj said, his mouth watering.

‘Now we pour it all out onto a tray,’ said Ammachi, spreading the mixture evenly. ‘And then we wait for it to cool, baba!’ Sooraj watched impatiently as the barfi set. The minutes felt like hours.

toss: (here) to add into the pan stirred: mixed something by moving it around with a spoon or ladle aroma: a pleasant and delicious smell baba: a loving way to address a young boy

impatiently: not wanting to wait any longer squelch: the sound made on cutting something particularly soft and moist. beloved: very special and much loved

Finally, it was ready. ‘Now we can cut it into neat little pieces,’ Ammachi said, carefully slicing the barfi into perfect squares.

‘Squelch, squelch!’, went the knife.

‘YIPPEE! Our coconut barfi is ready!’ cheered Sooraj.

They each took a piece and tasted it. ‘Yum Yum Yum!’ they said together.

‘What a lovely day spent with my beloved Ammachi,’ thought Sooraj.

Listen to all the keywords here.

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

Sooraj Both

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

Action in the story

Sound

The sound of a coconut falling through the air PLEEEEEAASE

Sooraj begging his grandma to make coconut barfi WHOOOSH

The sharp sound as the coconut shell cracks WHUMP

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

The sound of a coconut falling on the ground KHATAK!

Sooraj’s tummy growling with hunger SQUELCH, SQUELCH!

3. Answer the questions in two to three sentences.

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

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

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

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

e How did Sooraj help Ammachi?

Think and Answer

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

experienced helpful jolly determined responsible impatient

Ammachi

Quality 1:

Reason:

Quality 2:

Reason: Sooraj

Quality 1: Reason:

Quality 2: Reason:

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

Big Idea

How do you feel when your parents help you? List three things they do for you or help you with.

Now, sit in pairs. Discuss ways in which you can help your parents. Think of things you have not done before.

Vocabulary

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.

Hint Box:

sister  cousin  sister-in-law  brother-in-law  uncle   nephew  father-in-law  grandfather  niece  aunt

a Tom is Sanchana’s and Rakesh’s .

b Roohi is Chandani’s and Sita’s .

c Aryan is Sita’s and Vivek’s .

d Meetu is Rakesh’s and Chandani’s .

e Amit is Tom’s and the children’s .

2. Use the words below and the names of your own family members to make sentences.

a cousin

b niece

c nephew

d brother-in-law

e daughter-in-law

Neena

Sita Roohi Amit Tom Rakesh

Chandani Vivek Aryan Meetu Sanchana

3. Unscramble the keywords taken from the text. Write each word and then use it in a sentence of your own.

a sitedrr -

b shuk -

c armoa -

d qsuehcl -

e gatrreGo Grammar

Common and Proper Nouns

Common nouns are used for any person, animal, thing or place. They are used in general. For example: dog, uncle, doctor.

Proper nouns are used for a specific person, animal, thing or place. They tell exactly who or what we are talking about. For example: Fido, Uncle Amit, Dr Jain.

Proper nouns always begin with capital letters.

Remember!

Nouns are words used to name places, people, animals and things.

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

Hint Box: Chennai   Sooraj   gulliver’s travels   Minty   Ammachi

a The boy was happy to meet his friends.

b His grandmother sang as she grated the fruit.

c They lived in a city.

d The brown one is their pet cat.

e Sooraj is reading this book.

Countable and Uncountable Nouns

Nouns can be countable or uncountable.

A quantifier is a word that usually goes before a noun to express the quantity of the object. We use different quantifiers with countable and uncountable nouns.

Countable Nouns

These nouns can be counted: Two apples  Three oranges

These nouns can have singular and plural forms

One banana  Two bananas

Many, several, few, a few are quantifiers that are used with countable nouns.

There are few people on the bus. (meaning – not many)

There are a few people on the bus. (meaning – there are some people)

There are several/many buses.

Uncountable Nouns

These nouns cannot be counted: sugar  rice  wheat

These nouns have only one form. water  news

More, much, some, little, a little are quantifiers that are used with uncountable nouns.

There is little sugar left. (meaning – not a lot, not enough)

There is a little sugar left. (meaning – at least some is left)

May I please have more/some sugar?

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

Uncountable

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

a Ammachi cut (many/much) pieces of barfi.

b Spending time with Ammachi gave Sooraj (many/much) joy.

c Ammachi added (a few/much) cardamom pods.

d (Several/A little) ripe coconuts fell from the trees.

e We need (a little/a few) sugar in the pot.

Collective Nouns

Collective nouns are words used to describe groups of people, animals or things as a single unit.

For example: A cluster of coconuts

People

A class of students

A troupe of dancers

A band of musicians

A team of players

A gang of thieves

Animals

A swarm of bees

A pride of lions

A colony of ants

A brood of chicks

A flock of birds

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

Things

A bunch of grapes

A fleet of ships

A wad of notes

A stack of papers

A string of beads

Hint Box: panel    pride    squad    murder    crew

a I saw a of policemen in the street.

b A of sailors boarded the ship.

c In the jungle, I saw a of lions.

d Look at the of crows.

e The of judges delivered the sentence today.

Listen Well

Listen to the text here.

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 .

b He had three sons named , and .

c Ramu called his sons to the forest.

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

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

Speak Well

Sit in groups of five. We will make a chain story where each of us will add one sentence until it is complete.

Practise speaking here.

Remember!

Every story has characters, a setting, a beginning, a middle where an interesting event or a problem is given and an ending.

At the centre of a lush green forest, there once was a lively village…

Listen to your classmates attentively. Make sure that your sentence adds or builds on what the learners before you said.

Take turns and give everyone a chance to speak.

Write Well

An informal letter is written to someone you know well, like a friend or a family member. Navin wrote to his grandpa about his recent trip to the animal shelter with his parents and sister.

Model Answer

123 Main Street New Defence Colony

New Delhi 103XX1

15 July 2025 Dear Grandpa,

I have not seen you for a while. I hope you are doing well! I wanted to tell you about my trip to the animal shelter with Mama, Papa, and Nikita.

Last Saturday, we all woke up early and drove to the animal shelter. It was an hour long drive. We saw so many animals! I made friends with a lot of them. My favourite was Tinu, the cat. The staff helped me to feed her.

The staff took us around and showed us all the animals. There was also a vet to attend to the medical needs of these animals. Nikita and I have volunteered to visit weekly and help take care of the animals.

After the animal shelter, we had lunch at Dosa Point. We ate masala dosas with chutney. They were yummy!

I had the best time at the animal shelter, Grandpa. I hope you will also be here when we go next time. I miss you and can’t wait to see you.

Love, Navin

Your address and the code

The greeting with a comma Date when the sender writes the letter Opening—Something personal and what you are writing about

Body paragraphs—Give details about the topic

Closing—Close the topic and say something personal

Sign-off and your name

Write a letter to your cousin describing a fun day you spent with your grandparents.

Family Bonding

2 . Family Comes Together

Set

Think of a time when your family members came together to help and be there for each other. It could be a happy time or a sad time. Discuss in pairs and share your thoughts in class.

1. What happened?

2. How did your family support each other?

3. How did that make you feel?

Your family is always there to support and love you, no matter what happens. This poem is about the special bond that holds families together through all of life’s ups and downs.

Let’s Read

Family comes together, For always and forever. In sickness and in health, In poverty or in wealth, Family comes together, For always and forever.

Without any reason, Anytime or any season, Family comes together, For always and forever.

In death or in life, In happiness or in strife, Family comes together, For always and forever.

Think and Tell

What are some situations mentioned in the poem where family comes together?

Talking Book

In anger or in kindness, Whether all seeing or in blindness, Family comes together, For always and forever.

Whether for work or for play, They somehow find a way, For family to come together, Because families are forever.

bond: (here) the feeling of being together

poverty: when you don’t have enough money to buy food and other things you need to live strife: trouble or hard times

Think and Tell

What does the word ‘family’ mean to you?

According to the poet, do families come together only during good times? Why/Why not?

Listen to all the keywords here.

Read and Respond

1. Choose the correct answers.

a What is the poem about?

i The importance of wealth ii The strength of family bonds

iii The changing seasons iv The challenges of poverty

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

i Only during happy times ii Only during difficult times

iii At all times

iv During celebrations

c Which phrase is repeated throughout the poem?

i ‘In sickness and in health’ ii ‘Family comes together ’

iii ‘Without any reason’ iv ‘They somehow find a way’

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

i They last for a short time. ii They do not exist.

iii They are forever. iv They last depending on wealth.

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

i Sickness and health ii Poverty and wealth

iii Happiness and strife iv Youth and old age

2. Write True or False.

a The poem mentions that family bonds end very soon.

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

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

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

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

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

Big Idea

An acrostic poem is a type of poetry where the first letter of each line spells out a word, name or phrase. These poems can be about any topic and don’t need to rhyme.

Make an acrostic poem about family.

Care for others.

Always use kind words.

Respect others.

Every caring act counts.

Vocabulary

1. Read the clues and fill in the crossword with the correct words.

Across

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

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

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

Down

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

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

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

Poetry Appreciation

In this poem Family Comes Together, the poet uses two poetic devices (tools) to express the theme, make the poem memorable and to make it interesting.

1. Opposites—words that have opposite meanings

2. Repetition—lines and ideas that are repeated

List three opposites that show different situations sickness and health

Write the lines that are repeated in every stanza

The repeated words are a key to the theme (the important message of the poem)

Now, complete the theme of the poem in your own words. It does not matter what the situation is .

Patriotism

3 . We Call Her Ba

Look at the pictures. Write a few sentences on what the pictures represent and mean to you. Get Set

For many years, India was ruled by the British. During this time, Indians did not have the freedom to make decisions about their own country.

We all know about Mahatma Gandhi, the great leader who helped India fight for its freedom. But did you know that his wife, Kasturba Gandhi, also played an important role in this fight? Let’s read about her life and how she helped and inspired people.

—Subhadra Sen Gupta

Let’s Read

Kasturba Gandhi was a very important person in India’s fight for freedom. She was the wife of Mahatma Gandhi, the leader who helped to free India from British rule. Kasturba, or ‘Ba’ as many called her, was born on 11 April 1869 in Porbandar, the same town where her husband was born. Her full name was Kasturbai Makhanji Kapadia.

Kasturba married Mahatma Gandhi when she was just 14 years old. Even though she did not have much schooling, she learnt many things from her husband. She was a wise and strong woman who supported him in his efforts to free India. She believed in non-violence, which means fighting without using weapons or hurting people.

One of the most important things Kasturba did was to teach Indians to be self-reliant. She showed them how to do things on their own without depending on the British. She taught women how to read and write, and spoke to people about cleanliness and what they should do to stay healthy.

Think and Tell

What are the different ways in which Kasturba Gandhi helped people in India?

Kasturba was very brave. She was jailed many times because she protested against British rule. She stood by her husband’s side even when times were tough. Once, in South Africa, she joined Gandhi in a protest to fight against the unfair treatment of Indians. She was arrested but she still did not give up.

freedom: the ability to make one’s own choices and decisions inspired: motivated or encouraged someone to do something good

Did You Know?

Kasturba Gandhi opened her first school in South Africa. This school was for the children of Indian workers. They learnt to read and write, and she taught them about their culture.

self-reliant: the ability to do things on one’s own

protested: spoke up against wrong action treatment: behaviour towards a person or a situation

In India, she was part of many movements. One famous movement was the Salt March in 1930 when Mahatma Gandhi and many others walked almost 400 kilometres to get their own salt from the sea. This was a protest against the British tax on salt. Kasturba did not join the march, but supported it and encouraged others to join. She showed everyone that women could be leaders too.

Kasturba cared deeply about untouchability. This was a practice where some people were treated badly just because of their birth. She worked hard to help these people and to end this unfair treatment.

Even though Kasturba suffered from breathing problems, she did not stop working for India’s freedom. She was a loving mother to her four sons and a strong support to Gandhi.

Think and Tell

How did Kasturba Gandhi help during the Salt March?

movements: efforts of a large group of people who work together to bring change tax: money people pay to the government to run the country encouraged: gave someone support and confidence

Her health worsened while she was in solitary confinement in Aga Khan Palace, and she died on 22 February 1944, while still in British custody.

Kasturba Gandhi’s life is an example of courage and dedication. She showed the world that one can fight for what is right in peaceful ways. Her hard work and sacrifice helped India to become a free country. It is unfortunate that she couldn’t live to see India become free.

worsened: became worse custody: being in jail courage: bravery dedication: the act of giving a lot of time and effort to something because it is important to you sacrifice: the act of giving up something important to you for the sake of someone or something else

Think and Tell

Describe Kasturba Gandhi in just two words.

Listen to all the keywords here.

Read and Respond

1. Write True or False.

a Kasturba Gandhi was born on 11 April 1869.

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

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

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

e Kasturba Gandhi died in prison.

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

Detail

Description

Ba  Kasturba Gandhi’s birthplace

Porbandar  Kasturba Gandhi’s nickname

Self-reliant  Unfair practice Ba fought against

Salt March

Untouchability

3. Answer the questions in three to four sentences.

a What skills did Kasturba teach Indians?

Able to do things without help from others

Famous protest against the British salt tax

b In which other country did Ba join Mahatma Gandhi in a protest? How did she support him?

c Describe Kasturba’s role in the Salt March of 1930.

d What was Kasturba’s opinion on untouchability? What did she do about it?

e How would you describe Kasturba’s relationship with her family?

Think and Answer

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

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

Kasturba’s Actions Reason for Action Personality Traits

Taught women self-reliance

Stood up against the unfair treatment of Indians

Continued to fight despite her breathing problems

Big Idea

Kasturba Gandhi saw the problems that her fellow Indians faced under British rule and worked hard to solve these problems.

Write about one problem you see that fellow Indians face every day.

What is one thing you can do to help solve this problem?

Vocabulary

Patriotism is the love and loyalty that people feel for their country. It means being proud of where you come from, respecting the flag and national symbols, and showing appreciation of the freedom and opportunities your country provides.

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

Across

1. Showing courage and not being afraid (7 letters)

2. Treating everyone the same (8 letters)

Down

3. The power to do what you want (7 letters)

4. The act of treating people fairly and in the right manner (7 letters)

5. Giving up something important for a good reason (9 letters)

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. non-violence protest self-reliant movement peaceful

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

Word Meaning

Honour the state of being united

Unity to hold someone in high respect or esteem

Loyalty feeling of satisfaction about something good

Pride the right to act, speak or think freely

Liberty being faithful and devoted

Rearrange the words in alphabetical order. , , , ,

Types of Adjectives

There are different types of adjectives based on what they tell us about a noun.

Adjectives of quantity

Adjectives of quality

Possessive adjectives

Remember!

Adjectives are words that tell us more about or describe nouns.

They tell us the quantity or amount of a noun. They tell us ‘how much’ or ‘how many’ of a noun. Some quantity adjectives are more, many, several, few and half.

For example: She learnt many things from her husband. Ask How much…? or How many…?

They tell us about the qualities or features of a noun. They tell us how something is, feels, smells, looks, or sounds.

Some quality adjectives are beautiful, black, sweet, loud and square.

For example: Ba was a brave woman.

They tell us who owns or possesses the noun. Some possessive adjectives are her book, his bag, their pencils.

Ask What kind of..?

Demonstrative adjectives

For example: Their sacrifice helped India to become free. Ask Whose…?

They help to identify specific nouns. Some demonstrative adjectives are that, this, those and these.

For example: She worked hard to help these people.

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.

Ask Which one…?

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.

Order of Adjectives

We can use more than one adjective for a noun. When using two or more adjectives, we follow an order. This order is: 1 2 3 4 5 6 7 8

Possessive/ demonstrative adjective Quantity Opinion Size Physical feature/ age Shape Colour Material Noun

our/those three little bright round wooden boxes my loyal big furry brown dog two big old oval windows

Note:

• A and an, which are used with singular nouns, are placed before the other adjectives as they suggest quantity or number.

• Use commas (,) to separate the list of adjectives.

Note: It isn’t a good idea to use too many adjectives to describe one noun.

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

a The soldiers told us many stories.

(courageous, five, old)

b Indians protested against the British.

(brave, many)

c songs made her parents proud.

(three, her, patriotic)

d , country is India.

(beautiful, this, big)

e , , cloth is a flag.

(rectangular, soft, small, that)

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

a Pick any pink three lotuses.

b The tiger is an orange big animal.

c The Taj Mahal is a white marble magnificent monument.

d There are great many poets in India.

e Beautiful blue five peacocks were dancing in the forest.

Listen Well

Listen to this speech and fill in the details.

Listen to the text here.

a What are two emotions people feel on Independence Day?

b What makes India so special?

c Which goal does the speaker set?

Speak Well

Practise speaking here.

We make a speech to express our ideas about a topic. Our aim can be to inform or to persuade others.

Sit in groups of three. Each of you will choose a national holiday and present a two-minute speech.

Step 1: Choose your topic.

Step 2: Spend time making notes on what you will include in your speech. You can use these sentences to express your thoughts.

Talking about the topic

We celebrate because It’s a special day because I think it’s important I believe that we should

Introduction

Hello everyone! Today, I want to talk about why celebrating is important.

Closing

Thank you for listening to my speech about . Let’s all celebrate it together!

Speak confidently and clearly. Maintain eye contact and use your voice, gestures and face to express yourself.

Pay attention when others are speaking.

Independence Day

Republic Day

Gandhi Jayanti

Write Well

Message Writing

We write messages to inform others about what was said or to pass on information. When someone phones you could, for example, take a message for a family member who is not around. We write down what we hear so that we do not forget.

Read the conversion between Arpit and Aanchal.

Arpit: Hello! I am Arpit. Is Vaibhav home?

Aanchal: Hi! No, Vaibhav isn’t here right now. Can I take a message?

Arpit: Yes please. I just wanted to let him know that Tarika ma’am will be assessing the chapter ‘India’s Freedom Struggle’ tomorrow in History. It will be an open-book assessment.

Aanchal: Okay, I’ll make sure he gets the message.

Arpit: Thanks! Goodbye.

Aanchal: You’re welcome. Bye!

Read the message that Aanchal leaves for Vaibhav.

Model Answer

13 May 2025

4:15 p.m.

Hi Vaibhav

MESSAGE

Your friend Arpit called to inform you that Tarika ma’am will be assessing the chapter ‘India’s Freedom Struggle’ tomorrow in History. It will be an open-book assessment. I am going to the stationery shop. Please tell mom when she gets back from the office.

Aanchal

Note:

1. A message should be enclosed in a box.

2. Use the format that is shown above.

3. The word limit should be fifty words.

4. Messages can be written as an informal or a formal note.

Read the telephone conversation between Priya’s mother, Mrs Sharma and Priya’s teacher. Imagine you are Mrs Sharma, and write a message to Priya, based on this conversation. Write in your notebook.

Ms Grover: Hello, is this Priya?

Mrs Sharma: No, I am Mrs Sharma, Priya’s mother.

Ms Grover: Hi, this is Ms Grover, her class teacher.

Mrs Sharma: Hello, Ms Grover! May I take a message?

Ms Grover: I’m calling to remind Priya to wear a white kurta and a tricolour sash for the Independence Day celebrations at school tomorrow.

Mrs Sharma: Sure, Ms Grover. Is there anything else?

Ms Grover: Yes! In case she has any tricolour accessories like bangles or hair bands, she can wear those too.

Mrs Sharma: Okay!

Ms Grover: Also, please ask her to be at the school by 7:10 a.m. The celebrations start at 8:15 a.m. sharp. We can use the time for rehearsal.

Mrs Sharma: I’ll be sure to let her know, Ms Grover.

Ms Grover: Thank you very much, Mrs Sharma. Bye!

Mrs Sharma: Goodbye!

Project 1

A Historical Object

In this project, you will look for an old object that is important to your family and has historical value. Bring it to school and show it to your classmates. Tell them why it is special and where it comes from.

What

You Need:

An object which is quite old and valuable to your family. You may bring its picture if you cannot bring the object itself. It could be a coin, a postcard, a stamp, a photograph, a utensil or an item of clothing.

Steps:

• Find an Object: Ask members of your family or your extended family if they have an old object that is important and has a story behind it.

• Learn About It: Make notes on why the object is important and where it came from.

• Bring It to School: Bring the object or its picture to class.

• Show and Share: Tell the class why the object is special and where it came from.

• Ask your family to tell you about the object’s history.

• Share your story in a few simple sentences.

Food and Culture

4 . Food Adventures in Sikkim

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? Get Set

Litti Chokha Himachal Pradesh

Dosa Gujarat

Dhokla Karnataka

Sandesh Bihar Maharashtra

Siddu

Misal Bengal

Aisha goes to Sikkim for the first time and tries new food there. It is very different from what she usually eats. What foods do you think she tries? Does she enjoy the dishes? Let’s read the comic to find out!

Let’s Read

Sikkim is home to the beautiful Kanchenjunga, the third highest mountain in the world! Did You Know?

Think and Tell

Which place do Aisha and her family visit first in Sikkim?

unique: one of its kind ingredients: different items needed to cook a dish

flavourful: delicious and full of flavour

fermented: (in case of food) changed by tiny living things called bacteria to make it taste different or last longer

Think and Tell

What was the name of the noodle soup that Aisha tried?

traditional: something that people have been doing the same way for a very long time tangy: a sharp and slightly sour taste

You are going to be a great chef Aisha.

Think and Tell

Name the different food items that Aisha tries during her trip to Sikkim.

homestay: when you stay in someone’s home as a paying guest while travelling dissolve: (here) break down

Listen to all the keywords here.

Read and Respond

1. Tick () the correct answers.

a Where does Aisha and her family go for the first time? i  Nepal ii  Sikkim iii  Tibet iv  Darjeeling

b What does Aisha see in the local market?

i  Traditional clothes ii  Fresh vegetables and unique spices iii  Unique bags iv  Cultural food

c What is a staple dish of Sikkim?

i  Momos ii  Thukpa iii  Gundruk iv  Sel Roti

d Which dish is made from mustard, cabbage or radish leaves? i  Sel Roti ii  Thukpa iii  Sinki iv  Gundruk

e What is Sel Roti?

i  A tangy pickle ii  A sweet rice bread iii  A noodle soup iv  A fermented radish dish

2. Write True or False.

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

b Thukpa made Aisha feel cold inside.

c Sinki is eaten as a pickle.

d Sel Roti is typically served during festivals.

e Aisha did not like Sikkimese food.

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?

b What cooking method is mentioned for preparing Gundruk?

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

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

e Describe the family ’s experiences in Sikkim.

Think and Answer

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

Name of the place:

Capital city:

Traditional clothes:

Staple food:

An important cultural event:

A famous landmark:

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?

Think about any special occasions, festivals or holidays where these types of food are important.

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?

My state’s name: Three must-visit places:

Three must-taste dishes:

Two must-attend events:

Vocabulary

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

Hint Box: spices   ingredient   recipe   dish   culture

a Dal Bati is a famous from Rajasthan.

b Dhokla is a traditional dish in the Indian .

c Flour is an important to make momos.

d This book has a for spaghetti.

e Indian food has different for added flavour.

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

Hint Box: chef   traditional   fermented   an adventure   locally

a We went on a journey that is exciting to the mountains.

b My mom is a great person who cooks food.

c Yoghurt is a food that has been aged.

d We bought vegetables from this area.

e People like trying food that is well known and has been eaten for a long time.

3. Match the words and the correct phrases. Use a dictionary to help you. grill to cook food quickly in a bit of oil sauté a dish served before the main meal appetiser nutritious and good for health wholesome to cook food directly under a heat source

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

Go Grammar

Personal pronouns are used in place of nouns once we know who or what the noun is.

They can be singular (I, you, he, she, her, him, it) or plural (we, they, us, them).

Personal Pronouns

Remember!

The subject in a sentence is the person, place, thing or idea that is doing the action or being talked about.

The object in a sentence is the person, place, thing or idea that receives the action of the verb.

Types of Personal Pronouns

Subject Pronouns Object Pronouns Reflexive Pronouns

These are used in the place of nouns that are the subjects/doers in a sentence.

These are used in the place of nouns that are the objects/receivers in a sentence.

I, you, he, she, they, we, it Me, you, him, her, us, them, it

These are used to refer to the subject when the subject and object are the same person or thing.

Myself, yourself, themselves, himself, herself, itself

For example: Aisha and her family are at the airport. They have arrived in Sikkim.

(Here, they is the subject or doer of the action.)

For example: The soup makes me feel warm.

(Here, me is the object or receiver of the action.)

For example: I believe in myself. (Here, myself is the object that refers back to the same subject I.)

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/yourself) will be a great chef.’

b I can’t wait to tell (them/they) about all the amazing food in Sikkim.

c Sel Roti is sweet and tasty. (It/They) is served during festivals.

d I hear that Sinki is tangy. I would like to try some (myself/me).

e The host at the homestay complimented (us/we).

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

a Aisha finds the Chhurpi hard and chewy.

b The host served the family Thupka.

c The radish roots are cut and stored for months.

d The family shared the momos among the family.

e Aisha wants to share her experience with her friends.

Listen Well

Listen to the text here.

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

Speak Well

Practise speaking here.

Sit in pairs and talk to your partner about a festival day that you will always remember. You may talk about the customs followed, the delicacies prepared and the costumes worn.

Write Well

A diary is a notebook in which you write about your day and share your personal feelings and emotions. You can write about an experience, something you saw or describe an event.

A diary entry should:

 be written in the first person as it is a personalised account.

 name the events in the order they happened.

 express the writer’s feelings and emotions.

 be written using clear and crisp language.

 have a friendly and conversational tone.

Model Answer

Madhu tasted pasta for the first time and she has written the following diary entry.

15 July 2025

08:00 p.m.

Friday

Dear Diary,

Date, time and day of writing the dairy

Today was an interesting day because I tried a new food called ‘pasta’ at Grandma’s house! It looked like curly worms with a yummy sauce on top.

When I took a bite, it tasted so good! The pasta was soft and chewy, and the sauce had tomatoes and cheese. I ate it with a fork.

Grandma said pasta is from Italy. People there eat it with many different sauces. It made me think about kids in Italy eating pasta too.

I felt happy and proud that I tried something new and liked it. It was fun eating with Grandma and hearing her stories about when she was little.

I want to try more new foods now. It was a yummy adventure today!

Madhu

Greetings

Contents of the diary entry describing the event that happened and how it made you feel

Signature

Think about a food you tried for the first time recently. The food can be a dish, fruit, vegetable or even a new ice-cream flavour. Write a diary entry in your notebook.

Write where and when you tried the food item.

Include how it looked and tasted.

Also, mention your feelings before and after trying it.

Project 2

Cultural Potluck and Recipe Sharing

In this project, we will, as a class, celebrate cultural diversity with potluck. It will help us share our families’ food traditions and learn about different ingredients, cooking methods, and cuisines.

What You Need:

A traditional dish

Recipe

A serving spoon/ladle

Your own plate, bowl and spoon

Steps:

• Ask your family to tell you about a traditional dish from your culture. It should be a dish that is meaningful to your family or community and commonly enjoyed in your household.

• You may also use the internet or the library to research the origin of the dish, the cooking method and the ingredients.

• Work with a family member to prepare the dish for the potluck.

• Make notes on the recipe while preparing the dish. You may take photographs of the different steps.

• Make and illustrate a recipe card to display in class alongside your dish. It should include:

The name of the dish

The significance of the dish in your culture or family

Key ingredients

Steps to prepare the dish

• On the day of the potluck, set up your desk with mats, decorations or cultural items; then, present your dish.

• Walk around the class to see what the rest of the class has brought. Ask them to serve you a small portion to taste. Ask them about their dish and also tell your classmates more about your dish if they ask you questions.

As a class, plan who will be responsible for the beverages, snacks, main dishes and desserts.

Clean your class at the end of the potluck.

Be respectful towards all cultures.

Be polite even if a classmate brings a dish that is not to your liking.

Games

5 . Against All Odds

—Ramendra Kumar

Write the names of these popular sports! Get Set

Kartik is a young boy who loves to play football and is very good at it too! Yet, the school football coach does not let him play on the school team. Why does the coach do this, and is Kartik able to prove himself to the coach in the end? Let’s read the story to find out.

Kartik and Kavya were twins who lived in the bustling city of Kolkata. They were inseparable and although they often fought, they always had each other’s backs. Kartik had a deformed left arm, but with his charming personality, his friends hardly noticed it. Kartik loved playing and discussing football, earning him the nickname ‘the walking football encyclopaedia’.

Talking Book

One evening, their father Adarsh informed them that the family would relocate to Rourkela. Kartik and Kavya were shocked.

‘Rourkela? But that’s a small town! What about our friends?’ Kavya protested.

‘And football? What will I do there?’ Kartik added, his voice trembling.

The idea of leaving Kolkata, their friends, and everything familiar unsettled the twins. Kartik was particularly frightened, knowing how strangers often reacted to his arm—with awkwardness or pity.

Despite their objections, the family moved to Rourkela. On their first day at DPS Rourkela, the students stared at Kartik, and the teachers showed their sympathy. Kartik’s anxiety grew. He clung to the thought that at least Kavya was by his side.

Think and Tell

Where did Kartik’s family live? Where were they relocating to?

bustling: busy or full of activities and noise inseparable: very close and always together had each other’s back: always ready to help each other deformed: not having the normal or expected form relocate: move to a new place to live

unsettled: worried or nervous about something awkwardness: a feeling of being uncomfortable objections: complaints sympathy: feeling sorry about someone’s situation anxiety: feeling of worry or nervousness

During their first PE class, Kartik eagerly approached the football coach. ‘Peter Sir, I’d like to join the football team,’ Kartik said, his eyes sparkling with hope. The coach glanced at Kartik’s arm and shook his head. ‘I’m sorry. Football is a tough game. You should try something else.’

Kartik was disappointed. Mirza Sir, the English teacher, saw Kartik’s pain. He told him about his brother Wasim’s club, the Steel Stunner. Kartik instantly took a liking to him. He balanced his school and practice sessions well and soon became a part of the best team at the club. One day, Wasim Sir informed the kids at the club that Sunil Chhetri, the famous Indian football player was coming to DPS Rourkela. He looked at Kartik and said, ‘You should meet Chhetri after his session. Wear your sports kit and football shoes.’

Did You Know?

Sunil Chhetri is a famous Indian football player. He is one of the top goal-scorers in international football history.

Think and Tell

Why was Kartik disappointed on the first day of school?

‘Why Sir? I’m not on the school team or anything,’ Kartik replied in confusion. The next afternoon, Sunil Chhetri arrived, and the students’ cheers were deafening. Kartik arrived shyly, unsure of what to do. Mirza Sir called him forward. ‘Sunil, this is Kartik. I think you should see him in action.’

Peter Sir, in a tight red t-shirt, frowned at Kartik. ‘Aren’t you the one I told not to play football?’

‘There’s no harm in watching him play.’ Chhetri interjected with a smile. Kartik knew this was his make-or-break moment. He knew that if he excelled in this match, people would see him as normal, not just a kid with a defect. Kartik played his heart out, creating openings that resulted in goals.

glanced: took a quick look interjected: interrupted someone with a comment or remark

make-or-break: a phrase to describe a situation that will either lead to success or failure excelled: was very good at something defect: a problem or imperfection

After the game, the players gathered around Chhetri with expectant eyes.

Did You Know?

‘I liked how you played—with enthusiasm and energy. Some of you need to improve your stamina and finishing. Three boys impressed me, and I’ve given their names to Peter Sir. I hope to see you make your school and state proud,’ Chhetri said.

Every book that is printed has its own special number called the ISBN number.

Think and Tell

What feedback did Sunil Chhetri give the young footballers?

It could have been Kartik’s imagination, but it seemed Chhetri looked directly at him with a small smile as he turned away.

Later, Mirza Sir told Kartik that his name was on the list and Peter Sir had agreed to let him join the team. Kartik ran to the club. ‘Wasim Sir! I got to play before Chhetri! I made it to the school team!’

Wasim hugged him. ‘That’s great news, Kartik. But I have even bigger plans for you.’

‘Of course I’ll continue my practice with you as well, Sir,’ Kartik promised.

expectant: waiting eagerly for something to happen stamina: the strength to keep going for a long time

Listen to all the keywords here.

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.

ii All the twins’ friends were in Kolkata.

iii How strangers would feel about Kartik’s arm.

iv The idea of leaving Kolkata.

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

i He always carried a football encyclopaedia.

ii He loved discussing and playing football.

iii He knew all the facts about Sunil Chhetri.

iv He was a fan of Sunil Chhetri.

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

i The moment when Kartik could either make the team or split the team.

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

iii The moment when Kartik could either make a goal or break the goal post.

iv The moment when Kartik could either break a record or injure himself.

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

i He saw Kartik’s potential.

ii He knew Kartik was just fooling himself.

iii He felt sorry for Kartik.

iv He knew Kartik wouldn’t make the team.

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

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

b Kartik created openings for the team to score goals.

c Kartik played a match in front of Sunil Chhetri.

d Kartik made it to the school football team.

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

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

3. Answer the questions in two to three sentences.

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

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

c How were Wasim Sir and Peter Sir different?

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

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?

Think and Answer

1. If Mirza Sir had been the football coach instead of Peter Sir, what might have happened?

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?

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?

a To entertain readers with a story about twins who move to a new place.

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

c To persuade readers that football is a great sport for everyone.

d To inform the readers about Sunil Chhetri.

Explain your answer in one or two sentences.

Big Idea

Kartik worked hard to prove himself. He showed a lot of determination. Identify an area where you want to improve and find ways to do so.

I want to be better at:

I will do the following things to get better:

Vocabulary

1. Complete the sentences using the glossary words given below. In your notebook, use any three words to make sentences of your own.

Hint Box: stamina    awkwardness    relocate    bustling

a The stadium was with people cheering for their teams.

b Kartik was worried about his football classes as his family had to to a new city.

c There was a moment of when the new coach realised that a boy in the school’s kho-kho team had an atypical arm.

d To run a marathon, you need a lot of and endurance.

2. Different kinds of sport have their own special vocabulary. Look at the pictures and write the correct spelling of the words in the blanks.

a : a hard or protective hat

b : a prize you win in a competition

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

d : a person who makes sure that the players follow the rules in a game

e : a person who plays sport

Idioms

Idioms are phrases that mean something different from what the words actually say. They have a hidden meaning. We use them to express ideas in a fun and creative way.

For example:

He played his heart out: This doesn’t mean the person played so much that his heart popped out. It means the person played the sport with energy and enthusiasm.

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 ii playing of football

b Before the big game, Coach said, ‘Break a leg!’

i to miss a goal ii good luck for the performance or competition

c Lily had to jump through hoops to join the soccer team.

i to practise a lot ii to face many challenges

d After a tough practice, Coach told us, ‘No pain, no gain.’

i to hit others to win ii work hard for success

e When Tom was unfairly disqualified, Nishant batted for him.

i to play for someone ii to defend or side with someone

Types of Prepositions

Remember!

Prepositions connect the people and objects in a sentence with the time and location in a sentence.

Let us look at the different types of prepositions.

Prepositions of Time

These tell us when something happens.

For example: on, in, at, before, after

Kartik was anxious on his first day at DPS.

Kartik’s next football match is in November.

The match will start at 11:00 a.m.

Kartik scored the goal before the final whistle.

Kartik's team celebrated after the match.

Prepositions of Place Prepositions of Movement

These tell us where something is placed/kept. These tell where or how something is moving.

For example: on, in, at, behind, under For example: up, down, around, through

Kartik’s house was in Kolkata. The players ran around the field.

Kartik’s jersey is on the table. The ball rolled down the stairs.

Kartik’s family is at the stadium. The goalkeeper jumped up to stop the goal.

Kartik is sitting behind Peter and Wasim Sir. The winners walked through the crowds to collect their awards.

Kartik’s shoes are under the table.

1. Fill in the correct prepositions. Mark each one as a preposition of time, place, or movement.

a The ball is the field.

b The footballer ran the field with the ball.

c The boys even practised night.

d The basketball fell the net.

e The ball is his foot.

Prepositions of Direction

These prepositions show the path or the way in which an object is moving.

Preposition of Direction Use Examples to It shows movement towards a specific destination or goal. The cat ran to the box. into

It shows movement from outside to inside a place or thing.

The cat stepped into the box. out of It shows movement from the inside to the outside of a place or thing.

The cat jumped out of the box. away from

It shows movement from a point or place to further away. The cat walked away from the box. across It shows movement from one side to another.

The cat walked across the boxes.

2. Fill in each blank with a preposition of direction.

a The coach called the players the field for a team meeting.

b The football players kicked the ball the field to hit the goal.

c The football players ran the tunnel before the game.

d The athlete ran the starting line when the race began.

e The swimmer dove the pool and started swimming laps.

Modals

Modals are helping verbs that are used to express ability, necessity or possibility. They are also used to ask or give permission, make a request or to offer help. They cannot be used without a main verb.

CAN To express ability

To express or ask for permission (informal)

Kartik can play football. Can I also play?

Yes, you can play in the next match.

MUST To express necessity Kartik must practise daily to win the match.

MAY To ask or give permission (formal)

To express possibility

To express a wish

SHOULD To give advice

To ask for a suggestion

May I please go to the match?

Yes, you may. Kartik may play tomorrow.

May Kartik go on to achieve great success.

Wasim Sir said, ‘You should practise two hours daily.’

Should we start getting ready for the tournament?

3. Use the modal verbs ‘can’ or ‘must’ to fill in the blanks.

a She run faster than any other student in this class.

b You take care of your sports shoes.

c He kick the ball with a lot of strength.

d You follow the coach’s instructions on the field.

e All students come to watch their school team.

4. Use the modal verbs ‘may’ or ‘should’ to fill in the blanks.

a We practise tomorrow if it is sunny.

b You learn from a coach.

c Sir, I play in the next match?

d You eat well if you are training.

e We participate in interschool events if the team works hard.

Listen Well

Listen to the text here.

Listen carefully to the text and number the sentences in the proper order.

Sentences

a The players switch positions for the next over.

b Team Blue wins the toss and decides to bat first.

c The stadium is packed with cheering fans.

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

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

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

Number

g Team Blue's opening batsmen walk to the crease with their bats. Practise speaking here.

Speak Well

We will now practise giving live commentary for a sports event. During a live commentary, the speaker narrates what is happening at that time.

Sit in pairs. Each partner will choose one event from the two sports events given below.

Look at the pictures. What do you see? Use the phrases to give a live commentary. Event 1:

jumps up in the air

throws the ball towards the basket falls into the basket loud cheers flies towards the basket

GAMES

holds tight with both his hands stands up straight bends

lifts the weight above his head loud cheers

Look at the pictures to see what is happening.

Use the phrases given in a sequence.

You can also add your own sentences. You should speak clearly. Use your face and your voice to express the meaning.

Write Well

Descriptive Paragraph

A descriptive paragraph gives a detailed description of a person, place, thing, or event. It uses specific details to help the reader visualise and understand what is being described.

Start with a clear topic sentence that introduces the subject clearly.

Use words to describe the sights, sounds, smells and feelings.

The ideas should be arranged logically.

End the paragraph with a strong concluding sentence.

Yesterday, the Indore Soccer Championship saw an exciting match between the Red Dragons and the Blue Dragons. The game was intense, with both teams showing incredible skill. Tara Jain of the Red Dragons stood out as the best player, scoring two amazing goals. The crowd went wild, cheering at every new move. The atmosphere was electric throughout and in the end, the Red Dragons won 3–2. Spectators couldn’t stop talking about Tara’s performance, calling her the star of the game. It was a memorable match that fans will remember for a long time.

Write a detailed and descriptive paragraph about a sport event of your choice. When we are reporting on sports, it is important to describe everything in detail. Some points that you should include are:

Who is playing?

Who do they represent? (if relevant)

Who performed well?

What was the audience like?

You can use these sentence starters.

Introduction:

One of my favourite sports to watch/ play is…

The excitement begins the moment…

Specific Descriptions:

The [field/court/rink] is…

Players [dribble/shoot/pass] the [ball/puck] with…

Sensory Details:

The sound of the [whistle/cheering] echoes through…

You can see the...

Conclusion:

In the end, [sport] is not just a game; it is…

The joy of participating in [sport] makes it…

Games

6 . A Good P lay

Imagine you are going on an adventure and you are carrying the following items. How would you use them on your adventure? Get Set

1. I will use these pillows to build a fort while fighting a war.

The poem is about two children who pretend to build a ship! How do they do it? Where do they pretend to take the ship to? Let’s read the poem to find out.

2.

4. 3. 5.

—Robert Louis Stevenson

Let’s Read

We built a ship upon the stairs

All made of the back-bedroom chairs, And filled it full of soft pillows

To go a-sailing on the billows.

We took a saw and several nails, And water in the nursery pails; And Tom said, “Let us also take An apple and a slice of cake;”— Which was enough for Tom and me

To go a-sailing on, till tea.

We sailed along for days and days, And had the very best of plays; But Tom fell out and hurt his knee, So there was no one left but me.

Think and Tell

How old do you think the two children are in this poem?

Think and Tell

What did the two children use to build their pretend ship?

Talking Book

billows: large, rolling waves pails: buckets

Listen to all the keywords here.

Read and Respond

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

a We filled the with soft pillows.

b We made the ship to go a-sailing on the .

c We took in the nursery pails.

d We took enough food to last us until .

e It felt as if we sailed along for days and .

2. Write True or False.

a The ship was built on the stairs.

b They took things from home to build the ship.

c Tom suggested taking an apple and a slice of cake.

d They planned to sail until dinner time.

e Tom and the speaker sailed on together until the end.

3. Answer the questions in one to two sentences.

a How do you think the two children are related?

b Who is the speaker in the poem?

c Why did the children use pillows?

d What tools did they take with them?

e What happened to Tom during their adventure?

Big Idea

Think about a time when you used everyday objects to create something imaginative to play with, like the children in the poem. In your notebook, describe what you created, what objects you used and what you did with what you had made.

Vocabulary

1. Read the clues and fill in the crossword with words related to sport.

Across

1. worn when diving in cold water

2. clothes that identify a team

3. place to skate on ice

Down

4. person who runs

5. a sports ground with seats around

6. not a winner

7. a metal disc given as a prize in a competition

In your notebook, use the words in the crossword in sentences of your own.

Poetry Appreciation

1. There are many rhyming words in the poem. Write five pairs of rhyming words.

Remember!

Rhyming words end with same sound. For example: ship-clip

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. a sail b best

slice

water

hurt

Adventure and Imagination

7 . The Cyclone

Get Set

Imagine that there is a terrible wind storm. What would you see, hear and feel? Discuss each question with a partner and write your answers.

1. What will the sky look like?

2. What will you see the trees do?

3. What will the birds and animals do?

4. What sounds will the wind make?

5. How will you feel?

Dorothy and her family are having a normal day at home, but something unexpected happens that changes their lives forever! What happens, and what does Dorothy do? Let’s read the story to find out.

—L Frank Baum

Talking Book

Dorothy lived in Kansas with Uncle Henry and Aunt Em. Their house was small with just one room and a cyclone cellar. The house and grassland around them were grey from the harsh sun and wind.

One day, the sky was even greyer than usual. Uncle Henry sat on the doorstep, looking worried. Dorothy stood in the doorway holding her little dog, Toto. Aunt Em was washing dishes. From the north, they heard the wind’s low wail and saw the grass bowing in waves before the storm. A sharp whistling sound came from the south. Suddenly, Uncle Henry stood up. ‘There’s a cyclone coming, Em,’ he called. ‘I’ll go and look after the animals.’ He ran to the shed where the cows and horses were kept.

cyclone: a large, powerful, storm where strong winds circle around a core (the centre) cellar: an underground storage room

Think and Tell

How did Uncle Henry know that a storm was coming?

harsh: strong and rough wail: a long, low sound made by fast-moving wind

Aunt Em dropped her work and came to the door. ‘Quick, Dorothy!’ she screamed. ‘Run for the cellar!’

Toto jumped out of Dorothy’s arms and hid under the bed. Dorothy caught Toto and started to follow her aunt. Aunt Em, badly frightened, threw open the trapdoor in the floor and climbed down the ladder into the small, dark hole. When Dorothy was halfway across the room, a great shriek came from the wind, and the house shook so hard that she lost her balance and sat down suddenly upon the floor.

Did You Know?

The Bhola cyclone was the strongest cyclone to hit India, in the year 1970.

Then something strange happened. The house whirled around two or three times and slowly rose into the air. Dorothy felt as if she were going up in a balloon. The wind on all sides of the house lifted it higher and higher until it was at the very top of the cyclone. There it stayed, carried miles and miles away as easily as a feather.

After the first few spins, she felt as if she was being rocked gently like a baby in a cradle.

Toto didn’t like it. He ran around the room, barking loudly.

Think and Tell

Why did Dorothy feel as if she was in a balloon?

Think and Tell

What happened when Dorothy was trying to follow Aunt Em to the cellar?

trapdoor: a door in the floor that opens downwards shriek: loud, high sound whirled: turned around quickly in circles

But Dorothy sat still on the floor and waited to see what would happen. Once, Toto got too close to the open trapdoor and fell in. Dorothy thought she had lost him, but soon she saw his ear sticking up through the hole. The strong wind blowing upwards kept him from falling. She crept to the hole, grabbed Toto by the ear, and pulled him back into the room, closing the trapdoor to prevent any more accidents.

Hour after hour passed, and Dorothy slowly got over her fright. She felt lonely, and the wind’s loud shrieking nearly deafened her. At first, she worried the house would crash, but as the hours went by and nothing terrible happened, she stopped worrying and waited calmly. Finally, she crawled over the swaying floor to her bed and lay down. Toto followed and lay beside her. Despite the swaying house and the howling wind, Dorothy soon closed her eyes and fell fast asleep.

As Dorothy slept, the cyclone carried the house far away from the Kansas grasslands. She dreamt of strange lands and colourful places, not knowing what she would find when the house finally came to rest.

Think and Tell

What calmed Dorothy down?

prevent: to stop deafened: made it hard to hear swaying: gently moving from side to side

Listen to all the keywords here.

Read and Respond

1. Number the events in the correct order.

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

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

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

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

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

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

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

2. Write True or False.

a Dorothy lived in a large house with many rooms.

b The grassland around Dorothy’s house was green and pretty.

c Aunt Em was washing dishes when the cyclone approached.

d Dorothy fell asleep during the cyclone.

e 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?

b What did Dorothy do when she realised the house was flying? How did her reaction differ from Toto’s reaction?

c When did Dorothy stop worrying and what did she do then?

d Describe the movement of the house in the cyclone from when it leaves the ground to when it travels far away.

e What did Dorothy dream about?

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.

Hint Box: sensible    quick-thinking    calm    caring

Dorothy’s Actions Her Qualities

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

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

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

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

2. Look at the illustrations in the story. Describe the setting of the story.

Big Idea

1. Think about how Dorothy stayed calm during the cyclone. Why is it important to stay calm during these situations?

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?

Suffixes

A suffix is a letter or a group of letters placed at the end of a word to form a new word with a different meaning.

For example: fright + ful = frightful

Sometimes, adding a suffix can change the part of speech of the word. enjoy – enjoyment (verb to a noun) swift – swiftly (adjective to an adverb)

Look at the meaning of these suffixes:

-er: someone who does something (teacher, hunter)

-ment: the action or result of something (government, improvement)

-ion: the process or result of something (action, celebration)

1. Look at the words in the box. Sort the words in the right columns.

Hint Box: skier  enjoyment  direction  runner  movement rower  excitement  connection  action  agreement player  exhaustion

Words with -er

Words with -ment

words with -ion

2. Choose a suffix to change the verbs into nouns. Use each suffix at least once. Check your spelling.

Hint Box: -er     -ion     -ment

a amaze

b fly

c improve

d travel

e instruct

In your notebook, use any three of the words in sentences of your own.

3. Fill the gaps by adding -er, -ment or -ion to the words in brackets.

a The found a hidden cave. (explore)

b Reaching the top of the mountain was a great . (achieve)

c The artist showed us his new . (create)

d The scientist made an amazing . (invent)

e He was a well-known (climb).

Types of Adverbs

Adverbs tell us how, when, or where an action happens. We add -ly to the end of an adjective to make an adverb.

For example:

Remember!

Adverbs are special words that tell us more about an action or a verb.

This is her usual route. (adjective) She usually runs that route. (adverb)

It was a sad day. (adjective) He shook his head sadly. (adverb)

There are three types of adverbs.

Adverbs of Manner tell us how something happens or the way an action takes place.

For example:

Dorothy felt as if she was being rocked gently.

(Here, gently describes the manner of rocking)

Ask ‘how?’

Some other examples are: happily, beautifully, slowly, quickly, sadly, loudly, proudly.

Adverbs of Frequency tell us how often something happens or the frequency of an action.

For example:

Kansas always gets heavy rains in July.

(Here, always describes the frequency of heavy rains in July)

Some other examples are: usually, often, sometimes, rarely/seldom, never, regularly.

Adverbs of Time tell when something happens.

For example:

Finally, Dorothy crawled into bed.

(Here, finally describes the time she crawled into bed)

Ask ‘how often?’ Ask ‘when?’

Some other examples are: firstly, next, before, fortnightly, yearly, daily, monthly, today.

1. Match the adverbs and the type. terribly rarely tomorrow beautifully regularly

Time Manner Frequency

2. Fill in the blanks using the adverbs in the box. Write the type of adverb.

Hint Box: always   easily   never   finally   slowly

a Dorothy managed to close the trap door.

b Dorothy got over her fright.

c Rohan followed the route he takes to school.

d The boy had seen such a fancy bicycle before.

e He climbed up the tree .

3. Rewrite the sentences using the correct form of the adverbs.

a The wind howled. (loud)

The wind howled loudly.

b They climbed the hill. (careful)

c Leopards were seen on this hill. (occasion)

d The children need to exercise. (day)

e They set up camp. (quick)

Listen to the text here. Listen Well

Listen carefully to the story and summarise it by filling in the table.

What is the character’s name?

What does she set out to find?

Where does the map lead her?

What does she find?

Who does Tara take back with her?

Practise speaking here.

Sit in groups of four. Look at the pictures of adventure activities.

Exploring a forest

Going on a treasure hunt

under the stars

Which adventure activity would you like to do? Take turns to talk about your favourite adventure activity. You can use the sentence starters given.

My favourite adventure activity is… I like it because…

The best part about it is… It makes me feel…

Use describing words to describe the adventure activity and how it makes you feel.

Make sure everyone gets a chance to speak.

Pay attention when your friends are speaking.

Camping

Write Well

We write a story report to tell others what the story was like, so they can decide if they want to read it or not. It tells readers about the characters and the setting of the story and gives a short summary of what the story is about.

Model Answer

Name of the author Rajiv Eipe

Rate the story

Main characters: Ammachi and her grandson Sooraj

My favourite character: Ammachi Two words to describe her: Lovable and fun

Beginning

Sooraj is hungry and asks his Ammachi to make coconut barfi.

Describe the setting: The story takes place at Ammachi’s home. They pick coconuts from her garden. Sooraj helps Ammachi make barfi.

Middle End

Sooraj eats the barfi and is happy.

My favourite event in the story: I loved reading how Ammachi and Sooraj pick ripe, brown coconuts.

Create a story report on ‘The Cyclone’.

Coconut Barfi with Ammachi

Adventure and Imagination

8 . Going Down Hill on a Bicycle

—Henry Charles Beeching

Work in a group. Discuss how you think it would feel going down a hill on a bicycle. Talk and make notes on the following.

What will I see? What will I hear? What will I feel?

A young boy is about to have a fun adventure. What does he do? How does he feel? Let’s read the poem to find out.

Let’s Read

With lifted feet, hands still, I am poised, and down the hill

Dart, with heedful mind; The air goes by in a wind.

Swifter and yet more swift, Till the heart with a mighty lift

Think and Tell

Does the bicycle move slowly or quickly as the boy goes down the hill? Which words tell you this?

Makes the lungs laugh, the throat cry:—

‘O bird, see; see, bird, I fly.

‘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.

poised: ready and in a balanced position

dart: move quickly and suddenly

heedful: careful and paying attention

aught: anything

bliss: great happiness and joy

Think and Tell

Did the boy stop feeling like a bird? How do you know?

Talking Book

slackens: slows down

scarce: hardly

treadles: foot pedals

alas: a word used to express sadness and regret

vale: a valley between hills

toil: hardwork and effort

Listen to all the keywords here.

Read and Respond

1. The boy in the poem uses different body parts to do different actions as he rides down the hill! Match the body parts and the actions.

Body parts Actions

Feet  still

Hands  lifted

Lungs  laugh

Throat  lifts

Heart  cries

2. The poet describes what a boy feels, hears and sees. Fill in the blanks with the words in the box.

Hint Box: light   alive   excitement   floating   crying   quiet

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 .

c When he reaches the top speed he feels his heart lift with .

d He expresses his joy by laughing from the bottom of his lungs and out.

e At this golden, blissful moment he feels as as a feather.

f Even as he slows down, he still feels as if he is on air.

3. Answer the questions in two to three sentences.

a Why does the boy compare himself to the bird when he says, ‘O bird, see; see, bird, I fly?’

b How does the boy say flying down the hill is better than roller skating?

c Tick () the words you would use to describe the boy. Explain your answer.

I think the boy is because .

relaxed dull

fun-loving adventurous selfish

d What does the boy mean by ‘Who climbs with toil, wheresoe’er, shall find wings waiting there’?

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 . While doing it, I would be able to see . (things you will see)

I would be able to feel . (things you will feel by touching them or them touching you)

I would be able to hear . (things you will hear) courageous

Hang gliding

Bungee jumping

Canoeing

Parachuting

Motorcycling Rock climbing Skate-boarding

Note: These activities should be performed under the supervision of a responsible adult or an expert. Remember to wear the proper gear and follow all safety guidelines and instructions.

Vocabulary

1. Circle the nouns formed from the words given. Then, in your notebook make sentences with the circled words.

a climb

i climber ii climbing

b adventure

i adventuring ii adventurer

c navigate i navigation ii navigating

d merry i merrier ii merriment

e equip i equipping ii equipment

Poetry Appreciation

Enjambment is a poetic device where a sentence or phrase runs over from one line to the next without a pause or break. A reader must read these run-on lines without stopping to give a sense of flow.

1. Read these lines from the poem aloud.

I am poised, and down the hill Dart, with heedful mind; Till the heart with a mighty lift Makes the lungs laugh, the throat cry:—

2. How do these run-on lines help the poet to express the boy’s actions?

3. Underline the other run-on lines in the poem.

Science and Technology

9 . Panipuri Inside a Spaceship

Astronauts are people who travel into space to explore and study things beyond Earth. They live and work on spaceships to learn more about the universe.

Imagine you are an astronaut in a spaceship. What are the different things you would see from your spaceship? Draw or paste in pictures of any four things.

Chikki is quite fussy about the food she eats. Then, she learns something interesting that makes her think about food in a completely different way. What does she learn? Let’s read the story to find out.

—Vidya Pradhan

Let’s Read

‘Dinner time!’ called Daddy.

Chikki and Ninu, who were playing outside, came running in. Daddy was already at the table. ‘What are we having?’ asked Ninu. ‘Mooli parathas,’ said Mummy. ‘And raita.’ Chikki wrinkled her nose. ‘Not again!’ she complained.

‘Chikki, don’t you want to be an astronaut?’ asked Mummy. ‘Yes,’ responded Chikki.

Talking Book

Mummy was a scientist and Daddy had been a fighter pilot. Chikki wanted to study science and fly higher than Daddy—she wanted to be an astronaut.

‘Well,’ said Mummy, ‘If you eat your parathas, I’ll make astronaut food for you tomorrow.’

‘Okay!’ said Chikki happily and wolfed down her paratha.

Think and Tell

Why did Chikki agree to eat her paratha happily?

wrinkled: pulled up the nose in a way that it made lines wolfed down: ate quickly and eagerly

The next day, Chikki and Ninu came back from school for lunch. They were eager to see what Mummy had made. Instead, they saw a tube on their plates. ‘Toothpaste!’ cried Ninu. ‘Is that what astronauts eat?’

Think and Tell

What did Ninu think Mummy was serving them for lunch when they came back from school?

‘Not toothpaste,’ Mummy smiled. ‘I mashed up rice and dal and put it in the tube. You can squeeze it into your mouth.’

‘Why can’t we have rice and dal on the plate instead?’ asked Chikki. Daddy had some on his plate. And it suddenly looked delicious.

Daddy pointed to his food. ‘See how it stays on my plate? In space, it would float away.’

Chikki and Ninu imagined bits of rice floating in the air. ‘Nom-nom-nom,’ said Ninu as he pretended to catch the grains. ‘Watch out, rice, I’m coming for you!’

‘It looks like fun, but it would take very long to finish eating. And bits could end up in the spaceship’s engines and make a mess,’ said Daddy.

‘But why does food float in space?’ asked Chikki. ‘It doesn’t float down here!’

‘On Earth, we have gravity. It keeps not just food but all of us from floating into space,’ explained Daddy. That is why when we throw a ball up into the air, it falls back down.’

Mummy added, ‘Far from Earth, there is almost no gravity. So, astronauts and other things in space weigh almost nothing. They float!’

‘And food out there has to be easy to eat and not float away every time someone tries to have lunch!’ said Daddy.

Think and Tell

What does Daddy say Earth has that space does not have?

mashed up: crushed and mixed into a soft, smooth mixture

spaceship: a vehicle that travels in space

Did You Know?

Gravity is what makes you feel your weight. On the Moon, gravity is weaker, so you would weigh less than you weigh on Earth.

gravity: the force that pulls things down to the ground and keeps them from floating away

Chikki looked at the tube on her plate. ‘So this is what astronauts eat?’ She was disappointed.

Mummy smiled. ‘When they first started going into space, astronauts ate vegetable and fruit pastes from tubes. That was not very tasty. So they complained, like you!’ she said.

‘So scientists tried to come up with options that looked and tasted more like regular food. Today, astronauts get canned food, nuts, protein bars … anything they can eat in a single bite without leaving crumbs. So Indian astronauts take paneer curry and other tasty dishes.

‘And now,’ said Mummy, ‘you have to try these gobi parathas.’ ‘Oh no!’ said Chikki. ‘When I become an astronaut, I’m going to take panipuri along!’

New dishes we read about:

Think and Tell

What did the astronauts complain about when they first started going into space?

Mooli paratha: whole wheat flatbreads with a spiced radish filling

Raita: a side dish that is made of yoghurt

Panipuri: a popular Indian street food with crispy, hollow, fried dough balls stuffed with boiled potatoes or steamed moong sprouts together with spicy tangy water

Gobi paratha: whole wheat flatbreads with a spiced cauliflower filling

canned: food that is sealed in a metal can to stay fresh for a long time

crumbs: tiny pieces that break off from food

Listen to all the keywords here.

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 .

b Food for astronauts should not produce because they could damage the .

c In space, there is almost no , which causes things to float.

d Earlier astronauts ate and pastes in tubes.

e Modern astronauts can eat , and in space.

2. Number the events 1–4 to show the correct order.

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

b Chikki complains about having mooli parathas for dinner.

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.

e Mummy promises to make astronaut food the next day.

3. Answer the questions in two to three sentences.

a Why does Chikki want to become an astronaut?

b Why does Chikki and Ninu’s mother mash up the astronaut food?

c What could happen if food floats around in the spaceship?

d How is Earth different from space?

e How did scientists solve the problem of food floating around in spaceships?

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.

The author’s purpose is the reason the author writes a story, an article or a book. For example: Chikki wants to become an astronaut. The author uses the conversations between the family to inform us about the challenges faced by astronauts.

2. The author uses the story to teach Chikki and the readers a lesson.

a What lesson does the author want us to learn?

b How does Chikki learn the lesson?

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.

Vocabulary

Prefixes

A prefix is a letter or a group of letters added to the beginning of a word to make a new word.

Prefixes to make antonyms

dis- dis + honest = dishonest (someone who is not honest) Rohan is a dishonest man.

im- im + possible = impossible (something which is not possible) It is impossible to carry panipuri to space.

unun + fair = fair (someone who is not fair) Nisha is an unfair monitor.

il- il + logical = illogical (something which has no logic) His argument is illogical.

Some other prefixes include:

multi + national = multinational

semi + circle = semicircle

re + do = redo

sub + title = subtitle

1. Use the prefixes in the box to create new words. Then, use the new words to fill in the blanks in the sentences.

Hint Box:

a She did not come to school as she was

b I need to (write) my homework.

c Be careful not to (spell) the word.

d Please (heat) the oven before baking.

e We sometimes (agree) about what to eat.

f Use (bacterial) soap to clean your hands.

g The team’s science project was selected for the (final).

2. Combine the words to make new words. In your notebook, make sentences with the words.

a tele + scope =

b micro + phone =

c smart + phone

d photo + graph =

e thermo + meter =

Remember!

Compound words are words formed by joining two words.

For example: space + ship = spaceship

Conjunctions Remember!

Conjunctions are joining words that are used to join words, sentences or ideas. ‘And’, ‘but’, ‘or’ and ‘so’ are conjunctions. And is used to join words or sentences. But is used to join two opposite ideas or sentences. Or is used for choice.

So is used to show that the second idea is the result of the first.

There are many other types of conjunctions.

Because It is used to show that one sentence is the reason for another.

For example: Mother makes paranthas because they are healthy.

If It is used to show a condition for something. (For the mother to make astronaut food, Chikki must eat her paranthas. Eating the paranthas is the condition that her mother gives.)

For example: If you eat your paranthas today, I’ll make astronaut food for you tomorrow.

Although It is used to show something unexpected or in contrast. It can be used to start a sentence or in the middle of the sentence.

For example: Chikki does not like paranthas although they are quite tasty.

When It is used to show a specific situation or time.

For example: When I become an astronaut, I am going to take panipuri along.

1. Select the correct conjunctions to fill in the blanks.

a The scientist was excited (although/because) he made a new discovery.

b (If/So) you mix these two liquids, you will get foam.

c The scientist needed a lot of money for the research project, (although/so) he wrote to the government for help.

d (If/When) the computer crashed, we lost all data.

e (Because/Although) he faced many challenges, he continued with his research.

f The scientist invented something new (because/but) 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. Ninu will become a doctor. (so/when)

b Chikki and Ninu were playing inside. It was raining. (because/although)

c Chikki ate five more panipuris. She was quite full. (if/although)

d Chikki will get an ice-cream treat. Her science project is selected. (if/although)

e Chikki was selected for the space program. She studied hard. (because/when)

Listen Well

Listen to the text here.

Listen carefully to the text and see how many facts you can fill in after a first reading.

a Many years ago, a scientist named made a very important discovery.

b He created the first practical electric .

c Before this invention, people used and to see in the dark.

d Edison’s light bulb was and lasted longer than candles and lamps.

e To make the light bulb, Edison used a thin piece of wire called a .

f He completed his invention in the year .

Listen to the passage carefully and try to remember the facts.

Fill in as many facts as you can after the first reading. Ask your teacher to read/play the audio a second time if there are some facts that you missed.

Practise speaking here.

A debate is a discussion on a topic. In a debate, one person speaks in favour of the topic and the other speaks against the topic.

Sit in pairs and debate the topic ‘Should smartphones be used in schools?’

Step 1: Decide who will speak in favour of the topic and who will speak against the topic.

Step 2: Take five minutes to prepare at least three points in support of your argument. You should give reasons for your opinions and ideas.

You may use the suggested sentence starters:

Introduction:

• Good morning. Today, I am going to speak in favour of/against the topic…

• Digital devices are the future, so I am going to…

• Don’t let your smartphone become smarter than you, I am here to…

Sentences to use while talking about the benefits:

• I believe that smartphones should be allowed in class because…

• One of the main benefits of using a smartphone is…

• Because of smartphones we are now able to…

Sentences to use while talking about the drawbacks:

• One of the main drawbacks of using smartphones is…

• Smartphones are the main cause of… because of which…

• Using smartphones will make students lazy, they…

Closing Lines:

• To conclude,…

• To sum it up,…

• Finally,…

Step 3: It is time to start the debate.

Speak confidently and clearly.

You should maintain eye contact when you speak.  Remember, that your aim is to convince your audience.

A character sketch is when we analyse and write about a character from a story, movie or cartoon show. We try to understand them better by looking at their actions, words and thoughts.

A character sketch covers the following aspects:

1. Name of the character

2. Description of their appearance and background

3. What their words and actions tell us about them

4. Their special talents or qualities

Let us look at the character of Kartik from the story ‘Against All Odds’.

Model Answer

Character Kartik

Book/Film/Programme Against all Odds

What the character looks like

He is a young boy with a deformed left arm.

What the character says and does He plays when Sunil Chhetri visits and proves himself. He does not give up. ‘I have made it to the school team!’

How the character is different Kartik is very good at playing football. He is called ‘the walking football encyclopaedia’.

Think about any movie or cartoon where the main character has some superpower and write a character sketch in your notebook.

Science and Technology

10 . My Mouse is Misbehaving

—Kenn Nesbitt

Read the clues and complete the crossword with words related to computers. Get Set

Across

1. A device used to move and click things on the screen.

2. A device used to print pictures or texts.

3. A device used to listen to music.

Down

1. The device that shows pictures and text.

2. The brain of the computer.

3. The device used to type letters and numbers.

Something is wrong with the poet’s computer. What has gone wrong, and what caused these problems? Let’s read the poem to find out.

Let’s Read

My mouse is misbehaving and my keyboard’s on the fritz. The computer’s not computing, but is dropping bytes and bits.

The hard drive’s click-click-clicking and the printer’s spitting ink. The CD’s started stuttering. The screen is on the blink.

The memory is failing.

Things are grinding to a halt. And, even worse, I realize it’s probably my fault.

I thought it would be funny. It was really just a joke.

I never thought the whole computer might go up in smoke.

I guess I learned my lesson: When it comes to your PCs, it’s best if you don’t ever try to feed the mouse some cheese.

Think and Tell

What are all the different parts of the computer that the poet has mentioned so far?

Talking Book

on the fritz: not working properly computing: calculating or working bytes: small pieces of digital information stored in a computer

CD: computer disc, used in old computers to store information

stuttering: repeating sounds in a broken way grinding to a halt: slowly stopping or coming to an end go up in smoke: be destroyed by short circuit

Think and Tell

What did the poet try to feed the computer mouse?

Listen to all the keywords here.

Read and Respond

1. Tick () correct answers.

a What is the keyboard doing?

i Working very well

iii It’s on the fritz

b What is the computer dropping?

i Ink and paper

iii Cheese and crackers

c What is failing?

i Computer

iii Mouse

d What did the poet think when feeding the mouse?

i It would harm the computer.

iii It would be sad.

e What does the phrase ‘go up in smoke’ mean?

i The computer might stop working.

ii The computer might float away.

iii The computer might work better.

iv The computer might disappear.

2. Answer the questions in two to three sentences.

a Who is ‘my’ in the poem?

b Which part of the computer is making a sound?

c What is the printer doing?

ii Spitting ink

iv Stuttering

ii Bytes and bits

iv Smoke and fire

ii Keyboard

iv Memory

ii It would be funny.

iv It was a part of life.

d Describe all the problems caused by the mouse misbehaving.

3. Read the lines from the poem and answer the questions based on your understanding of the lines.

“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?

b What does the phrase ‘grinding to a halt’ mean?

c Why does the girl say it is her fault?

Big Idea

We live in a world of technology, where we depend on machines and devices. When they don’t function properly our time is wasted and we cannot get our work done.

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.

Remember!

The first letter of each line in an acrostic poem spells a word that tells us what the poem is about.

Malfunctioning microwave, with a mind of your own,

In the kitchen corner, you silently groan.

Crying out with beeps, your voice I hear,

Rarely do you show your power, my dear.

Old friend of mine, why must you tease?

When I need hot food, you sometimes freeze.

Asking for patience, you take your sweet time,

Very often, you make me wait in line.

Evidently, you enjoy this life of crime.

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

Human Action/Feeling

camera  roars

blender  hides

pen drive  blinks

air conditioner  shivers

a

b

c

d My camera blinks at me before taking my picture.

Remember!

A prefix is a letter or group of letters added to the beginning of words to change their meaning.

2. Read the meaning of these prefixes and then circle the correct meaning of the words in the questions.

Meanings of Prefixes:

1. re– again, back

2. anti– against, opposite 3. auto– self, own 4. tele– distant, far 5. pre– before, prior

a redo

i   to do again ii   to not do iii   to play with iv   to not touch

b antifreeze

i   to go outside ii   to stop freezing

iii   to start freezing iv   to freeze water

c autopilot

i to fly quickly ii to fly slowly

iii to fly by itself

iv to fly like a pilot

d teleport

i to move far away quickly

iii to talk

e preschool

i school for older kids

iii school before grade 1

Poetry Appreciation

ii to see far away

iv to look at a port

ii school for teens

iv school for adults

Personification is when human qualities are given to animals, objects or ideas. It makes non-human things seem as if they are alive or have feelings.

Read these examples of personification:

For example:

• My mouse is misbehaving.

• The old phone groaned when I turned it on.

• The television blinked before it finally turned on.

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 computer’s not computing’

Explanation: The computer is given the human quality of computing, as if it can think and work like a human.

• Line: Explanation:

• Line: Explanation:

Project 3

Blueprint of a Futuristic Gadget

In this project, you will imagine and design a gadget for the future. Think about what it would do, what it would look like, and the problems it could solve. You will then present the design of your gadget to your class.

What You Need:

A sheet of paper and a pencil

LEGO blocks, thermocol sheets, cardboard sheets or other materials around you

A pair of scissors

Glue

Crayons, markers or colour pencils

Steps

Imagine Your Gadget:

• What will it do? Think about a problem you want to solve. How can your gadget help?

• What will it look like? Think of the design of your gadget. What is its shape? Will it have buttons, screens, or other parts?

• How will it work? Think about how people will use your gadget. Will it be easy to use? Will it be automatic, or will it be manually operated?

Design Your Gadget:

• Draw the gadget: Make it as detailed as you can.

• Label the parts: Label the different parts of your gadget. For example, buttons, switches, fan, motor, wheel, etc.

• Add colour: Colour your gadget to make it look futuristic in its design.

• 3D model: You may design a 3-D model of your gadget.

Prepare to Present:

Practise your presentation: Practise talking about your gadget. Explain what it does, how it works, and why it is useful.

Use your blueprint: hold up your drawing/model when you talk so everyone can see what your gadget looks like.

Answer questions: Be ready to answer questions about your gadget.

Your gadget need not actually work, but the design should be realistic. Do not spend money on the design of your 3-D model. Try to recycle and reuse items from your surroundings.

Empathy Towards Animals

11 . Henry: A Chameleon

Imagine that you have adopted an animal.

Which animal would it be?

How would you take care of it?

4. Share your thoughts with your partner. Get Set

Henry, a chameleon, is the latest pet in Grandfather’s private zoo. What would it be like to have a chameleon as a pet? Are chameleons naughty or calm? Let’s read to find out.

—Ruskin Bond

Henry is our pet chameleon. Chameleons are no ordinary reptiles. A chameleon’s tongue is as long as its body. Its limbs are long and slender, and its fingers and toes look like a parrot’s claws. On its head may be any of several ornaments—Henry had a rigid crest that looked like a fireman’s helmet.

Talking Book

Henry’s eyes were his most remarkable feature. He could move one eye without disturbing the other. Each eyeball, bulging out of his head, wobbled up and down, backward and forward.

One look into Henry’s frightful gaze was often enough to scare people into believing that chameleons are dangerous and poisonous reptiles.

Grandfather was visiting a friend in northern India when he came upon a noisy scene at the garden gate. Men were shouting, hurling stones and brandishing sticks. The cause of the uproar was a chameleon. The residents of the area had risen in arms. Grandfather was just in time to save the chameleon from certain death—he brought the little reptile home.

Think and Tell

When did the Grandfather adopt Henry as a pet?

slender: thin and graceful ornaments: decorative features rigid: stiff crest: raised part on top of an animal’s head feature: a part of something that makes it special wobbled: moved in a manner where you do not have much control

hurling: throwing something forcefully brandishing: waving something in a harmful manner

uproar: situation where people yell and create a lot of noise because they are upset had risen in arms: were ready to attack

I would tickle him gently in the ribs with my finger. This always threw him into a great rage. He would blow himself up to an enormous size, his lungs filling his body with air, while his colour changed from green to red. He would sit up on his hind legs, swaying from side to side, hoping to overawe me. Opening his mouth very wide, he would let out an angry hiss. But his threatening display went no further. He did not bite.

He was a harmless fellow. If I put my finger in his mouth, even during his wildest moments, he would simply wait for me to take it out again. I suppose he could bite. His rigid jaws carried a number of finely pointed teeth. But Henry seemed convinced that his teeth were there for the sole purpose of chewing food, not fingers. Although Henry didn’t cause any trouble in our house, he did create somewhat of a riot in the nursery down the road. It started out quite innocently.

Think and Tell

What are some ways that the author would play with Henry?

When the papayas in our orchard were ripe, Grandmother sent a basketful to her friend Mrs Ghosh, who was the principal of the nursery school. While the basket sat waiting, Henry went searching for beetles and slipped in among the papayas, unnoticed. The gardener dutifully carried the basket to the school and left it in Mrs Ghosh’s office. When Mrs Ghosh returned after making her rounds, she began admiring and examining the papayas. Out popped Henry.

rage: anger

enormous: very large overawe: to scare someone hiss: a sharp blowing sound, often made by reptiles riot: a situation of confusion dutifully: in a manner that shows one is responsible

Mrs Ghosh screamed. Henry squinted up at her, both eyes revolving furiously. Mrs Ghosh screamed again. Henry’s colour changed from green to yellow to red. His mouth opened as though he, too, would like to scream. An assistant teacher rushed in, took one look at the chameleon, and joined in the shrieking. Henry was terrified. He fled from the office, running down the corridor and into one of the classrooms. There he climbed up a desk while children ran in all directions—some to get away from Henry, some to catch him. Henry finally made his exit through a window and disappeared in the garden.

Grandfather and I didn’t think Henry would find his way back to us, because the school was three blocks away. But a few days later, I found him sunning himself on the garden wall. Although he looked none the worse for his adventure, he never went abroad again. Henry spent the rest of his days in the garden, where he kept the insect population well within bounds.

squinted: looked with eyes partly closed revolving: spinning shrieking: making loud noises abroad: outside of one’s usual surroundings well within bounds: (here) kept the insect numbers down

Read and Respond

1. Fill in the blanks with details from the story.

Think and Tell

What did Henry do to make Mrs Ghosh scream?

Did You Know?

Wild animals like chameleons, snakes, and so on, belong in the forest. They should not be taken from their natural habitat and be kept as pets. It is unfair to the animals and can be dangerous for humans.

Listen to all the keywords here.

a A chameleon’s tongue is as long as its .

b Henry had a rigid crest that looked like a .

c When angry, Henry would change colour from green to .

d Mrs Ghosh was the of the nursery school.

e After his adventure, Henry spent the rest of his days in the .

2. Relook at the story and fill in the graphic organiser.

Problem at school What happened because of it? How was the problem solved?

3. Answer the questions in two to three sentences.

a What makes chameleons extraordinary?

b How did Henry become the narrator’s pet?

c How would the author tease Henry? How would Henry react?

d How did Henry end up at the nursery school?

e How did Henry spend his days?

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

Character’s Reaction

Character’s Thoughts

The boy tickled Henry. Henry turned red and blew himself up in size. The boy . Henry thought, ‘This boy is so annoying.’ The boy thought, ‘ .’

People shouting and throwing stones at the chameleon.

The grandfather . The grandfather thought, . Mrs Ghosh saw Henry in the basket.

Mrs Ghosh . Mrs Ghosh thought, ‘ .’

Big Idea

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.

Talk about:

Which animal surprised or scared you?

Where were you when it happened?

How did you feel when you saw the animal? What did you do?

How was your reaction similar or different to the reactions of the characters in the story?

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.

Name

How Did the Character Show Kindness?

Vocabulary

1. Use the clues below to fill in the crossword with words related to ‘kindness’.

Down

1. When you are kind to others you are a person. (7 letters)

2. When you say please and thank you, you are being . (6 letters)

3. When you assist someone in need, you are offering . (4 letters)

1. When you care deeply for someone, you feel for the person. (4 letters)

2. When you treat others with consideration and honour, you are showing . (7 letters)

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.

Hint Box: gentle compassion  thoughtfulness  consideration mercy

a Sympathetic pity and concern for the suffering or misfortune of others:

b Thinking of the needs of others before acting:

c Careful thought, typically over a period of time:

d Kind and tender behaviour:

e Forgiveness shown towards someone:

3. These words mean the same but are different in intensity (strength). They indicate different shades of the word ‘big’.

Read each group of words.

Group A: terrified, scared, afraid

Group C: furious, annoyed, angry

Group B: joyful, happy, ecstatic

Group D: chilly, cold, freezing

Put the words in order from least intense to most intense.

Group A afraid scared terrified

Group B

Group C

Group D

Hint Box: Use a dictionary to find the exact meaning of each word! Go Grammar

Types of Sentences

A sentence is a group of words that has a complete thought. Here are four types of sentences.

Type What Does the Sentence Say? End Punctuation

Declarative

Interrogative

These sentences are statements. They give facts or information. They are also known as assertive sentences. For example: Henry is our pet chameleon.

These sentences ask a question.

Imperative

Exclamatory

Full-stop (.)

For example: Where did Henry disappear? Question mark (?)

These sentences give a command, make a request or give advice.

For example: Save that chameleon! Please get me a paint brush.

These sentences are exclamations that express strong feelings of happiness, sadness, hurt, fear or surprise.

For example: Out popped Henry! Wow! Their palace is huge!

Full-stop (.) or Exclamation mark (!)

Exclamation mark (!)

1. Write the type of sentence.

Hint Box: Code: D: Declarative I: Imperative E: Exclamatory Q: Question

a Grandfather came upon a noisy scene at the garden gate.

b Wow! Look over there! That’s a chameleon blending in with the colour of the leaves.

c Save animals on earth by supporting wildlife conservation efforts and protecting their natural habitats!

d What is so remarkable about Henry’s eyes that everyone keeps talking about them?

e Get me the basket of ripe papayas from the kitchen please.

Forming Questions

We can change assertive or declarative sentences into interrogative sentences by placing is, am, are, was, were, has, have before the subject when the sentence only has a verb (the verb to be).

Henry is a chameleon. Is Henry a chameleon?

The students were at school. Were the students at school?

placing the subject between the helping verb (is, are, am, was, were, has, have) and the main verb when the sentence has both.

Mrs Ghosh was checking the papayas. Was Mrs Ghosh checking the papayas?

Henry has returned to the garden. Has Henry returned to the garden?

2. Change the statements to questions.

a The cause of the uproar was a chameleon.

b The gardener has left the basket in Mrs Ghosh’s office.

c An assistant teacher is chasing the chameleon.

d Mrs Ghosh was scared of the chameleon.

e The papayas are ripe.

Listen Well

Listen carefully to the text and fill in the blanks.

Listen to the text here.

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

b Chameleons need to be kept at a specific and .

c Having snakes at home can be .

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

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

Speak Well

Practise speaking here.

Sit in pairs. Read the scene at a vet’s clinic with voice modulation and facial expression.

Visiting a vet

Nisha’s pet cat is not feeling well, so they take it to the veterinarian. Dr Batra, the veterinarian, examines the cat and gives advice.

Nisha: (worried) Hello, my cat has been very sleepy and is not eating much. Can you please check her, Doctor?

Dr Batra: Of course! Let me take a look. How long has she been feeling like this?

Nisha: (worried) It’s been two days. I’m really worried about her.

Dr Batra: (gently) I understand. I’ll examine her and see what’s wrong. He examines the cat.

Dr Batra: It looks as if your cat ate something that was not food and its hurting her stomach.

Nisha: (worried) Oh no! What do I do now?

Dr Batra: Don’t worry, this medicine will help clear her stomach, and she will be fine in a few hours.

Nisha: (happy) Thank you so much!

In pairs, roleplay the scene of ‘rescuing or helping an animal’.

Step 1: Each of you decide your character’s name, role and think of the conversation that will happen between them.

Step 2: Write your dialogue. Make sure to have at least three to four lines of dialogue between the two of you.

Step 3: Rehearse your lines before the final presentation.

Speak clearly and loud enough for everyone to hear you.

You may use props to make your roleplay interesting.

Use your voice, gestures and facial expression.

Write Well

A Research Report

A research report is a written document where you share what you have learned about a topic. It includes facts and information about the topic. It should be written in a clear and concise manner.

<Research Topic>

<physical features>

<Interesting Fact 1> <Interesting Fact 2> <Interesting Fact 3> <Information 2> <picture>

<Information 1>

Sea Turtles have a hard, round shell. They have webbed feet and flippers for swimming.

Sea turtles live in oceans. They come out of the sea to lay their eggs.

Sea turtles usually lay 100–125 eggs in a nest.

Some sea turtles eat seaweed and algae. Some eat jellyfish and crabs.

Some kinds of sea turtles have existed since the age of the dinosaurs.

Sea turtles cannot draw their flippers and head into their shells.

Do research about an animal that you find interesting and write a research report.

Empathy Towards Animals

12 . A Minor Bird

—Robert Lee Frost

If you sit quietly, you can hear a lot of different animal sounds around you. You can hear insects and birds and even small animals.

Go for a nature walk and note down four animal sounds you heard. For example, the chirp of a bird or the click of a lizard! Share what you heard with your friends.

The poet hears a bird singing outside his house every day. How does he feel? What does he do? Let’s read the poem to find out.

Let’s Read

I have wished a bird would fly away, And not sing by my house all day; Have clapped my hands at him from the door When it seemed as if I could bear no more.

The fault must partly have been in me. The bird was not to blame for his key.

And of course there must be something wrong In wanting to silence any song.

Talking Book

bear: to put up with something fault: mistake

key: the tone of a song silence: to stop something from making a sound

Think and Tell

What do you do when you hear a bird singing?

Listen to all the keywords here.

Read and Respond

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

a The poet wished a bird would .

b The bird sang by the poet’s all day.

c The poet clapped hands at the bird from the .

d The poet admits that was not to be blamed.

e The poem suggests there must be something wrong in wanting to any song.

2. Write True or False.

a The poet enjoyed the bird singing all day.

b The poet tried to make the bird go away by clapping.

c The poet believes it’s right to want to silence songs.

d The poem suggests that the poet’s attitude changed.

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?

b What does the word ‘key’ refer to in the poem?

c Why does the speaker think it is wrong to want to silence the bird’s song?

Big Idea

Sit in a group of four.

Step 1: In the group, read the poem again. Discuss these questions. How does the speaker feel about the bird’s singing at the beginning of the poem? What has changed in the speaker ’s feelings by the end of the poem? What does the poem suggest about how we should handle things that annoy us?

Step 2: Discuss your personal experience. Choose any one of the given prompts. Can you think of a time when something or someone annoyed you, but later you realised it wasn’t their fault?

How can we learn to appreciate things that we initially find bothersome? Why is it important to be patient and understanding with others?

Step 3: Share your thoughts with the class. Write key points on the board or on a large sheet of paper.

Vocabulary

1. Fill in the word web.

Words that mean the same: • • Two people who are kind:

KINDNESS

Words that mean the opposite:

• How being kind makes you feel:

Kind actions

A palindrome is a word or sentence that does not change whether we read it forwards or backwards. For example: ‘level’, ‘radar’, ‘madam’ or ‘Mr Owl ate my metal worm.’

Palindrome

2. Find and circle the palindromes in the word search puzzle.

Hint Box: pop   civic   kayak   deed   noon   refer

Can you think of two more palindromes? Write them in the blanks.

Poetry Appreciation

Theme: The theme of a poem is the main idea that the poem focusses on. Themes are broad concepts such as love, nature, loss or friendship.

Message: The message of a poem is the moral the poet wants to share with the reader. It is more focussed than the theme.

For example:

We read the poem ‘Going Down Hill on a Bicycle’ by Henry Charles Beeching. The theme of the poem is enjoying the moment. The message of the poem is that it’s important to enjoy the simple pleasures in life. The message is based on the theme.

Which, according to you, is the most appropriate theme of the poem ‘A Minor Bird’?

a Self-Reflection: Thinking about one’s own actions, feelings or thoughts.

b Acceptance: Accepting things and people as they are.

c Nature’s Beauty: Being thankful for what nature offers.

Based on your chosen theme, what could be the message of the poem.

We should

Art and Creativity

13 . Manu Mixes Clay and Sunshine

—Bulbul Sharma

If you were given a lump of clay, what would you make with it? Why? I would make Get Set

Manu’s father and grandfather are skilled potters, and Manu is learning the craft. Let’s read this lively story to learn about the simple joys and the hardships of a potter’s life, from gathering clay and making pots to selling them in the markets.

BHARAT

Let’s Read

Manu was still in bed. The sun was already up. He should have risen earlier, but last night was firing day, a busy time for his family of potters.

The rainy season had ended, and the sky was clear. Today, Manu would dig for clay with his grandfather, Dada, near the river. Later, Baba, his father, would take him to the city to sell pots at the market.

Talking Book

Manu had learned the basics of pottery from a young age. As a baby, he played with lumps of clay. At three, he learned to shape it into balls. Every afternoon, he and his sister Sushma sat under a peepal tree, rolling tiny clay balls.

Did You Know?

Pottery is the art of making items like pots, bowls and vases from clay. India is well known for this beautiful craft. There is the colourful and detailed Khurja Pottery of Uttar Pradesh and the bright blue Jaipur Blue Pottery of Rajasthan. There are also the tribal designs of Manipuri Pottery and the black pottery with silver designs of Nizamabad.

Think and Tell

Where would Manu go with his grandfather?

skilled: very good at doing something firing: baking clay pots in a very hot oven to make them hard and strong

potters: people who make pots, bowls, and other items from clay basics: simple yet important skills and knowledge

Manu loved the cool touch of clay in summer, and making toys with Ma in winter. Their house was filled with earthenware pots, teacups, flowerpots and bowls. During festivals, people bought Ma’s little Ganesha and Lakshmi statues.

Before Diwali, Manu and Sushma made small diyas. His friends often asked for extras, and Ma made a few more for him to give away. ‘Potters have special hands that turn clay into wonderful things,’ Ma said.

That morning, Dada and Manu set out for the river. Manu eagerly ran towards a banyan tree where they dug up the clay. After filling their sacks, they returned home. The next day, Manu helped Baba break the dried clay into small pieces, sieve it, and knead it with water. 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. Manu’s pots weren’t as perfect as his father’s or grandfather’s, but he enjoyed making toy animals. He had secretly made an owl for Sushma and a toy car for his brother. Only Baba knew about these gifts as they were in the kiln.

Think and Tell

What are the different steps Manu and his family followed to make the pots?

Think and Tell

Which ‘wonderful things’ did Ma make?

earthenware: pottery made from baked clay sieve: to separate larger pieces from smaller pieces by using a tool with small holes

knead: to mix and press a soft material like clay or dough with your hands until it is smooth kiln: a special oven used for baking and hardening clay items

Once the kiln cooled, Baba would take the pots to the market, and this time, Manu would go too! He was excited about the trip to the big city.

On market day, they loaded pots onto donkeys and headed to the city. The journey was long, but Manu enjoyed seeing new places. In the city, they sold all their pots and toys.

Baba bought new things for the family with the money they earned.

Manu saved some money and wanted to buy something for Baba. He found an old man selling umbrellas. Manu helped the man with some work and got an umbrella in return. He hid it carefully, so that he could surprise Baba.

They returned home at dawn the next day.

Manu excitedly shared his experiences with Ma and Sushma. They made tea in a big clay pot and watched the sky turn pink and orange, ready for another day of pottery.

Did You Know?

Kashmir is famous for its Kashmiri Paper Mâché pots—these wonderful pots are made not from clay but from paper pulp!

dawn: the time early in the morning when the sun is just starting to rise

Read and Respond

1. Tick () the correct answers.

a What is the ‘firing day ’ mentioned in the text?

i a day when the family lights fires

ii a day when they bake pottery in the kiln

iii a day when they celebrate with fireworks

iv a day when they cook special meals

b What special items are made by Ma for festivals?

i flowerpots and bowls

iii Ganesha and Lakshmi statues

ii teacups and teapots

iv toy animals and cars

c In what order did Manu and Baba prepare the clay after bringing it home?

i knead, break, sieve

iii sieve, break, knead

ii break, sieve, knead

iv break, knead, sieve

d How does the author convey the idea that pottery is important to the family’s daily life?

i by describing their house filled with different pottery items

ii by mentioning the pottery-related activities they did each day

iii by mentioning the family’s dependence on the income from pottery

iv all of the above

e How did Manu get the umbrella for his father?

i He bought it with money he saved.

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

iii His mother helped him buy it.

iv He found it on the way to the market.

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 Baba and Dada shaped the clay into pots on the wheel.

Event 2: Manu got an umbrella for Baba by helping an old man.

a Manu shared his experiences with Ma and Sushma.

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

3. Answer the questions in two or three sentences.

a How do you know that Manu started learning about clay when he was young?

b What did Ma say about potters’ hands? How was this true in the story?

c What did Manu and Sushma enjoy doing with the wet clay? Why?

d How do we know that Ma is a skilled potter?

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.

Think and Answer

A writer uses imagery to help the reader to imagine what is being described. The writer uses words to evoke the senses of sight, sound, touch, smell and taste to describe things. It makes stories more vivid and exciting. sight touch touch sight For example: The golden sun warmed the soft, green grass.

The river made a gurgling sound that lulled me to sleep.

1. Match the events and the imagery that best describe them.

Event

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.

Sensory detail

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

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

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

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

Big Idea

Effect on Other Characters

Qualities Shown by Manu

Sushma and his brother hugged Manu. thoughtful, caring

Think about a time when you did something special for someone or helped a family member with something they were doing.

• Explain what you did.

• How did you feel?

• How do you think the person whom you helped felt? What did they say?

Vocabulary

1. Read the phrases below. Replace them with the correct words in the box. Hint Box: musician   actor   author   potter   sculptor

a A person who writes stories:

b A person who plays musical instruments:

c A person who makes statues:

d A person who performs in plays:

e A person who makes clay pots:

Collocations

Collocations are pairs or groups of words that often go together. They can be thought of as word partners.

For example:

• We say ‘make a decision’ and not ‘do a decision’.

• We say ‘fast food’ and not ‘quick food’.

• We say ‘strong coffee’ not ‘powerful coffee’.

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

A verb form that shows time is called its tense.

Simple Past

Used to talk about actions happened in the past

verb + ed

For example:

As a baby, he played with lumps of clay.

Tenses

Remember!

We use different verb forms to show the time of an action.

Types of Tenses

Simple Present Simple Future

Used to talk about habits or actions that are generally true or happen daily

Used to talk about actions that will happen in future

verb (base form of the verb) verb + -s/-es is added when speaking about he, she or it will + verb

For example: Potters (They) shape the clay. Manu (He) shapes the clay.

For example: They will return tomorrow.

Time words: yesterday, last week, a month ago, once upon a time

Irregular Verbs

Time words: every day, always, usually, generally, sometimes, never, ever

Time words: tomorrow, next week, next year, in 2050, this afternoon

Verbs that do not take -ed in the past tense are called irregular verbs. For example: They sold (not selled) all their pots and toys. Some more examples are: write–wrote, lose–lost, fight–fought, go–went

1. Label the sentences as past, present or future.

a The family will continue the work tomorrow.

b Manu will go to the city with Baba tomorrow.

c Manu and Sushma jumped on the wet clay.

d Manu always loves to go to the big city.

e Baba bought new things for the family.

2. Fill in the blanks with the correct verb forms.

a They (go) to the market last week.

b Ma (make) clay diyas tomorrow.

c Manu (watch) the sun come up each morning.

d Yesterday, Sushma (design) a beautiful dress.

e Painters (express) their feelings through colours.

3. Correct the verb forms and rewrite the sentences.

a Yesterday, Manu will dig for clay with Dada.

b Next month, Riya visited an art exhibition in Delhi.

c Modern sculptors usually used polymer clay.

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

e I always will admire the murals on these walls.

Listen Well

Listen carefully to the text and choose the correct answers.

Listen to the text here.

a Which of the following involves shaping material into three-dimensional artwork?

i Painting ii Singing

iii Dancing iv Sculpture

b What materials are commonly used in sculpture?

i Clay, wood, metal or stone

iii Fabric, glue, paint or foil

ii Paper, crayons, scale or markers

iv Leaves, glue, paper or stone

c Which of the following is true for a realistic sculpture?

i It is entirely made up of real materials. ii It looks similar to the real thing.

iii It is found in public places.

d What do abstract sculptures focus on?

iv It is a real person or an animal.

i animals and plants ii parks and museums

iii people and objects

e Why do artists make sculptures?

i To show animals

iii To express their creativity

iv shapes and forms

ii To show people

iv To use different materials

Listen carefully to the details in the text.

After listening to the text once, read the questions carefully.

Answer the questions after listening to the text a second time.

Speak Well

Practise speaking here.

Sit in pairs. Read the conversation between two people discussing a painting and how it can be made better. You are going to do the same with your friend.

Other examples are here:

• Your drawing of the house looks great! How about painting a garden in front of the house?

• I love your clay sculpture of the cat. Maybe you could add some whiskers to make it look more realistic!

• Your painting of the garden is beautiful. You can add a few more flowers to make it even more colourful.

Look at the painting or drawing your partner did during art class or imagine that your partner did one of the illustrations in your English Coursebook. Give suggestions to improve it.

You may use the following sentence starters:

• I really like your ! How about ?

• Your is amazing! Maybe you could ?

• Your is awesome! You can to make it better.

Your suggestions should be clear but also polite. This painting is beautiful. Did you draw it? Yes! Please give me some suggestions to improve it. How about using some brighter colours? That’s a great idea! Thank you.

Always begin your feedback with what you like about the artwork.

Raj and Neeta are talking about a sculpture. Complete the comic strip by adding the dialogue.

Hi Neeta, look at my new sculpture!

I am trying to make a dragon.

Thanks, Neeta! I used

Thank you!

Wow, Raj! It looks .

That’s really cool! Did you ?

Your dragon looks

Project 4

The Artist and the Art

In this project, you will interview an artist. They can be someone in your family or neighbourhood. You will learn about their work, bring a picture or sample of their art to class, and present it to your classmates.

What You Need:

A notebook and pencil for making notes

A camera to take photos

Steps

• Find an artist to interview. It could be a poet, a potter, a writer, a sculptor, a graphic designer, a painter or someone who does needlework or knitting.

• Prepare the questions you would like to ask the artist. You may ask questions like:

When did you realise that you were talented?

What inspires you to create?

What is your favourite piece of work? Why?

How do you feel when you are creating art?

What advice would you give someone who wants to be an artist?

• During the interview, take notes and be respectful towards the interviewee. Find out more about the piece of art you are going to present. Ask the artist why they made it and what it means to them.

• After the interview, take photographs of the artist and their work. You may also ask the artist if you could have a sample of their work.

• Practise what you will say about the artist and their work. Be sure to include: The artist’s name and what kind of art they make.

A little about their background and why they create art.

Details about the piece you are showing (what it is, how it was made, what it means).

Tell your classmates about the artist and their work.

Remember to thank the artist for their time and for sharing their work with you.

Keep your presentation simple yet engaging.

Share what you found to be the most exciting or surprising about the artist and their work.

Focussing on Goals

14 . The Inspiring Journey of Sumit Antil

Think about a time when you faced a big challenge or setback.

What happened?

. How did you feel at first?

. How did you overcome the challenge?

. Share your thoughts with your friend and listen to their story. Get Set

The Paralympic Games is a big sports event where athletes with disabilities compete in different sports. The event happens every four years, just like the Olympics. Athletes from all over the world come to show their skills and win medals for their countries. One such athlete is Sumit Antil from India, a champion in javelin throwing—a sport in which a long spear, called a javelin, is thrown as far as possible. Let’s hear from him as he shares his inspiring story with a group of Grade 4 students.

Let’s Read

The Grade 4 students have taken their seats in the school hall. The air is buzzing with excitement as the students look forward to talking to their guest.

Their teacher, Ms Radhika, takes the stage. She introduces India’s paralympian and javelin thrower, Sumit Antil and the students clap loudly.

Talking Book

Ms Radhika: Today, we have Sumit Antil, world champion javelin thrower, as our guest! He has made a name for himself in para-athletics and has represented India in various international competitions. His dedication and hard work have earned him recognition and accolades, including medals in important events like the Paralympics and World Para Athletics Championships. Students, are you ready with your questions? (pauses for a moment) Riya, please ask your question.

Riya: Hello, Sumit Sir! Can you tell us about your early life?

Sumit Antil: Sure, Riya. I grew up in Khewra village in Haryana and like many children there, I dreamed of becoming a wrestler. I was a huge fan of Yogeshwar Dutt. So, I spent my days practising because it was my dream to be a champion. Life, however, had another plan for me.

Aarav: Sir, we know that your accident in 2015 changed your life. Can you tell us about that time?

Did You Know?

Yogeshwar Dutt is the 3rd ever Indian wrestler to have won an Olympic medal for India. He has been honoured with the Rajiv Gandhi Khel Ratna award (2012) and Padma Shri award (2013).

Sumit Antil: I was returning home from a tuition class one evening and a speeding truck hit my motorbike. The accident was quite serious, and doctors had to amputate my left leg. I was 17, and it was a really tough time. My dream of becoming a wrestler had vanished overnight. All my friends were deciding what they wanted to do with their lives and I felt sad and lost.

Para-athletics: athletics for people who are disabled in some way recognition: fame and acceptance accolades: honour and awards

Think and Tell

What incident caused Sumit’s dream of becoming a wrestler to vanish overnight?

amputate: to remove a certain body part through surgery vanished: disappeared suddenly

Arjun: I am really sorry to hear that, sir. How did you move forward, and what made you learn javelin throwing instead?

Sumit Antil: I met my coach Naval Singh by chance and he introduced me to javelin throwing. That day, I discovered a new passion, and that helped me pull myself out of those dark times. I moved to New Delhi to train seriously, and I dedicated myself to the sport. I missed my family and the comforts of home, but I knew I could not give up on my newly found dream!

Fatima: Can you tell us about your experience at the Tokyo Paralympic Games?

Sumit Antil: I qualified for the Tokyo Paralympic Games in 2020, and competing in the men’s F64 javelin throw event was an unforgettable experience. I broke the world record three times in the same competition! My first throw was 66.95 metres, which was a new record. My second throw was even further, and finally, my throw of 68.55 metres won me a gold medal.

Iqbal: What would you say is the secret to your success?

Sumit Antil: I believe it is understanding my body and its needs. I chose a prosthetic foot instead of a blade, which many other athletes used. I felt the blade was pushing me backward when I threw the javelin. By understanding my body and making the right choices, I was able to give my best.

Neha: What advice would you give someone who wants to take up javelin throwing or any other sport?

Sumit Antil: Javelin throwing requires skill and technique, which only comes with practice.

passion: a strong feeling of love for or interest in something

prosthetic: an artificial body part that is made to replace one that has been lost technique: a special way of doing something

Did You Know?

Devendra Jhajhari, who was also a javelin thrower, won his first gold in 2004 and his second in 2016, making him the first Indian paralympian to win two gold medals.

Never give up, stay dedicated. Also be ready to train in various conditions. I knew Tokyo is humid, so I trained in humid conditions to get used to it.

Aarav: How did it feel when you returned to India after your victory?

Think and Tell

How did Sumit prepare for the Tokyo Paralympic Games in 2020?

Sumit Antil: It was overwhelming! Thousands of people greeted me at the airport. My family, especially my mother, was very proud and emotional. It was a moment of great joy and pride.

Meera: What are your future goals, Sir?

Sumit Antil: I am determined to win gold medals at the 2024 Paris Paralympics and possibly the 2028 Los Angeles Paralympics. I want to push the limits of my abilities, keep improving my throw distance, and inspire others to do the same.

Children: Thank you for sharing your story, Sumit Sir! You are a true inspiration to all of us.

Sumit Antil: Thank you, kids! It was wonderful talking to you all. Remember, never give up on your dreams and keep working hard!

Think and Tell

humid: hot and wet determined: having the will to do something, no matter how hard it is push the limits of: to work very hard to achieve something that seems otherwise impossible

What is Sumit’s main goal for the next few years?

Listen to all the keywords here.

Read and Respond

1. Fill in the blanks.

a Sumit Antil is a champion in .

b Sumit Antil grew up in village in Haryana.

c Sumit Antil’s original dream was to become a .

d Sumit Antil moved to to train under .

e Sumit Antil won a medal at the Tokyo Paralympic Games with a throw of metres.

2. Fill in the events leading to Sumit Antil’s gold medal at the Tokyo Paralympic Games.

Early life Dream

Life-changing event

New beginnings

Training

Qualified

Performance at the Olympics

3. Answer the questions in two or three sentences.

a What are the Paralympic Games?

b How did Sumit Antil feel after his accident? Explain why?

c Was Sumit Antil’s time in New Delhi easy for him? Why or why not?

d What does Sumit Antil believe is the secret to his success?

e What is Sumit Antil’s advice to aspiring sportspersons?

Think and Answer

1. Use the words in the box to write one sentence about how Sumit Antil might have felt in each situation.

Hint Box:

hopeful    proud    shocked    determined despairing    encouraged    overjoyed

He is involved in an accident.

He meets his coach.

He gets a prosthetic leg.

He wins 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:

Describe each event and explain how it supports the main message.

• Event 1:

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

• Event 2:

• Event 3:

3. Do some research and write the names of the paralympians and the sports in which they won gold medals in the 2024 games.

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.

Vocabulary

Remember!

An idiom is a phrase or expression that has a meaning different from the words themselves. Idioms often use figurative language to convey a particular idea or feeling. For example, if someone says, ‘It’s raining cats and dogs’, they don’t mean that animals are falling from the sky. Instead, it means that it is raining heavily.

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

2. Use the antonyms in the box to fill in the blanks.

Hint Box: realistic – unrealistic  possible – impossible  hopeful – hopeless brave – afraid  similar – various

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

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

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

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

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

Present Continuous Tense

When talking about actions that are happening at the moment and continuing to happen, we use the present continuous tense.

Remember!

A verb form that shows the time of an action is called its tense.

Let us look at how to use the verb forms in the present continuous tense.

Doer I He, She, It We, You, They

Rule am + verb + ing is + verb + ing are + verb + ing

Example I am training for the race at the moment. Sumit is answering their questions now. The students are talking to the guest.

We use is, are, or am (the verbs ‘to be’) to make negative sentences and to ask questions in the present continuous tense.

Type Negative Sentence Question

Rule Use ‘not’ between the verb ‘to be’ and the main verb + ing. You can use contractions like isn’t or aren’t.

Examples I am not training for the race. Sumit isn’t answering their questions. They aren’t asking him more questions.

Move the verb ‘to be’ to the front of the sentence. Add a question mark at the end.

Am I training for the race?

Is Sumit answering their questions? Are they asking him more questions?

1. Use the correct verb forms for the present continuous tense.

a Who is going to accept the award? Oh wait, the coach (go) up.

b Why the captain (not go)?

c He (represent) India in the Olympics at the moment.

d I see the members of the team (look) very pleased with themselves. Look, those two team members (hug) each other.

e Everyone (cheer) with them.

2. Fill in the blanks using the correct option for the given tense.

a Simple present: Murli (swims/is swimming) very well.

b Present continuous: Murli (prepares/is preparing) for the paralympics. swims

c Present continuous: His friends (record/are recording) his times.

d Present continuous: The coaches (watch/are watching) each player closely.

e Simple present: I am sure the whole country (be) proud of Murli.

Past Continuous Tense

We use the past continuous tense to talk about actions that were happening in the past. It’s like peeking into a moment from the past when something was busy happening. Let’s look at verb forms for the past continuous.

One doer (Self and others)

One doer (you) and more than one doer was + verb + ing were + verb + ing

For example: I was returning home from a tuition class when a truck came by. Sumit was sharing his story on the stage.

For example: All my friends were deciding what they wanted to do.

You were entering the Olympic stadium this time last year!

The rules for past continuous tense in negative sentences and questions are similar to those of the present continuous tense.

Type

Negative Sentence Question

Rule Use ‘not’ between the verb ‘to be’ (was/were) and the main verb + ing.

You can use contractions like wasn’t and weren’t.

Examples I was not training for the race. Sumit wasn’t answering their questions.

3. Fill in the blanks with the past continuous verb form.

Was/Were + “doer” + verb + ing?

Were you training for the race?

a What you all (do)? I could not get hold of anyone!

b Why you (look) for us so urgently?

c I (sit) in a traffic jam, and I wanted to let you know I would be late.

d I am sorry, we (train) when you phoned.

e Rocky (practice) on the rowing machine and I (lift) weights.

4. Rewrite the sentences using the clues given.

a Everyone in the gym was working out.

Sai (not), he was napping in the office.

b The others were all working hard.

Why

c They were preparing for the Olympics. No, , but for the Paralympics.

d Sumit was throwing the discus.

No, , he is a javelin thrower.

Listen Well

Fill in the blanks while you are listening to the poem.

a Reach for the , touch the .

Listen to the text here.

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

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

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

Speak Well

Practise speaking here.

An interview is a meeting where one person asks questions and another person answers them. It can be used to learn more about someone’s experiences, ideas or skills.

The interviewer is the person who asks the questions in an interview.

The interviewee is the person who answers the questions in an interview.

Hello, sir! Welcome to our chat show. Fellow students, I am honoured to be interviewing Sachin Tendulkar today!

It is my pleasure to be here. Thank you for inviting me.

Sir, at what age did you start playing cricket?

I played cricket from a very young age. I was 16 years old when I made my debut in a test for India in 1989.

Wow, that’s young! Who inspired you to play cricket?

My older brother, Ajit, was a big inspiration. He saw my potential and introduced me to my coach, Ramakant Achrekar, who helped me develop my skills.

Which is your most memorable match?

There are many, but winning the ICC Cricket World Cup in 2011 was the most memorable. It was a dream come true for me and the entire team.

That must have been amazing! What advice would you give to kids who want to become cricketers?

I would say always work hard, be dedicated, and never give up, even when things get tough. Practise regularly, listen to your coaches, and enjoy the game.

Thank you so much, sir! It was great talking to you.

You’re welcome! It was good to be here. Keep enjoying cricket and working hard in school. All the best!

Sit in pairs. Imagine that one of you is a famous personality like a scientist, freedom fighter, sportsperson or politician and the other is the interviewer. Do research about the famous personality together and present your interview in class.

Do research beforehand.

Plan your questions and answers beforehand.

Greet and use polite words like ‘please’ and ‘thank you.’

Pay attention to what the person is saying. Don’t interrupt while they are talking.

Stay on the topic of the interview and ask follow-up questions if you find something interesting.

End the interview politely when you’re done. Always thank the interviewee for their time and answers.

A story is a real or imaginary account of events that is shared to entertain, inform, or inspire the reader. Stories can be written or told and have characters, a setting, and a beginning, middle and end.

Model Answer

Character

Setting

Once upon a time, in a small village named Greenfield, there lived a young boy named Ravi who loved building things. He dreamed of inventing something to help his village.

One sunny morning, Ravi noticed how hard it was for people to fetch water from the well. Determined to find a solution, he started sketching designs in his notebook but he lacked the necessary materials.

Ravi went to his teacher, Mrs Kapoor, who encouraged him and provided some materials from the school’s science lab. She also suggested he should present his idea to the village council. Impressed by his determination, the council provided additional materials and access to the community workshop.

Ravi worked tirelessly, learning from each mistake. After weeks of hard work, he completed his ‘Water Helper,’ a cart with big wheels and a pulley system that could carry six pots of water at once.

Thanks to Ravi’s invention, fetching water became much easier for everyone in Greenfield. Ravi felt proud and happy to have made a difference.

Beginning

Middle End

Write a short story where the main character sets a goal and achieves it through hard work. Make sure that the story describes the setting, the characters, their problems and solutions.

World Story

15 . The Baker’s Dozen

Get Set

Name five things you would get at the following places.

Van Amsterdam was a very popular baker, but something happened and he lost all his customers. How did he get his business running again? Let’s find out.

Let’s Read

In the Dutch colonial town later known as Albany, New York, there lived a baker, Van Amsterdam, who was as honest as he could be. Each morning, he checked and balanced his scales, and he took great care to give his customers exactly what they paid for—not more and not less.

Van Amsterdam’s shop was always busy, because people trusted him, and because he was a good baker as well. And never was the shop busier than in the days leading up to December 6, Saint Nicholas Day.

At that time of year, people flocked to the baker’s shop to buy his fine Saint Nicholas cookies. Made of gingerbread, iced in red and white, they looked just like Saint Nicholas as the Dutch know him—tall and thin, with a high, red bishop’s cap, and a long, red bishop’s cloak.

One Saint Nicholas Day morning, the baker was just ready for business, when the door of his shop flew open. In walked an old woman, wrapped in a long black shawl.

‘I have come for a dozen of your Saint Nicholas cookies.’

Taking a tray, Van Amsterdam counted out twelve cookies. He started to wrap them, but the woman reached out and stopped him.

‘I asked for a dozen. You have given me only twelve.’

‘Madam,’ said the baker, ‘everyone knows that a dozen is twelve.’

Dutch: belonging to the Netherlands colonial: (here) set up as a colony of a different country

Saint Nicholas Day: a day that is celebrated to honour a Christian saint, named Nicholas

Talking Book

Think and Tell

What made Van Amsterdam so popular with his customers?

flocked: came together in a large group bishop: a high-ranking priest of the church cloak: a long piece of cloth that is worn over one’s clothes dozen: twelve

‘But I say a dozen is thirteen,’ said the woman. ‘Give me one more.’

Van Amsterdam was not a man to bear foolishness. ‘Madam, my customers get exactly what they pay for—not more and not less.’

‘Then you may keep the cookies.’

The woman turned to go, but stopped at the door.

‘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!’

Then she was gone.

From that day, everything went wrong in Van Amsterdam’s bakery. His bread rose too high or not at all. His pies were sour or too sweet. His cakes crumbled or were chewy. His cookies were burnt or doughy.

Think and Tell

‘Van Amsterdam! However honest you may be, your heart is small and your fist is tight.’ Do you agree with the woman? Why/Why not?

His customers soon noticed the difference. Before long, most of them were going to other bakers.

‘That old woman has bewitched me,’ said the baker to himself. ‘Is this how my honesty is rewarded?’

A year passed. The baker grew poorer and poorer. Since he sold little, he baked little, and his shelves were nearly bare. His last few customers slipped away.

Finally, on the day before Saint Nicholas Day, not one customer came to Van Amsterdam’s shop. At day’s end, the baker sat alone, staring at his unsold Saint Nicholas cookies.

‘I wish Saint Nicholas could help me now,’ he said. Then, he closed his shop and went sadly to bed.

That night, the baker had a dream. He was a boy again, one in a crowd of happy children. And there in the midst of them was Saint Nicholas himself.

your fist is tight: a phrase that means a person does not give generously; a miser mount: get back up doughy: not fully baked customers: people who buy something

Think and Tell

How did Van Amsterdam feel when he lost all his customers?

bewitched: put a magic spell on bare: empty

slipped away: (here) slowly stopped coming midst: in the middle

The bishop’s white horse stood beside him, its baskets filled with gifts. Nicholas pulled out one gift after another, and handed them to the children. But Van Amsterdam noticed something strange. No matter how many presents Nicholas passed out, there were always more to give. In fact, the more he took from the baskets, the more they seemed to hold.

Then Nicholas handed a gift to Van Amsterdam. It was one of the baker’s own Saint Nicholas cookies! Van Amsterdam looked up to thank him, but it was no longer Saint Nicholas standing there.

Smiling down at him was the old woman with the long black shawl.

Van Amsterdam awoke with a start. Moonlight shone through the half‑closed shutters as he lay there, thinking.

‘I always give my customers exactly what they pay for,’ he said, ‘not more and not less. But why not give more?’

The next morning, Saint Nicholas Day, the baker rose early. He mixed his gingerbread dough and rolled it out. He moulded the shapes and baked them. He iced them in red and white to look just like Saint Nicholas. And the cookies were as fine as any he had made.

Van Amsterdam had just finished, when the door flew open. In walked the old woman with the long black shawl.

‘I have come for a dozen of your Saint Nicholas cookies.’

In great excitement, Van Amsterdam counted out twelve cookies—and one more.

‘In this shop,’ he said, ‘from now on, a dozen is thirteen.’

Think and Tell

What did Van Amsterdam realise? Was it important?

with a start: suddenly shutters: covers on windows

moulded: formed

‘You have learned to count well,’ said the woman. ‘You will surely be rewarded.’ She paid for the cookies and started out. But as the door swung shut, the baker’s eyes seemed to play a trick on him. He thought he glimpsed the tail end of a long red cloak.

As the old woman foretold, Van Amsterdam was rewarded. When people heard he counted thirteen as a dozen, he had more customers than ever.

In fact, Van Amsterdam grew so wealthy that the other bakers in town began doing the same. From there, the practice spread to other towns, and at last through all the American colonies. And this, they say, is how thirteen became a ‘baker’s dozen’—a custom common for over a century, and alive in some places to this day.

Did You Know?

The concept of bakers giving thirteen pieces instead of twelve originated in England because of a law that one of their kings had passed.

Think and Tell

Did giving thirteen cookies for the price of twelve work for Van Amsterdam?

glimpsed: caught a quick look foretold: said something was going to happen before it happened colonies: countries or areas controlled politically by a more powerful country (in this case England, Scotland, and later Great Britain) custom: an established way of doing things century: a hundred years

Listen to all the keywords here.

Read and Respond

1. Fill in the blanks.

a Van Amsterdam was a in the Dutch colonial town, later known as Albany, New York.

b The baker ’s shop was busiest in the days leading up to Day.

c The old woman asked for a of Saint Nicholas cookies.

d After the old woman’s visit, Van Amsterdam’s bakery experienced many

e In Van Amsterdam’s dream, he saw Saint Nicholas handing children

2. Fill in the chart with information about the story.

3. Answer the questions in two to three sentences.

a How did Van Amsterdam ensure he was honest with his customers?

b Describe what the Saint Nicholas cookies looked like.

The Baker’s Dozen

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?

d How did Van Amsterdam’s business change after the old woman’s visit?

e What did Van Amsterdam realise after his dream?

Think and Answer

Remember!

The theme of a story is its main idea that the a text focusses on. The message is the lesson that we learn from the story.

1. What do you think the author ’s purpose was in writing this story?

a To entertain readers with a fun and magical story.

b To teach a lesson about the importance of generosity.

c To inform readers about historical practices in baking.

d To persuade readers to take up baking as profession.

2. Which of the following themes best fits the story?

a Honesty

b Generosity

c Hard work

d Friendship

3. Write the message of the story in your notebook.

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.

Hint Box:

Think about how Van Amsterdam’s actions change after he meets the old woman and what he learns from his dream.

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.

Vocabulary

1. Use the dictionary to find the meanings of the words. Then, use the words to fill in the blanks.

Hint Box: scale    shelves    dough    trick    cloak

a The library has many filled with interesting books.

b On a cold day, she wrapped her tightly around her shoulders.

c We kneaded the to make delicious homemade bread.

d The magician performed a clever that amazed the audience.

e The scientist used a to measure the exact weight of the rock.

A phrasal verb is a combination of a verb and a preposition or an adverb. This combination creates a meaning different from the original verb.

For examples: ‘give up’ means to quit or stop trying, which is different from the meanings of ‘give’ and ‘up’ individually.

Phrasal Verb

2. Match each phrasal verb in bold and its correct meaning.

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

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

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

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

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

3. Fill in the blanks with phrasal verbs in the box.

Hint Box: find out went on ran out of put on looked forward to

a The baker was sad when he customers in his shop.

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

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

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

e The old woman wanted to if the baker had learnt his lesson. Go Grammar

Subject-Verb Agreement

Remember!

In a sentence, the subject is who or what the sentence is about. The subject is mostly the doer or the thing about which the information is given. The verb is the action which takes place.

In a sentence, a verb should match with or agree with the subject in number (singular or plural). This is called subject-verb agreement.

If the subject is singular, the verb will also be singular, that is, the verb form will be verb + s/es.

If the subject is plural, the verb will also be plural.

Subject Type

Verb Form Example

One person, animal or thing singular

More than one person, animal or thing plural

An uncountable noun singular

A collective noun singular

Subjects joined with and plural

Subjects joined with or, either/or, neither/nor singular or plural depending on the noun closest to the verb

Singular pronouns like each, nobody, everyone, every singular

Plural pronouns like several, many, few, a few, both plural

When there or here is used, the subject comes after the verb

singular or plural

Van Amsterdam bakes Saint Nicholas cookies.

The bakers bake delicious cookies.

Honesty is the best policy.

The stack of cookies looks good.

The cake and pie taste delicious.

Neither the cake nor the pie tastes good.

Neither the cake nor the pies taste good.

Everyone bakes in this class. Each child gets a gift on Christmas.

Nobody goes to Van Amsterdam’s bakery.

Several villages participate in the baking contest.

Many children get gifts on their birthday.

A few of the cookies were stale.

Here is a bakery.

There are a few cakes left.

When using ‘some’ singular or plural

Some flour is left. Some cakes are left.

1. Write the correct verbs that agree with the subjects in the sentences below.

a Generosity off. (pay/pays)

b Each of his customers the difference. (notice/notices)

c Neither the old woman nor Saint Nicholas for a year. (appear/appears)

d The baker and his wife at Saint Nicholas. (smile/smiles)

e A few bakers in the village a feast for the special day. (prepare/prepares)

2. Correct and rewrite the sentences.

a An old man and his wife is praying for a child.

b A basket of peaches are sitting on the table.

c Both gasps when a boy pop out of a peach.

d Neither the dog nor the monkey leave the boy.

e There are a castle with demons and monsters.

3. Fill in the blanks with correct verb forms.

Hint Box: yield declare get look select    gather

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

Listen to the text here. Listen Well

Listen carefully to the story and choose the correct answer.

Who is the main character?

a The king b   The treasurer c   The son

What did the character want?

a He wanted to be with his father.

b He wanted his father to recognise his talent.

c He wanted his father to hug him.

What was the problem?

a The father asked his son to leave the house.

b The son married the treasurer’s daughter.

c The son stole the treasure.

How did the character solve the problem?

a He organised a day on which he displayed his talent.

b The king convinced his father of the son’s talent.

c The son used his talent to help others.

What happened in the end?

a The father accepted that he had made a mistake.

b The son became the king.

c The father still did not accept his son’s talent.

As you listen, try and remember the order in which the events happen.  Recall the story in order and tick () the correct answer.

Speak Well

Practise speaking here.

Think of a story that you read or heard and narrate it in class. Make sure that the story has a surprise element or a problem that is solved during the story.

The events of the story should be told in order.

Use simple sentences to narrate your story.

Tell the story using your voice, gestures and facial expression.

Use pauses to arouse the curiosity of your listeners.

Write Well

Write a poem based on a story that is set in a different country.

Read the story carefully.

Think about the main message or lesson of the story. Note down the emotions felt by the characters. (joy, sadness, bravery, fear). Write down important words from the story that relate to the themes and emotions. Your poem may or may not rhyme.

Model Answer

Read the story about Layla

A few years ago in Egypt, a young explorer named Layla was working near the Great Pyramids. She found a map that led to an undiscovered room filled with ancient objects. Layla worked hard over the next few months to uncover the secrets of the past.

A poem inspired by this story could look like this:

Layla found an old map, Buried in the desert sand.

To the Pyramids, she went, Every day a new event.

Ancient secrets, treasures bright, Layla’s heart filled with delight. With each step, her courage grew, Ancient stories, she brought to view.

Read the story and write a poem inspired it. Share your poem in class.

Kwame, a guide at the Great Pyramids of Giza, loved sharing Egypt’s history. One hot afternoon, while Kwame was leading a tour, an experienced historian saw what looked like a hidden door in the wall of the pyramid. With great excitement, Kwame and the group managed to open the door and found a hidden room filled with ancient treasures. The group was thrilled, and Kwame felt proud to have discovered something new.

Parent’s Name Criteria: •  Write H for Need Help

Write G for Getting There •  Write C for Can Do

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.

Reading

Reads aloud fluently with proper intonation pace and emphasis. Demonstrates understanding of complex stories, poems and informational texts by interpreting meaning and making connections. Answers comprehension questions thoughtfully, giving evidence and showing reasoning.

Explores and compares a variety of fiction, non-fiction and reference books.

Decodes and pronounces advanced grade-level words using phonetic and contextual clues.

Writing

Writes well-organized paragraphs and short essays with an introduction, body and conclusion.

Uses grade-appropriate vocabulary and compound/complex sentences in writing. Demonstrates neat handwriting with consistent letter formation and spacing.

Spells grade-level words, applying knowledge of phonics, prefixes, and suffixes.

Proofreads and revises writing to improve grammar, clarity and structure.

Work Habits

Displays a proactive attitude towards learning and shows interest in challenging tasks.

Follows multi-step instructions and asks questions to clarify doubts when needed.

Completes assignments promptly with minimal errors, showing independence.

Communicates feelings and doubts, and seeks help when needed to ensure understanding and improvement. Takes initiative in group and whole-class activities and accepts responsibility for outcomes.

Reflects on teacher feedback and applies it to improve work quality and understanding.

Reading Tracker

Track your reading for three weeks. After that, talk to your friends about the book you enjoyed the most.

Steps:

• Spend 25–30 minutes daily reading a book. Fill in the table.

• After three weeks, talk about the book you enjoyed most. When talking about the book, include the following information:

Name of the book and the author.

Share who the main character is.

Tell your friend why you liked the book.

Talk about the most interesting event in the book.

Rate the book out of five and justify your rating.

• Keep reading books and filling in the tracker for the rest of the year.

• Even if you miss a day or two, do not give up.

The book I liked reading the most is The Lion, the Witch and the Wardrobe by C.S. Lewis. The main character is Lucy Pevensie. She has one older sister and two older brothers. She discovers a magical land called Narnia inside an old wardrobe. I loved this book because it’s filled with adventure and fantasy. It makes you feel as if you’re right there in Narnia. My favourite part is when Lucy first steps out into the snowy woods of Narnia and meets Mr Tumnus— it felt like it was I who stepped into a whole new world.

I would give this book five out of five because of the mystical world that it takes us into. I am sure all of you will love reading this book.

• Speak slowly and clearly.

• Show the book to your friends.

• Use proper expression and gestures.

DateDay

15/04/ 2025 Monday

The Lion, the Witch and the Wardrobe

C.S. Lewis 1-26 Lucy Pevensie

Note: There is a fun reading list at the end of the Coursebook.

Lucy discovers the magical land of Narnia in the wardrobe. 5/5

Recommended Reading

1. The Why-Why Girl by Mahasweta Devi

https://bit.ly/WhyWhyGirl

2. If I Built a House by Chris Van Dusen

https://bit.ly/builthouse

3. Pinky the Space Cat by Ashley Spires

https://bit.ly/pinkyspacecat

4. The Hula-Hoopin’ Queen by Thelma Lynn Godin

https://bit.ly/hoopinqueen

5. Enemy Pie by Derek Munson and Tara Calahan King

https://bit.ly/enemypiebyderek

6. What If You Had Animal Hair? by Sandra Markle

https://bit.ly/animalhair

7. Animal Rescue Friends Book 1: Maddie and Boyd by Gina Loveless

8. Against All Odds by Ramendra Kumar

9. The Cherry Tree by Ruskin Bond

10. The Adventures of Tom Sawyer by Mark Twain (Abridged version by S Chand Publishing – S. E. Paces)

11. The Magic of the Lost Temple by Sudha Murthy

12. The One and Only Ivan by Katherine Applegate

13. The Case Files of Anwesha Krishnamurthy: Mystery of the Missing Friend by Reshmi Sujesh

14. Chuskit Goes to School by Sujatha Padmanabhan

15. The Adventures of Mooli: The Blue-Legged Alien by Asha Nehemia

16.

17. Birds on the Brain by Uma Krishnaswami

18. Gopi’s Day Out by Sudha Murty

19. The Mystery of the School on Fire by Ravi Subramanian

20. Future Friend by David Baddiel

Note: The first few books mentioned are read-alouds, but we have also suggested books that you can read on your own. Happy reading and don’t forget to visit the library!

You can find magic wherever you look. Sit back and relax, all you need is a book!

— Dr. Seuss

Flying with Grandpa by Madhuri Kamat

Credits

Uolo wishes to thank the following entities for granting permission to use the copyrighted materials.

1. Ammachi’s Amazing Machines is re-levelled by Chetan Mudunuri. The © for this re-level lies with Chetan Mudunuri, 2021. Some rights reserved. Released under CC BY 4.0 license. Based on original story: Ammachi’s Amazing Machines, by Rajiv Eipe. © Pratham Books, 2017. Some rights reserved. Released under CC BY 4.0 license.

2. Family Comes together is written by Glaedr.

3. We Call Her Ba – A Biography of Kasturba Gandhi is written by Subhadra Sen Gupta. © Pratham Books, 2014. Some rights reserved. Released under CC BY 4.0 license.

4. Against All Odds by Ramendra Kumar, published by Penguin Random House India under its imprint Duckbill, © Ramendra Kumar, 2017.

5. A Good Play is written by Robert Louis Stevenson.

6. The Cyclone is from the book The Wonderful Wizard of Oz written by L. Frank Baum.

7. Going Down Hill On a Bicycle is written by Henry Charles Beeching.

8. Panipuri Inside a Spaceship is written by Vidya Pradhan. © Pratham Books, 2018. Some rights reserved. Released under CC BY 4.0 license.

9. My Mouse Is Misbehaving is written by Kenn Nesbitt copyright © 2014 All Rights Reserved. Reprinted by permission of the author.

10. Henry: A Chameleon is from the book Animals in the House by Ruskin Bond, published by Penguin Random House India under its imprint Puffin, © Ruskin Bond, 2023

11. A Minor Bird is written by Robert Lee Frost

12. Manu Mixes Clay and Sunshine is written by Bulbul Sharma. © Dastkari Haat Samiti, 2010. Some rights reserved. Released under CC BY 4.0 license.

13. The Baker’s Dozen is written by Aaron Shepard Copyright © 1995, 2005, 2010. Reprinted by permission of the author.

Every effort has been made to trace the copyright holders and to obtain the permission for the use of copyright material. Where Uolo Edtech Pvt. Ltd. has not heard from them at the time of going to press, Uolo Edtech Pvt. Ltd. would be grateful for any information that would enable them to appropriate acknowledgement in future reprints/editions of this book.

About the Book

Introducing Ignite, a thoughtfully-crafted ELT programme designed especially for 21st century learners. In keeping with the National Education Policy (NEP) 2020’s focus on holistic education, Ignite provides opportunities for learners to hone their language skills as well as other 21st century skills. This programme offers a comprehensive language-learning experience supporting the all-round development of learners in line with the learning outcomes of the National Curriculum Framework (NCF) 2023.

Product Package

• Coursebook

• Workbook thematically aligned with the Coursebook

• Uolo App

• Teacher Guide

Key Features

• Diverse Literature Compilation of rich literature set in local and global contexts to expose learners to different cultures and build national pride

• Recommended Reading List A suggested reading list and a reading tracker to foster the culture of reading and sharing

• Experiential Projects Opportunities to apply language skills to prepare learners for reallife challenges

• Progress Tracker Tool to empower parents and teachers to track student growth, highlight skill gaps and support year-round development

• Skill-Based Assessments Continuous and comprehensive assessments tailored to promote competency-based learning, along with model papers to enhance teacher support

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 978-81-980680-3-3