U25ELT_G5_CB by Uolo

5 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.

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 5

ISBN: 978-81-980680-4-0

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

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

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 5

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-to-day 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

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 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

Note: English has been considered as L1 for this exercise.

What did you lose?

Why was it special to you?

Let’s

Chapter at a Glance: Walkthrough of

Community

Did you find it again? How?

1

In 1997, Kalpana Chawla made her first trip to space aboard the space shuttle Columbia. This mission was called STS-87. Kalpana and her team conducted many important experiments, and she got to see Earth from outer space. She was thrilled by the beauty of space and the excitement of floating in zero gravity. Kalpana Chawla’s second mission was in 2003, again aboard the space shuttle Columbia. This mission was called STS-107. The team conducted more than 80 experiments such as studying the reproduction of plants in microgravity and the behaviour of different materials in space.

Nicki lived with his grandmother, whom he lovingly called Dadijaan, in a quaint, little village in Himachal Pradesh. Every summer, Kaku Dada brought colourful shades of wool for Dadijaan to choose from. This year was no different. Kaku Dada displayed bright red, sunny yellow, deep blue, lush green, and even some multi-coloured balls of wool. Dadijaan decided to knit a shawl for Nicki and called him over to choose a colour.

Theme Page: It shows the theme of the unit

First share your story and feelings with a partner and then with the class.

1 . The Shawl

Get Set

Get Set: A short and fun activity that gets learners excited about the new topic

Think about something you loved but lost.

In 1997, Kalpana Chawla made her first trip to space aboard the space shuttle Columbia. This mission was called STS-87. Kalpana and her team conducted many important experiments, and she got to see Earth from outer space. She was thrilled by the beauty of space and the excitement of floating in Kalpana Chawla’s second was in 2003, again aboard the space shuttle Columbia. This mission was called STS-107. The team conducted more than 80 experiments such as studying the reproduction of plants in microgravity and the behaviour of different materials in space.

Kalpana was proud to be a part of this important work that would help scientists understand more about space

However, on 1 February 2003, tragedy struck. As the space shuttle Columbia was returning to Earth, it broke apart, and all seven astronauts on board lost their lives. It was a sad day for the entire world. People mourned the loss of the brave astronauts who had dedicated their lives to exploring space.

Think and Tell

What did Nicki

But, Nicki had a different idea, ‘I want my new shawl to be as white as snow,’ declared. Dadijaan hesitated. ‘If you drop it in the snow,’ she warned, ‘you’ll never find it.’ But Nicki was adamant. He loved the idea of a snow-white shawl, and finally, Dadijaan agreed.

All summer long Dadijaan’s needles clicked rhythmically as she knitted the Finally, as the last leaves of autumn fell and the first snowflakes began to fall sky, Dadijaan finished the shawl.

Nicki wrapped himself in the warm, white shawl and gave Dadijaan a hug. He outside to play when he heard Dadijaan shout, ‘When you come home, first I’ll if you are safe and sound, and then I’ll look to see if you still have your snow-white

Nicki’s Dadijaan gives him something very special and asks him to be careful with it. But, something unexpected happens to the gift, that neither Nicki nor his Dadijaan could have imagined. What is this unexpected event? Let’s find out.

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

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

First share your story and feelings with a partner and then with the class.

Talking Book: Animated video of the text

Nicki lived with his grandmother, whom he lovingly called Dadijaan, in , little village in Himachal Pradesh. Every summer, Kaku Dada brought colourful shades of wool for Dadijaan to choose from. This year was no different. Kaku Dada displayed bright red, sunny yellow, deep blue, lush green, and even some multi-coloured balls of wool. Dadijaan decided to knit a shawl for Nicki and called him over to choose a colour.

Kalpana was proud to be a part of this important work that would help scientists understand more about space

Keywords: Difficult and unknown words from the text with meanings

All summer long Dadijaan’s needles clicked

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

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

b The dish of pulao (tempt) Toto, and he cannot resist

But, Nicki had a different idea, ‘I want my new shawl to be as white as snow,’ he declared. Dadijaan hesitated. ‘If you drop it in the snow,’ she warned, ‘you’ll never find it.’ But Nicki was . He loved the idea of a snow-white shawl, and

quaint: attractive and old fashioned adamant: determined, unwilling to change her mind rhythmically: making a pattern of sound

c Each member of the family (be) upset with Toto for different reason.

d Neither Grandmother nor Grandfather (want) to

Did You Know?

e ‘The Lord of the Rings’ (be) Grandfather’s favourite

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

outside to play when he heard Dadijaan shout, ‘When you come home, first I’ll look to see if you are safe and sound, and then I’ll look to see if you still have your snow-white shawl.’

f Some animals (run) away when they see Toto.

Nicki wrapped himself in the warm, white shawl and gave Dadijaan a hug. He stepped outside to play when he heard Dadijaan shout, ‘When you come home, first I’ll look to see if you are safe and sound, and then I’ll look to see if you still have your snow-white shawl.’

Did You Know?

aboard: on or in a vehicle like a ship, train, or spacecraft zero gravity: a condition where there is no force of gravity, making objects and people float mission: an important job or task, often with a target goal microgravity: when there is almost no gravity mourned: felt very sad about someone’s death INTEGRATED

Laika was the first dog to travel around the Earth. She was launched on a spacecraft called Sputnik 2 on 3 November 1957.

first dog to travel around the

Think and Tell

What were the names of the missions that Kalpana Chawla was a part of?

Listen

Well

Did You Know?: Interesting facts related to the topic

Listen carefully to the story and fill in answers.

a What was the name of the clever crow?

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

Think and Tell What were the names of the missions that Kalpana Chawla was a part of?

Read and Respond: Factual questions for reading comprehension

quaint: attractive and old fashioned adamant: determined, unwilling to change her mind rhythmically: making a pattern of sound

b What food did the farmer have?

c From whom did Kulu get a banana?

d What did Kulu use to distract the kids in the park?

e What did the villagers do when they saw Kulu’s clever antics?

determined, unwilling to change her mind

Read and Respond

Speak Well

Listen to the text

Practise speaking

Tips: Quick tips for learners’ support

1. Fill in the blanks with the correct words from the story. Toto’s were described as ‘quick and wicked’.

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

Sit in a group of six. Take turns to share a humorous incident from your the incident that the group likes most and write a short skit. Practise the present it in class.

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

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

e Toto sat on the branches of the every grain of the pulao-rice.

2. Write True or False.

Practise your lines, focussing on clear pronunciation and expressive Use objects around you as props to make your performance engaging. Use voice modulation, gestures and facial expressions.

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

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

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

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

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

Laika was the

Earth. She was launched on a spacecraft called Sputnik 2 on 3 November 1957.

Balto

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

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

How would you describe allowing more animals

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

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

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

Gunnar Kaasen

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

Think and Answer

He volunteered to bring the medicine to Nome.

NEP TAGS: To showcase alignment with NEP skills and values

5

1. Answer these questions in three to four sentences.

c Considering the actions how the story highlights

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

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

What do these lines tell us about Nicki’s Dadijaan and the relationship between Nicki and Dadijaan?

The team had to run in total darkness.

Based on the qualities of Balto and Gunnar, write the theme of the story.

b The mole didn’t think there was any room, but when he saw how cold the rabbit was, he moved over.

Big Idea

Remember! The theme is the main idea or the message of the story. For example: Kindness

How would you describe the mole’s action? Which other reasons are given for allowing more animals in?

INTEGRATED

c Considering the actions of the animals and Dadijaan’s care for Nicki, explain how the story highlights the theme of sharing and caring.

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

Big Skills: Analysis, reflection and connection-based questions

a Nicki lived with his grandmother in a quaint village in Himachal Pradesh. What does the word ‘quaint’ tell us about the village where Nicki lives?

2. Read the following descriptions a Nicki lived with his grandmother What does the word ‘quaint’ b Every summer, Kaku Dada from.

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

Balto and Gunnar Kaasen showed heroism and bravery. There are others in our country who have shown courage and bravery to save the lives of others.

Do research about one such person. Sit in a group of four and share your findings.

Discuss the following:

• The name of the person.

• What the person did.

Vocabulary: Exercises to build vocabulary

• Were they rewarded for their heroic deed?

• What lesson did you learn from them?

What does Kaku Dada do in summer and autumn and how is this similar to what some animals do?

What does Kaku Dada do what some animals do?

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

How do the descriptions of the seasons help you understand the time period over which the story takes place?

3. Fill in the blanks with the past perfect form of the verbs in brackets.

a If Malli (not trip) the thief with the umbrella, the seeds would not have been found.

Nicki wrapped himseslf in the warm, white shawl and stepped outside to play.

Vocabulary

c Finally, as the last leaves the sky, Dadijaan finished

Based on this description, what can you infer about the weather outside when Nicki goes to play?

b Luckily for Bambaram no one (spot) him hiding the seeds in the umbrella.

Collocations

35 Chapter 3 The Life-Saving Dog

Collocations are pairs or groups of words that are often used together. They can be thought of as word partners. They sound natural because they commonly appear together in speech and writing.

Listen Well: Activity to listen and comprehend 6

Go Grammar: Scaffolding of grammar concepts along with practice exercises

Types of Pronouns

c The flower-sellers (already block) Dr Bambaram Jones’s path by the time the children got there.

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

For example: fading strength grave danger unbreakable spirit natural instincts

e Shantha (chase) the thief through the market but she had not been very successful.

How to use a dictionary to find collocations

4. In your notebook, write these sentences in the past perfect tense.

Pronouns are words used in place of a noun. Personal pronouns stand for the names of people, animals and things.

• If you are looking for collocations for ‘heroic’ find ‘heroic’ in the dictionary.

How do the descriptions over which the story takes d Nicki wrapped himseslf in Based on this description, Nicki goes to play?

a These were the very seeds that Malli was tossing out of the window.

For example: Rohan went to the market. He bought a new shirt.

Personal pronouns can be subjects or object.

Person

• Under the entry for ‘heroic,’ you might find collocations like heroic deed or heroic figure

b Dr Bambaram did not complete the task by then.

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

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

d Dr Bambaram Jones tried to escape did not succeed.

• harsh: dog/weather • brave: doing/effort

Subject Pronouns Object Pronouns

Singular PluralSingular Plural

• catch: a cold/fright • warm: laugh/smile thoughtful: deed/work

Listen Well

First person I we me us

Second personyou you you you

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

Listen carefully to the poem and fill in the blanks with the correct word.

Third personhe, she, ittheyhim, her, itthem

b Despite the , the team completed the marathon.

c Her made everyone feel welcome at the party.

Possessive, Demonstrative, Interrogative and Reflexive Pronouns

Possessive Pronouns

Speak Well

Possessive pronouns are used to show that something belongs to someone.

First person: mine, ours

Second person: yours

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

Third person: his, hers, theirs

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

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

Demonstrative Pronouns

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

Practise speaking here.

Demonstrative pronouns point to the objects to which they refer.

Sit in groups of six and debate the topic ‘Has modern technology, such as computers, surveillance cameras and DNA testing, made solving mysteries less exciting than it used to be?’

c Under the soft silver glow, mysteries of the forest grow. Listen close to hear the

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

2. Match the words to form collocations. In your notebook, use the word pairs to make sentences.

these, those, this, that

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

One group will speak for the topic and the other group will speak against the topic. You can use the sentence starters given below.

This bag is yours and that one is mine Please give the box to Neha. It is hers

Write Well

Today, we will be discussing…

Pay close attention to each line of the poem as it is read aloud. You can listen to the poem once and then fill in the answers during the second reading. Go Grammar

Firstly, we would like to point out that...

This is my dog. That is my house. That is my house. These are ours. Those are yours.

Our position on this topic is that…

One important aspect to consider is...

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

Another key point is that…

Interrogative Pronouns Reflexive Pronouns

It is evident that...

A story should have relatable characters, a setting and a plot. There should be a proper beginning, middle and an end.

According to recent research...

Interrogative pronouns are used to ask questions. The answer to the question should be a noun.

The plot is the sequence of events in a story.

To sum up our main points...

In closing, we would like to reiterate that...

Beginning

We hope we have convinced you that...

Studies have shown that…

In summary, we believe that...

Our final point is that…

Thank you for listening to our views...

Reflexive pronouns are used when the subject and the object of a sentence are the same person or thing. It reflects the action of the verb back to the subject.

There can be no doubt that…

who, what, which, whom, whose and which. myself, yourself, himself, herself, itself, ourselves, yourselves and themselves

Which is your favourite season? The musher prepared himself for the journey.

Introduction/Exposition: Here, the characters, setting (where and when the story takes place), and the main problem or goal

Grammar

Ending a story

Listen and fill in Roleplay– community workers

Types of nouns –proper, common, collective, concrete, material and abstract

Detailed Framework

Vocabulary

Text-based vocabulary

Alphabetical order Dictionary hunt–parts of speech

Summary writing

Listen and answer Skit about a humourous incident

Notice writing

Giving directions

Listen and follow directions

Subject-verb-object

Transitive and intransitive verbs

Subject-verb-agreement

Singular and plural Suffixes

Pronouns–personal, demonstrative, possessive, interrogative and reflexive

Collocations

Dictionary hunt Synonyms

Comprehension

Factual questions Ordering Making inferences Making connections

Type

Author/Poet

Chapter

Themes

S.No

1. Community The Shawl Fable

Project 1: A Visit to the Post Office

Factual questions

Identifying contextual meaning Analysing character actions and traits Making connections

Realistic story

2. Wit and Humour The Adventure of Toto Ruskin Bond

Formal letter

Persuasive speech

Listen and choose

Articles–definite and indefinite Modal verbs–can, may, should, must

Collocations Synonyms

Factual questions Identifying setting, characters, problem and solution Making inferences Identifying point of view Analysing character traits Doing research

Biography

3. Compassion The Life- Saving Dog

Article writing

Narrate an anecdote

Listen and fill in a chart

Types of adverbs–manner, time, degree, frequency

Compound adjectives

Homographs

Making connections Factual questions Making inferences Identifying contextual meaning Poetry appreciation–personification, theme, main idea

4. Compassion Kindness Edgar Albert Guest Poem

5. Peace and Harmony Old Jaideep and the Carpenter Folktale Factual questions Identifying character actions and motivation Identifying contextual meaning of idioms Summarising Making inferences Identifying theme and symbolism Making connections

Text-based vocabulary Synonyms Mind map –Nature

Making connections Factual questions Identifying theme Making inferences Poetry appreciation–personification, rhyme, imagery, repetition and alliteration

6. Peace and Harmony Laughing Song William Blake Poem

Project 2: Promoting Peace and Harmony

Dictionary hunt Phrasal verbs

Word web

Text-based vocabulary

Biography Making connections Ordering Summarising Factual questions Making inferences Identifying stereotypes

Making connections Identifying main idea Identifying contextual meaning Identifying assonance and onomotopoeia Poetry appreciation–imagery

7. Space India’s Star in Space

8. Space Speedy Rocket Joseph Coelho Poem

Writing an email

Interview

Listen and sequence

Types of adjectives–quantity, quality, possessive, demosntrative, number, interrogative, comparative and superlative

Antonyms using prefixes–un, dis, in

Extempore

Listen and answer

Kinds of sentences–declarative, interrogative, imperative and exclamatory Clauses–dependent and independent

Collocations

Root words and suffixes–-ion, -ship, -al

Identifying contextual meaning Identifying character characters’ feelings Making inferences Comparing characters Identifying point of view Inferring the message Identifying similies Making connections

Realistic story

Lavanya Karthik

The Girl Who Was a Forest

Factual questions

Interview

Identifying key features Identifying genre Doing research

An Art Journey Across India

Writing a travel blog Project 3: Celebrating Indian Art and Culture

Story writing

Listen and fill in Debate

Punctuation–full stop, comma, exclamation mark, question mark Tenses–past, present, future simple and continuous Perfect tense–past and present

Text-based vocabulary

Factual questions

Identifying key events and plot structure

Mystery story

Comparing characters Making inferences Identifying genres Analysing character traits Making connections

Adventure and Mystery The Mystery of the Silk Umbrella Asha Nehemia

Paragraph writing

Group discussion– planning a tree- planting drive

Listen and answer

Active and passive voice

Compound words Synonyms and antonyms

Factual questions Ordering Making inferences Poetry appreciation–imagery, metaphor and personification

Rabindranath Tagore Poem

12. Adventure and Mystery Paper Boats

Text-based vocabulary

Words to describe character

Substituting one word for a phrase

Text-based vocabulary

Realistic story Factual questions Making inferences Identifying cause and effect Making connections

13. Environment Jadav and the Tree- Place Vinayak Varma

Enacting a scene Persuasive speech

Listen and fill in

Direct and reported speech

Text-based vocabulary Word web Idioms

Describing a scene

Poem

Sylvia Stults

14. Environment Warned

Identifying cause and effect Identifying main idea and theme Identifying contextual meaning Identifying problem and solution Inferring tone Poetry appreciation–imagery, alliteration and metaphor Making connections

Making connections Factual questions Identifying cause and effect Comparing characters Making inferences Tracing character development

15. Self Image and Confidence Full of Light Mathangi Subramanian Graphic story

Project 4: Confidence Sheild

Community

1 . The Shawl

Get Set

Think about something you loved but lost.

What did you lose?

Why was it special to you?

Did you find it again? How?

First share your story and feelings with a partner and then with the class.

Let’s Read

Talking Book

Think and Tell

What did Nicki request?

All summer long Dadijaan’s needles clicked rhythmically as she knitted the shawl. Finally, as the last leaves of autumn fell and the first snowflakes began to fall from the sky, Dadijaan finished the shawl.

quaint: attractive and old fashioned adamant: determined, unwilling to change her mind rhythmically: making a pattern of sound

Before long, as it sometimes happens, Nicki dropped his shawl and forgot all about it. Soon, a mole, tired from tunnelling, discovered the shawl and moved in. It was warm and cosy inside. A rabbit hopped looking for shelter and warmth. He too saw the shawl and moved in. The mole didn’t think there was any room, but when he saw how cold the rabbit was, he moved over.

Next, a porcupine came snuffling by. Having spent all day looking under wet leaves for things to eat, he crawled into the shawl to warm himself. The mole and the rabbit thought there was no room for a third one, but who could argue with someone covered with quills? Moreover, they wanted to help.

A big owl who was attracted by the commotion, swooped down. The animals thought there was no more room, but when they saw his big talons, they quickly let him in.

Up through the snow appeared a marmot. He saw the shawl and began to get in. The mole, the rabbit, the porcupine, and the owl were not too pleased. But still, they moved over.

Soon a fox was trotting by. She saw the shawl and poked in her muzzle. When the mole, the rabbit, the porcupine, the owl, and the marmot saw her shivering, they let the fox squeeze in.

tunnelling: digging any room: (here) any space

snuffling: smelling something and making a sound while doing it quills: long sharp points on the body of a porcupine

Think and Tell

Name all the animals who got into the shawl.

commotion: a lot of noise and activity swooped: moved quickly and suddenly downwards through the air talons: hooked claws muzzle: nose and mouth

A big brown bear lumbered by. He saw the shawl and nosed his way in. The animals were packed in as tightly as could be. The shawl stretched many times its size, but Dadijaan’s knitting held fast .

Along came a meadow mouse, no bigger than an acorn. She wriggled into the one space left, on top of the big brown bear’s nose. Her whiskers tickled the bear’s nose, and he gave an enormous sneeze, ‘Aaaaaaa–aaaaa–aaaaa–Chooo!’

The force of the sneeze shot the shawl up into the sky and scattered the animals in all directions.

Think and Tell

Is it possible for so many animals to fit into the boy’s shawl? Why do you think the author tells the tale in this way?

On his way home Nicki saw a white silhouette fly up into the sky. It was his shawl. He ran to catch it. As he drew closer to home, he saw Dadijaan’s face in the window. First, she looked to see if he was safe and sound, and then she saw that he still had his new shawl.

As for the animals, they landed safely and quickly ran to their holes.

lumbered: moved slowly and clumsily acorn: a nut of an oak tree wriggled: moved by twisting and turning enormous: very big scattered: thrown in different directions silhouette: an outline of something against a lighter background

Listen to all the keywords here.

Read and Respond

1. Write True or False.

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

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

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

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

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

2. Answer the questions in three to four sentences.

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

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

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

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

e Describe what happened when the bear sneezed.

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

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

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

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

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

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

Think and Answer

1. Answer these questions in three to four sentences.

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

What do these lines tell us about Nicki’s Dadijaan and the relationship between Nicki and Dadijaan?

b The mole didn’t think there was any room, but when he saw how cold the rabbit was, he moved over.

How would you describe the mole’s action? Which other reasons are given for allowing more animals in?

c Considering the actions of the animals and Dadijaan’s care for Nicki, explain how the story highlights the theme of sharing and caring.

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

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

What does the word ‘quaint’ tell us about the village where Nicki lives?

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

What does Kaku Dada do in summer and autumn and how is this similar to what some animals do?

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

How do the descriptions of the seasons help you understand the time period over which the story takes place?

d Nicki wrapped himseslf in the warm, white shawl and stepped outside to play.

Based on this description, what can you infer about the weather outside when Nicki goes to play?

Big Idea

Think about a time when you received a special gift.

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

b What did you do to take care of this special gift? Describe any specific actions or feelings involved.

Vocabulary

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

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

Part of speech: the nose and mouth of an animal

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

Part of speech: shaking due to cold or fear

The girl stroked the horse’s soft muzzle.

Part of speech: warm and comfortable

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

Part of speech: making a hole or passage

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

Part of speech: press together tightly

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

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

a quaint ( ):

b discovered ( ):

c rhythmically ( ):

d enormous ( ):

e trotting ( ):

Go Grammar

Types of Nouns

Common, Proper and Collective Nouns

• Common nouns are the general names of people, things, animals and places. For example: boy, village, mole.

• Proper nouns are capitalised because they are the specific names of people, things, animals and places.

For example: Nicky, Himachal Pradesh

• Collective nouns are names for a group of people, things, animals, and places. For example: a cluster of houses, a huddle of penguins (if there are just a few)

Here are some more examples of collective nouns:

People

A line/dynasty of kings

A panel of experts

A flock of tourists

A company of actors

A mob of rioters

Animals

A shoal/school of fish

A litter/pack of dogs

An opera of canaries

A drove of bullocks

A scuttle of crabs

Things and Places

A chain/group of islands

A series of events

A network of roads

A network of computers

A block of apartments

1. Name the type of noun and then, make a sentence.

a shawl:

b Himachal Pradesh:

c a parliament of owls:

d grandmother:

e acorn:

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

Hint Box: pack pile flock pride cluster

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

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

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

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

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

Concrete, Material and Abstract Nouns

Concrete Nouns Nouns refer to physical things, people or places. They can be recognised by seeing, touching, hearing, smelling or tasting them. phone, laptop, chair, girl, lion

Material Nouns These are also concrete nouns but they specifically refer to the material that something is made of. gold, iron, plastic, cement

Abstract Nouns These refer to ideas, feelings, emotions, anything that is not physical and cannot be recognised by using our senses. science, liberty, generosity, childhood, sympathy

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

a Nicki’s Dadijaan knitted a shawl using colourful wool which she carefully chose from a variety of colours.

b Nicki felt love for his Dadijaan when she gave him the shawl and he hugged her tightly.

c Kaku Dada brought different shades of wool so that Dadijaan could knit.

d The animals showed friendship by sharing the shawl, although it was very cramped inside.

e The last leaf of autumn fell as Dadijaan finished knitting the shawl, and the first snowflakes began to fall.

f Nicki wore a scarf made of silk, which shimmered beautifully under the lights.

Making Abstract Nouns

We can make abstract nouns by adding a suffix to the root word.

• A suffix is a series of letters such as -ness, -ity and -tion.

• The root word can be a verb or adjective.

For example:

kind (adj/adv) kindness (abstract noun)

possible (adj) possibility (abstract noun) silly (adj/(adv) silliness (abstract noun)

Remember!

Check the spelling the -e in the root word could fall away and -y may change to i.

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

a forgetful

b happy

c responsible

d determine

e diverse

CREATIVITY

In your notebook, use the abstract nouns you made above in sentences of your own.

Listen Well

Listen to the text here.

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

a In our neighbourhood, we started a community project.

b Mr Patel helped plant .

c Mrs Singh watered the every morning.

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

e They planted vegetables like and .

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

Take note of the key points and important information as you listen for the first time.

Fill in the gaps the second time you listen.

Speak Well

Practise speaking here.

Community helpers, such as construction workers, doctors, taxi drivers, shopkeepers, salespeople and bank employees perform important jobs that benefit everyone in the community.

a Choose a community worker and mime what he or she does. Your partner must guess which role you have chosen.

b Next, role play being the community worker you have chosen. Your partner will ask you questions.

i Begin with a greeting.

ii Ask questions about the job, for example, the hours worked, what is enjoyable and not enjoyable and a funny incident that happened while doing the job.

iii Finish the conversation by thanking your partner for their contribution.

Think of additional questions to ask. Some pairs can perform their role plays in class.

Shawl

Bank

Write an ending to the story given. When writing an ending make sure to think about what happened in the story so far and how the ending can be written to make the story meaningful and complete.

In a small town called Sunnyville, a group of neighbours noticed that the local park had no playground for the children. The kids often played in an empty area between buildings but they needed a safe place with swings, slides and climbing equipment. The neighbours decided to come together and build a playground for everyone to enjoy. Each neighbour contributed something special. Mrs Khan, a landscaper, designed the playground. Mr Kumar, a teacher, organised a fundraiser to buy the materials and Mr Singh, a carpenter, offered his help. The local youth group volunteered their time to help with the construction. Little did they know what the project would lead to.

Complete the story by writing an ending in about 60–70 words. Write a creative ending that will leave the readers satisfied.

Project 1

A Visit to the Post Office

Project Overview:

In this project, you will write a postcard to a classmate and visit the post office to send it.

What You Need:

• A postcard

• A pen or pencil

• A postage stamp

Steps:

• As a class, pick a chit from the bowl to find out to whom you will send a postcard.

• Visit a nearby post office or a stationery store to get a postcard and a stamp. You may ask an adult to accompany you.

• Write the date on your postcard and include a message to the person, focusing on their quality or skill that you admire and want to learn from them.

For example:

16 July 2025

Dear Nishant,

I really admire the confidence with which you give your oral presentations. You are always so prepared. I hope you can give me a few tips on how to boost my confidence.

Your friend, Sanya

• Paste a postage stamp in the top-right corner of your postcard.

• Write the correct address of the person to whom you are sending the postcard. You may ask your friend or teacher for help.

• Ask an adult to take you to the post office. When you get there, give your postcard to the postman or drop it in the mailbox.

• While visiting the post office, take a moment to observe how letters, postcards, and couriers are processed and delivered. You could ask someone to share some information with you.

Final Presentation:

On the presentation day, sit in a group and share the postcard you received. Talk about:

• who sent you the postcard.

• the date it was sent and the date when you received it.

• how long it took to reach you.

• the message you received.

• how you felt when receiving the postcard.

• what you learnt at the post office.

Wit and Humour

2 . The Adventures of Toto

Share your story in class. Get Set

What are some naughty things you have seen pet animals do?

The narrator’s grandfather brings home a pet monkey named Toto, but Toto does a lot of things no one expects. Let us read to find out what happens.

—Ruskin Bond

Grandfather bought Toto from a tonga driver for the sum of five rupees. Toto was a pretty monkey. His bright eyes sparkled with mischief beneath deep-set eyebrows, and his teeth were a pearly white. But his hands looked dried up. Yet, his fingers were quick and wicked, and his tail, while adding to his good looks, also served as a third hand. He could use it to hang from a branch; and it was capable of scooping up any delicacy that might be out of reach of his hands.

Talking Book

Grandmother always fussed when Grandfather brought home some new bird or animal. So it was decided that Toto’s presence should be kept a secret from her. Grandfather and I put him away in a little closet opening into my bedroom wall, where he was tied securely—or so we thought—to a peg fastened into the wall.

A few hours later, when Grandfather and I came back to release Toto, we found that the walls, which had been covered with some ornamental paper, now stood

Think and Tell

Why was Toto kept as a secret from Grandmother?

mischief: playful troublemaking delicacy: a special, tasty treat fussed: worried securely: safely; in a manner to avoid escape

peg: a small hook or pin used to hang things ornamental: decorative naked: (here) bare, without paint or wallpaper

Toto was now transferred to a big cage in the servants’ quarters where a number of Grandfather’s pets lived very sociably together—a tortoise, a pair of rabbits, a tame squirrel, and, for a while, my pet goat. But the monkey wouldn’t allow any of his companions to sleep at night; so Grandfather, who had to leave Dehradun the next day to collect his pension in Saharanpur, decided to take him along.

A big black canvas kit bag was provided for Toto. When the strings of the bag were tied, there was no escape. His efforts to get out only had the effect of making the bag roll about on the floor or occasionally jump into the air.

Toto remained in the bag as far as Saharanpur, but while Grandfather was producing his ticket at the railway turnstile, Toto suddenly poked his head out of the bag and gave the ticket-collector a wide grin.

The poor man was taken aback, but he said, ‘Sir, you have a dog with you. You’ll have to pay for it accordingly.’ Toto was classified as a dog by the ticket collector, and three rupees was the sum handed over as his fare.

When Toto was finally accepted by Grandmother, he was given a comfortable home in the stable, where he had for a companion the family donkey, Nana.

A great treat for Toto during cold winter evenings was the large bowl of warm water given to him by Grandmother for his bath. He would cunningly test the temperature with his hand, then gradually step into the bath until he was in the water up to his neck.

Think and Tell

What are some things Toto did that made him stand out?

sociably: in a friendly way pension: a regular income made by the government or a private company to someone who no longer works due to old age or ill health railway turnstile: a gate at an entrance that allows one person to pass at a time

taken aback: surprised or shocked classified: labelled companion: friend cunningly: cleverly

One day, Toto nearly succeeded in boiling himself alive. A large kitchen kettle had been left on the fire to boil for tea. And Toto, finding himself with nothing better to do, decided to remove the lid. Finding the water just warm enough for a bath, he got in, with his head sticking out from the open kettle. This was just fine for a while, until the water began to boil. He continued hopping up and down for some time, until Grandmother arrived and hauled him, halfboiled, out of the kettle.

One day, at lunchtime, a large dish of pulao-rice stood in the centre of the dining table. We entered the room to find Toto stuffing himself with rice. My grandmother screamed, and Toto threw a plate at her.

Toto picked up the dish of pulao and made his exit through a window. We found him in the branches of the jackfruit tree, the dish still in his arms. He remained there all afternoon, eating slowly through the rice, determined to finish every grain. Obviously, Toto was not the sort of pet we could keep for long. Even Grandfather realised that. So Grandfather found the tonga driver, and sold Toto back to him—for only three rupees.

Think and Tell

What made Grandfather realise that they could not keep Toto for long?

hauled: dragged or pulled stuffing: (here) eating a lot of food

Listen to all the keywords here.

Read and Respond

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

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

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

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

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

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

2. Write True or False.

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

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

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

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

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

3. Answer the questions in three to four sentences.

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

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

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

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

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

Think and Answer

1. In your notebook, write the words from the story that mean the same as the words below. Read the sentences they have been used in and then use the words in sentences of your own.

mischievous smartly firm and resolute

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

Hint Box: helpful caring accepting supportive adaptable enthusiastic confused compassionate

Character

Narrator

Actions

• He seems excited about Toto’s presence.

• He doesn’t show any objections to Grandfather bringing home new pets.

Qualities

Grandmother

Big Idea

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

• She gives Toto warm baths.

Grandfather chose to keep an uncommon pet and the family faced many problems. We often read or hear about people with unusual pets.

Sit in a group of five. List a few such pets and discuss the possible challenges that people can face.

List the problems that an unusual pet might cause in a household:

Reflect on how people might overcome such challenges:

Vocabulary

Singular to Plural Remember!

Singular means one person, animal, thing or idea. Plural means more than one person, animal, thing or idea.

Rules

Examples

For most nouns, add -s to the end of the singular form to make it plural. pet petS

For nouns ending in -s, -c, -z, -ch or -sh, add -es to form the plural. bus buses box boxes match matches quiz quizzes

For nouns ending in a consonant + -y, change -y to -ies for the plural form.

For nouns ending in a vowel + -y, add -s after -y for the plural form. cherry cherries key keys

For most nouns ending in -f or -fe, change -f or -fe to -ves for the plural form. For some nouns ending in -f, add -s to form the plural. knife knives leaf leaves roof roofs handkerchief handkerchiefs

Some nouns do not follow the regular rules and have unique plural forms. tooth teeth child children

1. In your notebook, write the plurals of the words. Use the plural forms to make sentences. thief country mouse batch goose

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

a He packed his (sandwich) in his lunchbox.

b She picked some fresh (berry) from the bush.

c The (sheep) grazed in the field.

d There were many (butterfly) in the garden.

e The (leaf) have dried.

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

Remember!

Suffixes are letters or groups of letters that are added to the end of words to make new words.

a This (active) helps Nishant stay fit.

i activement ii activity

b The (dark) scared the little boy.

i darkment ii darkness

c They celebrated their (achieve).

i achieveness ii achievement

d The book gave us a lot of (inform).

i information ii informness

e Her (happy) was visible on her face.

i happyment ii happiness

Go Grammar

Subject-Verb-Object

Remember!

In a sentence, the subject is the doer of the action and the object is the receiver of the action.

A sentence can be divided into the following parts:

Subject Verb Object

The subject is who the sentence is about. It is the doer of the action.

The verb is the action or the state of being. The object is usually the receiver of the action or who/ what the action is about.

For example: Grandfather bought Toto. For example: Grandfather bought Toto. For example: Grandfather bought Toto. Grandfather is the doer of the action.

Bought is the action. Toto is the receiver of the action.

1. Read the sentences and fill in the columns.

Subject

Toto threw a plate at Grandmother. Toto threw (What did Toto throw?) a plate

Toto’s tail scooped up the banana.

The parrot picked a card from the deck.

Grandfather paid the tonga driver for Toto.

The ticket collector took the money.

Transitive and Intransitive Verbs

• Transitive verbs are verbs that need an object, which means they include the receiver of the action in the sentence.

For example: Toto grabbed the dish of pulao. Here, the verb grabbed needs the object (the dish of pulao).

‘Toto grabbed’ is an incomplete thought that does not make sense.

• Intransitive verbs do not need an object to make a complete sentence. For example: Toto jumped. Here, even if we do not add any more details, the sentence is complete and conveys meaning.

2. Underline the verbs and write T for transitive verbs and I for intransitive verbs.

a Grandfather finds the tonga driver.

b We realised Toto was naughty.

c My grandmother screamed.

d The ticket collector classified Toto as a dog.

e Toto seemed to laugh behind his hand.

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

chased barked caught laughed threw

Subject-Verb Agreement

The subject of the sentence must agree with the verb in person and in number.

1. The verb to be must match the person (the subject of the sentence).

Singular Plural

First person (I) am/was/have (We) are/were/have Second person (You) are/were/have (You) are/were/have Third person (He/She/It) is/was/has (They) are/were/have

2. In the simple present, the verb takes an -s/-es if the subject is He/She or It. The verbs match the subject.

Toto jumps into the kettle. The children jump into the bath. (He) (They)

3. Agreement in number means that if the subject is singular the form of the verb must be singular and if the subject is plural the form of the verb must be plural.

Singular or Plural Subject Example

Uncountable nouns take the singular form of the verb.

Collective nouns usually take the singular form of the verb.

If the subjects are joined with and the verb will be plural.

If the subjects are joined with or, either/or, neither/nor, the verb will be singular or plural depending on the noun closest to the verb.

If the subject is a singular pronoun like each, nobody, everyone, every, the verb will be singular.

Plural pronouns like several, many, few, a few, both take the plural form of the verb.

When using here or there, the subject comes after the verb. The verb may be singular or plural depending on the subject.

When some is used with the subject, the verb will be singular or plural depending on the subject.

The titles of books, movies or other works are treated as singular.

The pulao tastes great.

The stack of cookies looks good.

Toto and the donkey fight.

Neither the Grandfather nor the narrator tells the Grandmother.

Either the Grandmother or the other pets push Toto out of the house.

Everybody laughs at Toto. Each pet gets a gift on Christmas. Nobody goes to bed on an empty stomach.

Several neighbours complain about Toto. Many children run when they see Toto.

A few of them get hurt.

Here is hot water.

There are pets in the house.

Some rice is left.

Some pets are unwell.

‘The Adventures of Toto’ is a popular story.

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

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

b The dish of pulao (tempt) Toto, and he cannot resist it.

c Each member of the family (be) upset with Toto for a different reason.

d Neither Grandmother nor Grandfather (want) to keep Toto.

e ‘The Lord of the Rings’ (be) Grandfather’s favourite movie.

f Some animals (run) away when they see Toto.

Listen Well

Listen carefully to the story and fill in answers.

a What was the name of the clever crow?

b What food did the farmer have?

c From whom did Kulu get a banana?

d What did Kulu use to distract the kids in the park?

Listen to the text here.

e What did the villagers do when they saw Kulu’s clever antics?

Speak Well

Practise speaking here.

Sit in a group of six. Take turns to share a humorous incident from your life. Choose the incident that the group likes most and write a short skit. Practise the skit and present it in class.

Practise your lines, focussing on clear pronunciation and expressive delivery.

Use objects around you as props to make your performance engaging.

Use voice modulation, gestures and facial expressions.

Write Well

To summarise is to briefly retell the main events in a story. A summary is always shorter than the actual story, because it covers only the main events written in the correct order.

Beginning:

Who are the characters?

Where does the story take place?

What is the problem?

Middle: End:

What happens?

How is the problem solved?

Model Answer The Shawl

Beginning Middle End

Nikki was a young boy who lived in Himachal Pradesh. Dadijaan knitted a pure white shawl for him. One day, while playing outside, Nikki dropped the shawl in the snow and couldn’t find it.

A mole found the shawl and crawled under it for warmth. He was joined by a rabbit, a porcupine, an owl, a marmot, a fox, a bear and a mouse who found a place on the bear’s nose.

When the mouse’s whiskers tickled the bear’s nose, he gave a huge sneeze which made all the animals scatter. Nikki noticed his shawl in the air and ran to catch it. He had found his shawl!

In the notebook, summarise the story ‘The Adventures of Toto’ in your own words.

Compassion

3 The Life-Saving Dog

Think about a hero from history or a hero in a TV programme or film. Choose three qualities that you think are important for someone to be a hero. Make notes and share with your partner why you chose these qualities. You may consider qualities like these:

bravery kindness strength determination intelligence compassion

In the freezing winter of 1925, a serious illness spread through Nome, Alaska. Read the story of how a brave dog helped to get medicine to the people there.

I never thought I’d owe my life to a dog, but then I never imagined being so sick. It all started in the harsh winter of 1925 in our small town of Nome, Alaska. Diphtheria had struck, and without the life-saving antitoxin, many of us, especially the children, were in grave danger.

Think and Tell

Talking Book

Why were the children in grave danger?

I remember lying in bed, shivering, my strength fading. The air was so cold it felt as if ice was cutting through my lungs. My only hope was that we would get the antitoxin in time, but the only supply was in Anchorage, which was hundreds of miles away. The stormy weather made it impossible to use planes or boats.

Did You Know?

Sled dogs, like Balto, can pull heavy loads over long distances. They often run more than 80 kilometres a day in difficult conditions.

owe: to feel grateful for the help received Diphtheria: a serious bacterial infection that affects the respiratory tract and can be dangerous without treatment

Think and Tell

Why couldn’t the boats and planes be used to transport the vaccine?

antitoxin: medicine that works against the germs that cause an illness grave: very serious

Our last hope was the brave sled dog teams and their mushers who volunteered to bring the medicine to us.

Balto was a Siberian husky, part of one of these heroic teams. Led by musher Gunnar Kaasen, Balto was not even the lead dog at first. Many didn’t believe he could lead, but fate had a different plan. With temperatures dropping to –40°C and winds howling fiercely, the journey was dangerous.

Balto and the other dogs ran tirelessly, their paws bleeding from the ice. They crossed frozen rivers, climbed over steep mountains, and pushed through blizzards that blinded them. Along the way, some dogs and mushers lost their lives in the harsh weather. Balto, however, seemed to have an unbreakable spirit.

When the lead dog of the team was hurt, Balto stepped up, taking the lead. It was as if he understood the urgency of his mission. He guided the team through the icy wilderness with incredible determination. The team had to run in total darkness, guided only by Balto’s instincts.

sled: vehicle used for travelling over snow mushers: persons who drive a sled pulled by dogs

fate: something that happens that you have no control over blizzards: heavy snowstorms with strong winds

stepped up: took the necessary action urgency: the importance of acting quickly and immediately instincts: natural feelings or abilities that guide behaviour without needing to think

After five long days and nights, Balto and his team finally reached Nome. The town erupted in cheers, but my tears were of relief. The medicine was here, and with it, hope. Balto had made it, saving countless lives, including mine.

For days, I could only think of the bravery and endurance of that amazing dog. Balto became a hero, a symbol of hope and courage. He showed us that even in the darkest times, light can shine through the most unexpected places.

Balto lived the rest of his life in Cleveland Zoo, where he was nursed back to health, loved, and honoured. Today, a statue of Balto stands in Central Park, New York, celebrating his incredible journey and reminding us of the power of perseverance and bravery. Each time I hear the story of Balto, I feel a surge of gratitude for the dog that saved my life and the lives of so many others. Balto, our four-legged hero, will forever be remembered.

Think and Tell

What feelings does the narrator experience when remembering the story of Balto?

endurance: the ability to keep going when things are tough perseverance: the quality of not giving up

Think and Tell

How did Balto demonstrate his unbreakable spirit?

Listen to all the keywords here.

Read and Respond

1. Fill in the blanks.

a This story takes place in in during a very cold winter.

b The only thing that could save the people who were struck by the disease called was a life-saving .

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

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

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

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

Setting:

Place: Weather:

Mood: (at start and in the end)

Solution:

Title of the story:

Characters:

Problem faced by the people

3. Answer the questions in two to three sentences.

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

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

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

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

e What were the narrator’s feelings towards Balto?

Think and Answer

A story can be told from different points of view. These are:

First person: The story is told by a character using I, we, me and our. You see the story through a character’s eyes.

Third person: The story is told by someone outside the story, using he, she, it, or they to describe characters.

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

First person

Third person

Write two sentences from the text that show the point of view.

2. Read the information and write which qualities these actions show. You can choose from the list or use your own words.

Hint Box: selflessness determination trust fearlessness wisdom bravery leadership daring confidence courage

Balto

Gunnar Kaasen

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

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

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

He volunteered to bring the medicine to Nome.

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

The team had to run in total darkness.

Based on the qualities of Balto and Gunnar, write the theme of the story.

Remember!

The theme is the main idea or the message of the story. For example: Kindness

Big Idea

Balto and Gunnar Kaasen showed heroism and bravery. There are others in our country who have shown courage and bravery to save the lives of others.

Do research about one such person. Sit in a group of four and share your findings.

Discuss the following:

• The name of the person.

• What the person did.

• Were they rewarded for their heroic deed?

• What lesson did you learn from them?

Vocabulary

Collocations

Collocations are pairs or groups of words that are often used together. They can be thought of as word partners. They sound natural because they commonly appear together in speech and writing.

For example: fading strength grave danger unbreakable spirit natural instincts

How to use a dictionary to find collocations

• If you are looking for collocations for ‘heroic’ find ‘heroic’ in the dictionary.

• Under the entry for ‘heroic,’ you might find collocations like heroic deed or heroic figure.

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

• harsh: dog/weather

• catch: a cold/fright

• thoughtful: deed/work

• brave: doing/effort

• warm: laugh/smile

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

b Despite the , the team completed the marathon.

c Her made everyone feel welcome at the party.

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

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

2. Match the words to form collocations. In your notebook, use the word pairs to make sentences.

kind act express words

charitable offer tender

generous

gratitude

care

Types of Pronouns

Pronouns are words used in place of a noun. Personal pronouns stand for the names of people, animals and things.

For example:

Rohan went to the market. He bought a new shirt. Personal pronouns can be subjects or object.

Subject Pronouns Object Pronouns

Person

Singular Plural Singular Plural

First person I we me us

Second person you you you you

Third person he, she, it they him, her, it them

Possessive, Demonstrative, Interrogative and Reflexive Pronouns

Possessive Pronouns

Demonstrative Pronouns

Possessive pronouns are used to show that something belongs to someone. Demonstrative pronouns point to the objects to which they refer.

First person: mine, ours

Second person: yours

Third person: his, hers, theirs these, those, this, that

This bag is yours and that one is mine. Please give the box to Neha. It is hers.

Interrogative Pronouns

Interrogative pronouns are used to ask questions. The answer to the question should be a noun.

This is my dog. That is my house. These are ours. Those are yours.

Reflexive Pronouns

Reflexive pronouns are used when the subject and the object of a sentence are the same person or thing. It reflects the action of the verb back to the subject. who, what, which, whom, whose and which. myself, yourself, himself, herself, itself, ourselves, yourselves and themselves

Which is your favourite season? Who got the medicines?

The musher prepared himself for the journey. The dog cleaned itself after eating.

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

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

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

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

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

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

a was an incredibly tough journey.

b dogs over there were part of the team.

c is the same map they used to navigate.

d medicines in my hand are the ones we needed.

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

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

Question:

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

Question:

c Statement: You borrowed the musher’s map.

Question:

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

Question:

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

a The musher prepared the sled .

b I reminded to stay focused.

c The dog licked after the injury.

d We must get the medicine .

Listen Well

Listen and trace the route on the map.

Listen to the text here.

The destination you will reach is the .

Pay attention to the directions, especially the turns (left or right) and landmarks mentioned.

Refer to the compass on the map to ensure you are moving in the correct direction (North, South, East, West).

Speak Well

Practise speaking here.

Sit in pairs. Look at the map and choose a place where you and your partner are standing. Now, ask your partner to decide where he wants to go.

Give step-by-step instructions to reach the place.

Turn left at the… Go straight along until you reach… Head North from… Start at the… and go…

You will pass the… on your… After the…, turn… When you see the… you are almost there.

When you reach… your destination… will be on your…

Share the exact starting point.

Use correct words to indicate turns and directions (go straight along, left and right; East, West, North and South).

Mention landmarks on the way.

Give the correct destination.

Be clear and concise.

Write Well

A notice is a written or printed announcement that is used to inform a group of people about an event or provide information. Notices are displayed in public places or distributed to ensure that people get the information.

A notice must…

• give all the necessary information, for example, the time, venue, date, last date to register and who to contact for more information.

• mention the purpose of notice clearly.

• use impersonal language (write in the third person and avoid using I and you.

• be placed in a box.

• be concise (60–80 words).

Model Answer

Greenfield High School

NOTICE

25 July 2025

Annual Science Fair

Kindly note that an Annual Science Fair is being organised by our school. This will give the students an opportunity to showcase their innovative projects and experiments. The details are:

Date: 10 August 2025

Time: 9:00 a.m. to 3:00 p.m.

Venue: School Auditorium

All students from Grade 5 and 6 are encouraged to participate. Interested students must register by 3 August 2025. Registration forms are available at the Science Department office.

There will be prizes for the best projects. For more information, please contact Mr Sharma in the Science Department or email him at sharma@example.com.

Nidhi Yadav Secretary Science

Club

Name of the institution

Header Date

Title/Subject

Body of the Notice

• Purpose of the notice

• Date, time, venue, etc.

• What the readers should do

• Contact information

Signature

Details of the person in charge

You are the Head Boy of your school. In your notebook, write a notice to inform the students about an upcoming bake and sale event to raise funds for a local shelter. Include details about the date, time and location of the event, and how they can contribute or participate.

Compassion

4 Kindness

—Edger Albert Guest

There are many stories that tell us how one kind word or act has changed people’s lives forever.

Think of your own life. How has something someone said or did made a big difference in your life?

Who was the person?

What was the situation and what did the person do or say?

How did this change the situation or your life?

If you want to, share what you wrote with your classmates.

Even the smallest acts of kindness can show others that we care about and respect them. A smile here and a kind word there can make all the difference. Let’s see what the poem says about the importance of kindness.

Let’s Read

One never knows

How far a word of kindness goes;

One never sees

How far a smile of friendship flees.

Down through the years,

The deed forgotten reappears.

One kindly word

The souls of many here has stirred.

Think and Tell

Talking Book

Do we always know how our kind acts affect others? Which words in the poem tell us this?

flees: (here) how far it spreads reappears: appears again

stirred: makes people think or feel something deeply

Man goes his way

And tells with every passing day, Until life’s end:

“Once unto me he played the friend.”

We cannot say What lips are praising us today.

We cannot tell

Whose prayers ask God to guard us well.

But kindness lives

Beyond the memory of him who gives.

Did You Know?

There are many Heroes of Kindness in India like KR Ushakumari who has been trekking through a dangerous forest and rowing across a river for 17 years to teach 14 children in a tiny village school.

Think and Tell

How does kindness live on?

unto: an old English way of saying ‘to’ praising: saying good things about someone guard: protect

Listen to all the keywords here.

Kindness

Read and Respond

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

a A word of kindness may go .

b A friendly smile can be remembered for many .

c An act of kindness, though forgotten, eventually .

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

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

2. Answer the questions in one to two sentences.

a According to the poem, what happens to a kind deed over time?

b Write ‘Once unto me he played the friend’ in your own words.

c Why does the poet say we cannot tell whose prayers are asking God to guard us?

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

Down through the years, The deed forgotten reappears. One kindly word The souls of many here has stirred. Man goes his way And tells with every passing day, Until life’s end: Once unto me he played the friend.

a According to the poem, what effect does one kindly word have?

b How do people remember acts of kindness, according to the poet?

Big Idea

The poem ‘Kindness’ and the story ‘A Life-Saving Dog’ reflect the theme of Compassion and Humanity.

Name and discuss any other text that has a similar theme with your partner. A text may be a story, an article in the news, a movie, a cartoon or a TV programme.

Name: .

Text (text in the Coursebook) In the poem/the story

Text

That reminds me of the text because

Vocabulary

1. Match the words to form collocations. a word of hand generous heart selfless spirit helping deed warm kindness

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

2. Replace the underlined words with a synonym from the box. Then, rewrite the sentence using the new word.

Hint: Use a dictionary wherever needed!

Hint Box: gentle compassion bond companionship

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

Synonym:

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

Synonym:

c A soft answer can calm an upset friend.

Synonym:

d Good pals have a special connection.

Synonym:

Poetry Appreciation

Personification is when a non-living thing is given a human quality. For example: The chair sits in one corner.

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

2. What is the theme of the poem? State the poet’s message.

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

Peace and Harmony

5 . Old Jaideep and the Carpenter

Which situation would you prefer being in? Why? Get Set

Two old friends have a disagreement which ruins their friendship. Let’s find out what the fight is about and how it is resolved.

Talking

In a village in Punjab, old Jaideep and his neighbour Balbir had been best friends for as long as they could remember. They had been through life’s ups and downs together and had stood shoulder to shoulder in good times and in bad. In their old age, they only had their farms and each other.

One day, however, their friendship hit a bump. It started with a quarrel about a stray calf. The calf had wandered onto Balbir’s land, so he thought it was his.

‘Balbir, that calf belongs to me,’ Jaideep insisted.

‘Jaideep, you always think everything is yours! It’s on my land, so it’s mine!’ Balbir retorted.

‘You always want to take what’s mine!’ Jaideep shouted.

‘And you never share!’ Balbir yelled back. Their faces had turned red with rage.

Book stood shoulder to shoulder: supported each other hit a bump: faced a problem or difficulty quarrel: a verbal argument or fight about something

stray: an animal that has wandered away from its owner’s home retorted: replied quickly and sharply yelled: shouted rage: anger

Both men were too stubborn to back down, so they stopped talking to each other. Jaideep felt quite gloomy about it but he did not want to be the first one to give in. They ignored each other for weeks until something unexpected happened.

Think and Tell

Why did Jaideep and his neighbour have a fight?

One morning, there was a knock on Jaideep’s door. He opened it to find a woman carrying a toolbox. She had kind eyes and a gentle voice.

‘Hello, I’m a carpenter looking for work. Do you have anything I can help you with?’ she asked.

Jaideep was confused. He had not called for a carpenter. His eyes strayed towards Balbir’s farm and an idea struck him. He welcomed her inside and offered her water.

‘I have a job for you,’ Jaideep said, pointing through the kitchen window. ‘See that farm over there? That’s my neighbour Balbir’s. He has dug a ditch between our farms to divert water from the upper pond to his land. He is just being spiteful.’

Think and Tell

What did Balbir do to hurt Jaideep?

‘Since he holds a grudge against me,’ Jaideep continued, ‘I want you to build a big fence between us. I don’t want to see him again or to continue our friendship.’

The carpenter understood what was needed.

Jaideep had to go to town for supplies, so he got his bullock cart ready and showed the carpenter where everything was in the store room.

She worked quickly and efficiently, measuring, sawing and nailing planks together. As the sun began to set, Jaideep returned from town. To his surprise, instead of a fence, he saw a beautiful bridge with sturdy handrails over the ditch.

Even more surprising, Balbir was walking across the bridge with his hand outstretched. ‘Jaideep, you’re truly amazing to build this bridge. I never would have thought of it. Let bygones be bygones. I’m so glad we can be friends again,’ Balbir said.

stubborn: unwilling to change one’s mind back down: give in diverting: changing the direction of something spiteful: mean and hurtful holds a grudge: continues to be angry efficiently: quickly and effectively

sturdy: strong and not easily broken handrails: bars that you can hold on to for support, usually on stairs or bridges outstretched: extended (to) let bygones be bygones: to forget the past and move on

Jaideep, full of emotion, hugged his friend and confessed, ‘The calf is yours. I’ve always known it. I’m sorry.’

The old friends decided to bury the hatchet and laughed at how obstinate they had been. As the carpenter started packing her tools, Jaideep called out, ‘Wait! Please stay. I have many more projects for you.’

The carpenter smiled warmly. ‘I’d love to stay, Jaideep, but I can’t. There are more bridges to build…’.

Think and Tell

How did the friends reconnect?

confessed: admitted or told the truth about something bury the hatchet: to end a fight obstinate: unwilling to change one’s mind

Listen to all the keywords here.

Read and Respond

1. Match the actions with the underlying thoughts or motivations.

Actions

Balbir insists the calf is his.

Jaideep asks the carpenter to build a fence.

The carpenter builds a bridge instead of a fence.

Balbir walks across the bridge with his hand outstretched.

The carpenter decides to leave after finishing the bridge.

Remember!

Thoughts/Motivations

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

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

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

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

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

Idioms are phrases where the actual words may mean something different from how we use the idiom, for example, to bury the hatchet means to make peace, whereas the words actually mean to dig a hole and bury the hatchet.

2. Check how the following idioms are used in the text and use them to make your own sentences in your notebook.

a to stand shoulder to shoulder

c to back down

e to let bygones be bygones

b to hit a bump

d to hold a grudge

f to bury the hatchet

3. In your notebook, summarise the story in your own words using the clues given. Then, share it with your partner.

The story is about...

They started to...

But, Balbir and Jaideep...

So, Balbir...

Then, Jaideep...

Finally, the carpenter...

4. Answer the following questions in two to three sentences.

a Explain how the argument about the calf becomes an even bigger and more hurtful fight.

b What else does Balbir do to upset Jaideep? What does Jaideep do in response?

c Why does the carpenter build a bridge instead of a fence?

d What is Balbir ’s reaction when he sees the bridge? Why?

e Which positive characteristics do the men display in the story? Which negative traits do they display?

Think and Answer

Symbolism is when an object, a person or an event stands for something more than what it usually means, giving it a deeper meaning in the story.

1. Fill in the table with words or phrases that you associate with a fence and a bridge. Fence Bridge

In two short sentences write what these things symbolise (stand for) in the story.

2. What is the theme of the story ‘Old Jaideep and the Carpenter ’? What can we learn from the story?

Big Idea

An argument about a simple matter can often lead to hurtful things being said. Think about a time when you had a disagreement with a friend or family member.

a Describe what the disagreement was about and what happened.

b What could you have done differently to handle the situation better?

Vocabulary

Compound Adjectives

Compound adjectives are adjectives made up of two or more words that work together to describe a noun. They are often connected by a hyphen to show that they form a single idea.

For example:

• The peace-loving community built a strong bridge.

• They had a heartwarming reunion after their disagreement.

1. Read each sentence and choose the correct compound adjective to describe the situation.

a The village elder is known and trusted by everyone in the community. i well-respected ii warm-hearted iii open-minded

b The children were excited and played with great energy.

i soft-spoken ii high-spirited iii clear-headed

c The villagers were ready to accept new ideas.

i full-hearted ii soft-spoken iii open-minded

d The leader gave instructions in a calm and gentle manner. i soft-spoken ii well-known iii high-spirited

e The doctor made decisions quickly and wisely during the emergency. i open-minded ii full-hearted iii clear-headed

2. Complete each sentence with the appropriate compound adjectives in the box.

Hint Box: kind-hearted peace-loving good-natured easy-going level-headed

a The volunteers worked tirelessly to help those in need.

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

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

d His nature made him very approachable and friendly.

e My friend welcomed everyone with a smile.

Homographs

Homographs are words that are spelt the same but have different meanings and are sometimes even pronounced differently.

3. Replace the words in brackets with the homographs in the box. Each homograph will be used twice.

Hint Box:

contract conduct row refuse

Hint: Use the Internet to find the pronunciation of the homographs.

Search: Pronunciation of <word>

a The students were standing in a (queue).

b The conductor will (lead) the orchestra tonight.

c The neighbours had a nasty (quarrel).

d He will (decline) the offer to join the new project.

e They signed a/an (agreement) to maintain peace between the two nations.

f The teacher praised the students’ (behaviour) during the assembly.

g Wool can (shrink) when it is not washed correctly.

h The park was littered with (garbage) after the festival.

Go Grammar

Articles

Indefinite Articles

Indefinite articles a and an are used before singular nouns. These articles are called indefinite because they refer to any one place, animal, person or thing and do not specify which one.

We use a for words starting with consonant sounds and an for words starting with vowel sounds.

For example:

• Old Jaideep and Balbir lived in a village in Punjab.

(We are not specifying which village)

Remember!

The articles a, an and the are used before nouns.

For example:

• The carpenter needed an axe to chop logs of wood.

(We are not specifying which axe)

Definite Articles

The definite article the is used before plural nouns or nouns that are known or have been previously mentioned. The is called a definite article because it refers to a particular place, animal, person or thing and specifies the noun.

We also use the before superlatives, proper nouns and abstract nouns followed by ‘of ’.

For example:

• The village where Old Jaideep and Balbir lived was flooded.

(We are specifying the noun)

• The Green Revolution started in Punjab.

(Before a proper noun)

For example:

• Balbir is the best friend Jaideep could ask for.

(Before a superlative)

• The stubbornness of the two men ruined their friendship.

(Before abstract nouns followed by ‘of’)

1. Complete the paragraph with the correct articles. Then add two more sentences to the story using the correct articles.

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

One day, two friends argued about theme that Aarav had chosen for his art.

Modal Verbs

Modal verbs are helper verbs that express conditions related to the main verb.

• In sentences, modal verbs come before the main verb.

• In questions, modal verbs come before the subject.

• In negative sentences, modal verbs come before ‘not’ + the main verb.

Can It is used to express ability.

For example:

I am so glad we can be friends again.

Can we be friends again?

I can not stay upset with you.

May It is used to seek permission, suggest possibilities, or make suggestions.

For example:

She may build a bridge instead of a fence. (possibility)

May I build a bridge over the stream? (permission)

You may not enter my farm without my permission.

Should It is used to give advice.

For example:

Balbir and Jaideep should sort out their differences. Shouldn’t Balbir and Jaideep talk about their issues?

You shouldn’t interfere with their conflict.

Must It is used to express obligation.

For example:

One must never go to bed without resolving differences.

2. Fill in the blanks with the correct modal verbs.

a We (ability) spread joy by sharing smiles and helping others.

b You (possibility) find forgiveness easier than to hold a grudge.

c One (advice) not be cruel towards animals.

d People (obligation) save this planet by conserving resources.

e Every small gesture (ability) make a difference.

3. Make questions starting with these modal verbs:

a can:

b may :

c should:

d must:

Listen Well

Listen carefully to the text and choose the correct answers.

a What was the disagreement in the village about?

i Building a new school.

Listen to the text here.

ii Cutting down trees.

iii Starting a new market. iv Making a playground.

b Where did the villagers hold the meeting?

i At the school

iii At the market

c How did the villagers resolve the conflict?

ii On the square

iv In the park

i They decided not to build new houses. ii They ignored the problem.

iii They would plant new trees and build. iv They moved to another village.

d What did the groups do after the meeting?

i They continued to argue.

ii They worked together.

iii They built a new market. iv They forgot about the issue.

e How did the villagers feel about the solution?

i Angry

iii Confused

Speak Well

ii Unhappy

iv Satisfied Practise speaking here.

A persuasive speech is made to convince listeners that a particular point of view is correct. This is done by giving arguments that are supported by facts and examples and by making emotional appeals.

Model Answer

Rahul is trying to promote the use of reusable water bottles. Notice how his speech has 4 parts—an introduction, the benefits of using reusable bottles (2 to 3 benefits), a closing (or a conclusion) and a call to action.

Introduction: Good morning, everyone! Do you know that only 30% of India’s waste is recycled? Today, I want to persuade you to make a simple yet powerful change: switch to reusable water bottles so that we not only recycle but REDUCE our use of plastic.

Benefit 1: Every year, millions of plastic bottles land up in our waterways and pollute the environment. Reusing water bottles can significantly reduce plastic waste and protect our planet.

Benefit 2: Think about how much money you spend on bottled water. Buy a good water bottle and use it again and again!

Benefit 3: The harmful chemicals in single-use plastics can leach into your water. So, choose reusable bottles for a healthier life.

Conclusion: In conclusion, switching to reusable water bottles will protect our environment, improve our health and save money.

Call to Action: Let’s take action today for a better tomorrow. Make the change, and encourage others to do the same. Thank you!

Sit in groups of three. Choose a topic from the list, prepare for five minutes and deliver a persuasive speech to your friends in the group.

The importance of reading.

Use bicycles to travel short distances. Adopt a pet.

Reduce the use of electricity. Plant trees to save the planet.

Make points that will be of interest to your listeners. Use expressive body language and maintain eye contact while speaking. Use real-life examples and factual information to make your points more engaging.

Write Well

A formal letter is one written to a person of authority such as a school teacher, principal or local officials. It needs to follow a proper format and be written using formal language.

Model Answer

Read the letter written to the Apartment manager requesting him for a community library.

45 Lakeview Apartment

Gandhinagar

Delhi 56789

15 July 2025

The Manager Lakeview Apartment

Gandhinagar

Delhi 56789

Subject: Establishment of a Community Library

Dear Mr Kumar,

I would like to make a proposal that will greatly benefit the residents of our apartment complex. I suggest that we establish a community library in our building.

A library will have many advantages for both children and adults. It can act as a quiet space for studying as well as a place to gather and discuss books.

I suggest that we use the common room that is hardly used. We could organise a book drive where the residents can donate their books.

Thank you for considering my suggestion. I look forward to your positive response.

Yours sincerely,

Amit Sharma

Sender’s address with pincode

Date

Receiver’s address with pincode

Subject line

Dear [Receiver’s Name] [Receiver’s Title]

Introduction (Purpose of your letter)

Specific details about the request

Clearly state what you are requesting

Thank you message.

Yours sincerely/Yours respectfully/Yours faithfully Your Name

Write a formal letter to the principal of your school asking for new sports equipment for your school.

Peace and Harmony

6 . L aughing Song

Get Set

• What are some of the things that make you laugh?

• Who do you laugh with the most?

Share the funniest moment of your life.

Imagine stepping into a world where everything around you – from the trees and streams to the very air you breathe – is alive with laughter and joy. Let’s read the poem and feel the excitement as the poet William Blake paints a picture of a world filled with fun and laughter.

—William Blake

Let’s Read

When the green woods laugh with the voice of joy, And the dimpling stream runs laughing by; When the air does laugh with our merry wit, And the green hill laughs with the noise of it;

When the meadows laugh with lively green, And the grasshopper laughs in the merry scene,

When Mary and Susan and Emily

With their sweet round mouths sing “Ha, ha he!”

When the painted birds laugh in the shade, Where our table with cherries and nuts is spread: Come live, and be merry, and join with me,

To sing the sweet chorus of “Ha, ha, he!”

Think and Tell

What are the different elements of nature that the poet mentions?

Did You Know?

Think and Tell

Talking Book

Who in the poem is described as having a sweet laugh?

William Blake was a famous English poet. He was born in 1757 and died in 1827. Blake’s most notable collections of poetry include ‘Songs of Innocence’ and ‘Songs of Experience’ in which he explores themes of childhood, nature and the human spirit.

dimpling: dimples are the small hollows in your cheeks when you laugh – here, imagine that the ripples in the stream look like dimples merry: happy wit: playful intelligence

meadows: large, open fields of grass and wild flowers

painted: (here) with bright and colourful feathers

chorus: a part of a song that is repeated after each verse

Listen to all the keywords here.

Read and Respond

1. Tick () the correct options.

a Which of the following best describes the main theme of the poem?

i The joy of growing old.

ii The joy found in nature and childhood.

iii How beautiful birds and insects are.

iv The importance of hard work.

b The repeated use of ‘Ha, ha he!’ in the poem:

i creates a sense of confusion.

ii show how women have fun.

iii shows that streams also like laughing.

iv highlights the idea of joy and laughter.

c Which of the following best describes the relationship between humans and nature in the poem?

i conflicting

ii distant

iii independent iv harmonious

d The poem suggests that laughter can be found in… i nature and human activities.

ii only in the beauty of nature.

iii all human interactions. iv only in children’s play.

e Based on the poem, which statement is most likely true about the speaker?

i The speaker prefers being alone to being around people.

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

iii The speaker likes children.

iv The speaker is unhappy.

2. Answer the following questions.

a Write a line from the poem where nature reflects the sound of human laughter.

b What does ‘merry wit’ mean in the poem?

c How does the colour green add to the meaning of the poem?

d Why does the poet describe the birds as painted?

e What do these lines tell you about the theme of the poem?

Come live, and be merry, and join with me, To sing the sweet chorus of “Ha, ha, he!

Big Idea

Sit in a group of four. Discuss and create a mind map with the phrase ‘Nature’s Joy’ at the centre. Add words associated with the phrase to your mind map. You will need a large sheet of paper and sketch pens.

• Sights that bring you joy in nature.

• Sounds of nature that make you happy.

• Natural scents you find pleasant.

• Textures in nature you enjoy.

• Activities you like to do in nature.

Vocabulary

Chart paper/ A3 sheet

Materials Needed

Sketch pens

1. Use a dictionary to find the meaning of the words. Write the meaning that matches how the word is used in the poem.

chorus: wit: dimpling: merry: Now, use the words to complete the sentences.

a The surface of the lake reflected the gentle sunlight.

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

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

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

2. Replace the underlined words in the sentences with the appropriate synonyms in the box. Rewrite the sentences in your notebook.

Hint Box: cleverness joyful field song decorated

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

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

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

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

e His wit often left his friends amazed and entertained.

Poetry Appreciation

Poetic and Sound Devices: These are techniques that poets use to enhance the sound and meaning of a poem and evoke the emotions of the reader.

Personification: Giving human qualities to non-human things or ideas. For example: The green woods laugh.

Rhyme: Words with similar ending sounds. They often appear at the end of the line. For example: wit/it

Imagery: Descriptive language that appeals to the senses (sight, sound, touch, taste, smell). For example: painted birds

Repetition: When the same word or phrase is used multiple times to emphasise a point or theme. For example: “Ha, ha, he!”

Alliteration: The repetition of the first sound of words that appear near each other in a text. For example: The white whale wallowed in the water.

1. The poem uses various poetic devices to create a joyful atmosphere and convey the theme. Analyse the use of personification, alliteration and imagery in the poem by completing the following table.

Poetic device

Words or lines from the poem How it affects the meaning

Personification

Repetition

Imagery

2. Put on the poet’s hat. Follow the pattern used in the poem and write the missing lines to add another stanza to the poem.

a Use personification.

b Use repetition or imagery.

c Remember to follow the rhyme scheme of the poem.

d Remember the theme of the poem.

When the with , (natural element) (joyful action/emotion) ; When the playing children shout with glee, .

Project 2

Promoting Peace and Harmony

In this project, you will explore the theme of peace and harmony and present ways to promote it within your community, school or family.

What You Need:

• A poster board or a digital tool for your presentation.

• Art supplies (crayons, markers, or paints).

• Materials for your hands-on activity (craft materials, recycled items, etc.).

• Research materials (books, internet access, or discussions with family/teachers).

Steps:

1. Choose a Peace and Harmony Topic: Form a group and pick an idea related to peace and harmony that you would like to explore. For example:

• How to resolve conflicts peacefully.

• The importance of kindness and empathy.

• Working together as a team or community.

• Celebrating cultural diversity and respecting differences.

• Acts of kindness that spread peace.

2. Research and Write:

• Brainstorm, research and briefly describe your chosen peace and harmony topic. (100–150 words)

• Explain why this topic is important and how peace and harmony can make the world a better place. For example: If you choose Resolving Conflicts Peacefully, you could explain how talking, listening, and finding solutions together helps resolve arguments and fights.

3. Create a Hands-On Project:

• Make a visual presentation that reflects the theme that you have chosen. It could be a poster, a peace tree, a skit, a role play.

For example, you could create a peace tree, where each leaf has a word or phrase that promotes harmony, such as ‘kindness,’ ‘sharing,’ or ‘understanding’.

4. Present to the Class:

• Present your project to your classmates.

• Explain the topic you have chosen, why it is important, and how people can work together to promote it.

• Show your project and describe how it represents your topic.

• Reflect on what you learned and share your thoughts on how you can promote peace and harmony in your daily life.

Keep your project simple, clear, but thoughtful. Use bright visuals and key messages to make your presentation more engaging.

Share stories, quotes or examples that inspire peace and harmony.

Space

Get Set

What would you like to become one day? Write a few steps you can take to fulfil your dream.

I would like to become . A few steps that I can take are:

1. 2.

Sit in pairs and discuss what you have written with your partner.

NASA’s space missions have always excited people. These missions, on space shuttles like the Columbia, involve important experiments and explore the mysteries of space. Each trip brings new discoveries and inspires people to dream about the stars. Now, let’s read about an astronaut who made her mark.

Let’s Read

Kalpana Chawla was a remarkable astronaut who made history as the first woman of Indian origin to travel to space. Her journey, from a small town in India to the stars, is truly inspiring, and shows that with hard work and determination, anyone can achieve their dreams.

Kalpana Chawla was born on 17 March 1962, in Karnal, a town in the state of Haryana, India. As a child, she was fascinated by aeroplanes and the night sky. She would gaze at the stars and wonder what it would be like to travel to space. Kalpana Chawla was a bright student who loved to learn new things. Her curiosity about space and flying grew as she got older.

After finishing school, Kalpana Chawla decided to pursue her dream of becoming an aerospace engineer. She went to Punjab Engineering College. Her professors tried to discourage her from choosing aeronautical engineering, stating that there were limited career opportunities for girls in India. However, she was adamant and after completing her degree, she moved to the United States where she earned a master’s degree and a Ph.D. in aerospace engineering.

Think and Tell

What did Kalpana

professors advise and why?

Kalpana’s hard work and dedication were rewarded when she was selected by NASA, the American Space Agency, to become a trainee astronaut. This was a huge achievement and a dream come true. She trained hard to prepare for her journey to space and forged ahead even when the training was tough. She knew that reaching for the stars required effort and determination.

space shuttles: vehicles used to travel in outer space

origin: where her family came from determination: the quality of not giving up easily

aerospace engineer: a person who designs and builds planes, rockets, and other flying machines adamant: refused to be persuaded

Chawla’s

Did You Know?

Laika was the first dog to travel around the Earth. She was launched on a spacecraft called Sputnik 2 on 3 November 1957.

Think and Tell

What were the names of the missions that Kalpana Chawla was a part of?

Kalpana Chawla was deeply committed to promoting science education for young girls in India. From 1998, she helped to send two girls from her secondary school to NASA’s United Space School in Houston each year. She was involved in selecting and interviewing fourteen Indian students for the program over the years. Her life and achievements remind us that gender is no barrier to achieving greatness.

Think and Tell

How does Kalpana Chawla continue to inspire young people?

Many schools, scholarships, and space programmes have been named in her honour. She brought fame to India and proved that with determination and perseverance the sky’s the limit. Kalpana Chawla will always be remembered as a pioneer in space exploration and remain a role model for aspiring astronauts around the world.

pioneer: a person who is the first to do something new or important aspiring: wanting to become something or achieve a goal

Read and Respond

Listen to all the keywords here.

1. Sequence the following events, 1–7, in the correct order.

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

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

c Kalpana Chawla is selected as a trainee by NASA.

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

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

f Kalpana Chawla goes on the STS-87 mission.

g The space shuttle Columbia breaks apart and is lost.

2. In your notebook, summarise the great things Kalpana Chawla did. Use these headings:

• Her education

• Highlights from her space missions

• Her social initiatives

3. Answer the questions in two to three sentences.

a How did Kalpana Chawla’s childhood interest relate to her career?

b What challenge did Kalpana face as a student in India? What was her response to it?

c Describe Kalpana Chawla’s second mission to space.

d What impact did Kalpana Chawla’s achievements have on her home country and the United States? Provide one specific example for each.

Think and Answer

1. Perseverance is the ability to continue working towards a goal despite facing challenges or setbacks.

How did Kalpana show perseverance in her journey to becoming an astronaut? Provide examples from the text and explain how she demonstrated this quality.

2. A stereotype is a belief that certain things are only for certain people. For example, some people might think only boys can be engineers.

What stereotypes did Kalpana break?

Big Idea

Reflect on a goal or dream you have for your future. How can Kalpana Chawla’s story inspire you to overcome potential challenges?

a What is a goal or a dream you would like to achieve?

b Name three of Kalpana Chawla’s qualities that you most admire.

c How can the qualities you mentioned above help you achieve your dreams?

Vocabulary

1. Use a dictionary to find the meaning of the words in the box. Then, use the words to complete the sentences.

Hint Box: astronaut microgravity aerospace engineer space shuttle experiments

a The astronauts conduct many in space.

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

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

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

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

Phrasal Verbs

Phrasal verbs are phrases that combine a verb with a preposition or adverb, creating a new meaning different from the original verb.

For example: lift off—The rocket will lift off at dawn. touch down—The space shuttle will touch down on Earth after its mission.

2. Use the dictionary to write the meaning of the phrasal verbs. Then, make sentences of your own in your notebook. set out blast off carry out take over look up to

Types of Adverbs

Adverbs are words that describe or modify verbs, adjectives or other adverbs. They provide additional information about how, when, where and to what extent something happens.

Adverbs of Manner

These tell us the manner in which something happens.

They answer the question, How?

For example: carefully, casually, skilfully, smoothly, silently

The astronaut moved cautiously during the spacewalk to avoid any accidents.

Adverbs of Time

These tell us when something happens.

They answer the question, When?

For example: now, then, yesterday, today, tomorrow, soon, later, always

The rocket will launch tomorrow, and the mission will begin.

Adverbs of Degree

These tell us about the intensity or degree of an action, adjective or another adverb.

They answer the question, To what extent?

They are often written before the word they modify.

For example: very, quite, almost, too, enough, just, so, extremely

The telescope provides very clear images of distant galaxies.

Adverbs of Frequency

These tell us how often something happens.

They answer the question, How often?

They are usually written before the main verb but after the verb ‘to be.’

For example: always, often, frequently, sometimes, rarely, never Comets rarely pass close enough to be seen without a telescope.

1. Read the beginning of the space adventure story. Name the type of adverb in the order that they appear in the text.

The astronauts carefully prepared for their mission. They eagerly anticipated the moment they would lift off. The rocket would soon take them to the International Space Station. Because they frequently checked their equipment, they knew there would be no challenges. They spoke excitedly about the experiments they would conduct in space. As the countdown began they were extremely excited about the mission.

2. Use the adverbs given to complete the story.

Hint Box: frequently soon bravely

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

Listen Well

Listen to the text here.

Listen carefully to the text and complete the table with details on Astronaut Zara’s routine. Schedule Activities

Speak Well

Practise speaking here.

An anecdote is a short, entertaining story about a real incident or person. Anecdotes can be about personal experiences or stories heard from others.

An anecdote should:

• be brief and to the point.

• be based on actual events or personal experiences.

• illustrate a point, provide an example, or entertain.

• involve personal experiences, making them relatable and engaging.

Think of an interesting anecdote and share it with the class.

Preparation:

a Think of a personal story or anecdote that is interesting or meaningful to you. It can be something funny, surprising, adventurous or touching.

b Plan the beginning, middle and end of your story.

Middle

Then, something unexpected happened...

I/we noticed...

Suddenly, we... In the middle of our…, we discovered…

Beginning

One sunny day, I/we decided to…

A few years ago, I…

End

In the end, I/we realised… Finally, we reached…

From that day on, I always...

In conclusion, the experience taught me...

Write Well

An article is a piece of writing that is published in a newspaper, magazine, journal, or online. Articles can cover a wide range of topics, including news, opinion, research, reviews, and more. They are written to inform, entertain, or persuade readers.

An article includes the following:

Title: The title should be clear and indicate the topic of the article.

Byline: This is where the writer’s name is mentioned.

Introduction: Start with a hook to grab the reader’s attention. Introduce the topic and provide some background information. State the purpose of the article.

Body: Organise the main points in paragraphs. Each paragraph should cover one main point or idea. Use facts, details, examples, and explanations to support each point.

Conclusion: Summarise the main points and end with a final thought or call to action.

Title

Byline

Introduction

Body

Conclusion

The Benefits of Planting Trees

by Amisha Dahiya

Planting trees is one of the simplest and most effective ways to help the environment. Trees not only provide beauty and shade, but they also play a critical role in maintaining the health of our planet. This article will explore the many benefits of planting trees and why we should all make an effort to add more greenery to our communities.

First and foremost, trees help reverse climate change. They absorb carbon dioxide from the atmosphere and release oxygen. This helps to reduce the harmful gases in the air, contributing to a cleaner and healthier environment.

Additionally, trees provide habitats for countless species of wildlife. Birds, insects, and other animals rely on trees for food, shelter, and nesting sites. By planting more trees, we can preserve biodiversity and support diverse ecosystems.

Trees also have a positive impact on our mental and physical health. Studies have shown that spending time in green spaces can reduce stress and improve mood. Trees also help to cool the environment and improve air quality.

In conclusion, planting trees is a simple yet powerful way to benefit the environment, support wildlife, and enhance human health. By planting more trees, we can create a greener and healthier future for generations to come. So, let's all plant more trees.

Write an article of 100–120 words on ‘The Importance of Scientific Discoveries’.

Space

8 . Speedy Rocket

Imagine that you are onboard a fast rocket travelling through space. What are some things you can see? Fill in the mind map and share what you wrote with your partner.

This poem takes you on a journey in a speedy rocket. You’ll be surprised at how fast it moves! Let’s read the poem aloud and find out more about this experience.

—Joseph Coelho

Let’s Read

This rocket’s going fast!

Super-fast!

Faster than light, it’s out of sight!

A zipping zapping rocket on a slipstream trip. It rides it rips through the Milky Way it dips. It whips, it slips, meteors it clips!

Talking Book

The first Indian rocket, named Rohini-75, was launched on 10 August 1969, from Kerala. This marked India’s debut in space exploration. Did You Know?

Think and Tell

How does the rocket travel through the Milky Way?

slipstream: the smooth, fast-moving air behind an object that moves quickly meteors: large rocks in space clips: to hit something quickly or lightly debut: first try

It zips, it tips, this rocket shakes its hips! This super-duper-blooper rocket sliding on a beam of light, it’s bright, a fright, it swerves incredibly tight. This rocket’s so wonderfully fast, It arrives at night time before night!

It’s a dream-exploding, Mind-imploding, zooming melody of thought-dissolving, whizzing cacophony of engine thrust and time revolving!

An incredible super-speedy rocket ship.

swerves: changes direction suddenly imploding: falling inward on itself suddenly melody: a soft tune or music that is pleasant and soothing to hear cacophony: a loud mixture of sounds that are not pleasant thrust: a strong force that pushes something forwards or upwards

Think and Tell

What are some adjectives the poet uses to describe the rocket?

Listen to all the keywords here.

Read and Respond

1. Tick () the correct answers.

a What is the main focus of the poem? A rocket…

i exploring new planets.

ii racing against other rockets.

iii demonstrating incredible speed.

iv collecting space samples.

b How does the rocket interact with meteors in the poem?

i It avoids them completely.

ii It collides with them head-on.

iii It barely touches them as it passes.

iv It collects them along the way.

c What is the relationship between the rocket’s speed and time?

i Time slows down for the rocket.

ii The rocket moves faster than time itself.

iii Time has no effect on the rocket.

iv The rocket experiences time normally.

d What do the words dream-exploding and mind-imploding suggest about the speed of the rocket?

i It is unimaginably fast.

ii It implodes on itself.

iii It is only a dream.

iv It explodes in space.

e What unusual ability does the rocket have because of its speed?

i It can change colours.

ii It can split into multiple rockets.

iii It can arrive before dawn.

iv It can travel forward in time.

2. Match the lines from the poem and their meaning.

Faster than light, it’s out of sight!

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

It arrives at night time before night!

Whizzing cacophony of engine thrust.

Sliding on a beam of light.

The rocket seems to move without effort.

The engines make a very loud noise.

The rocket travels at a speed faster than light.

The rocket is faster than time itself.

The rocket does not travel in a straight line.

3. Assonance is when the same vowel sound is repeated in nearby words.

For example: In the line ‘Whips, it slips’ the short i sound is repeated.

Find another example of assonance in the poem. Write the line.

4. Onomatopoeia is when a word imitates the sound it describes, like ‘whizzing’.

Find another example of onomatopoeia in the poem. Write the word here:

Big Idea

Think about a time when you felt a sense of speed and excitement, similar to the rocket in the poem.

• Describe the experience: Where were you and what were you doing when you felt this thrill?

• Feelings and senses: How did it make you feel? What did you see, hear or feel during this experience?

• Connection to the poem: How is your experience similar to the rocket’s journey in the poem?

Vocabulary

1. Create a word web using the words ‘Speed’ and ‘Excitement’. Write words or feelings that you associate with the two words.

2. Read how the phrases are used in the poem. In your notebook, use them in sentences of your own. dream-exploding beam of light zipping zapping time revolving out of sight

Poetry Appreciation

Imagery is when a writer uses words to create pictures in the reader’s mind. It helps make the poem (or story) feel more real by describing how things look, sound, smell, taste, or feel.

The poem uses imagery to help us imagine the rocket’s speed and movement.

Speed imagery:

a Write a line from the poem that helps you imagine how fast the rocket is moving.

b Describe in your own words what you see in your mind when you read that line.

Movement imagery:

a Write a line from the poem that describes how the rocket moves through space.

b Describe in your own words what you see in your mind when you read that line.

Gender Equality

9 . The Girl Who Was a Forest

—Lavanya Karthik

Get Set

List ten activities or jobs that are done by both men and women.

Share the list with your classmates and discuss what different students wrote.

In a little town in India, Janaki lives in a world filled with simple comforts and strict rules. She wishes to be free from these rules and create a world of her own. Let’s join her on a journey where she learns about self-image and confidence, guided by her father’s love and the secrets of the forest.

The seaside town of Thalassery in Kerala is Janaki’s world. It is a world of simple comforts. It is also a world of rules.

Rules that say girls do not need school. Rules that say girls must marry early and start a family. Rules that say she is too tall, too plain, too different.

Until she discovers a secret world. It lurks in her father’s smile as he watches the birds flying overhead. It shines in his eyes as they row through the mangrove forest near Thalassery, watching the birds. It shimmers in the pages of the notebooks he fills with observations about those birds.

Think and Tell

What are the rules that Janaki has to live by?

‘Achan, I wish I was a bird,’ Janaki sighs, on one of their trips into the forest. ‘I would fly far, far away.’

Did You Know?

lurks: hides or waits secretly mangrove: a type of tree or shrub that grows in coastal areas with roots that come up out of the water shimmers: glows or shines with a soft, flickering light

Achan: an elder male member of the family

Mangrove forests, like the ones in Kerala, protect coastlines from storms and provide homes for many birds and animals.

Achan laughs, ‘You’re not a bird, Janaki.’ He reaches into the water and picks up a mangrove seed floating by the boat.

‘This is what you are,’ he beams. ‘A seed!’

Think and Tell

What does Achan say Janaki is?

Tears sting Janaki’s eyes. Is that all she is—a seed, bound to the ground, the way she feels bound by rules?

Can’t she fly like the birds Achan loves so much?

‘I don’t want to be!’ she cries, flinging the seed down. ‘I wish to fly. Be free!’

‘Where would you fly to?’ he asks, puzzled.

‘A secret world like yours! The one you slip away to when you think about your birds!’

There is only the quiet lap of water, the hum of bees, and the chirps and twitters of a hundred birds. The air hangs heavy and still.

‘Is this world not enough?’ Achan’s voice is gentle.

Janaki shakes her head. ‘I do not belong in it,’ she whispers. ‘I do not fit its rules.’

‘They don’t belong here either,’ Achan says, pointing at the mangroves around them.

Think and Tell

According to Achan, what does not belong to this world either? Why do you think so?

Janaki stares up at the dense green foliage and down at the gnarled roots twisting up out of the water.

‘But, Achan,’ she says, ‘You said this forest has been here for hundreds of years!’

‘It has. But it only grew because something swam hundreds of leagues across the sea and took root here.’

‘What was it?’ Janaki asks, her eyes wide in wonder.

beams: smiles happily bound: tied or held down flinging: throwing something with force lap: the gentle sound of water moving against something the air hangs heavy: the air feels thick, warm, and still

dense: thick or closely packed foliage: leaves of plants or trees gnarled: twisted and rough leagues: a unit to measure distance (1 league = approximately 5 kilometres)

‘This.’ Achan points to the seed lying at her feet. ‘A single seed like this one.’

‘A single seed grew this forest?’

Achan nods. ‘Every seed is the promise of a forest, Janaki,’ he says, ‘Like you are.’

‘I’m...a forest?’

‘Indeed. A forest of dreams, ideas, and possibilities!’ Achan smiles. ‘Nothing can stop a forest from growing, Janaki. Not even rules.’

A lifetime spent studying birds—that is Achan’s secret world.

Janaki imagines a life for herself of quiet study and solitude, of learning and discovery. A secret world all of her own.

And Achan sees a light in her eyes—a light just like his own.

As they head home, Janaki reaches down for the mangrove seed lying at her feet.

‘Go,’ she whispers, placing it in the water. ‘Go be a forest.’

One day, she would be one too.

solitude: quiet time alone

Think and Tell

What would Janaki become one day?

Listen to all the keywords here.

Read and Respond

1. Complete the paragraph with words from the story.

At the beginning of the story Janaki feels trapped in a world of that determine what a girl may and may not do. She expresses the wish to away and be as as the that her father loves so much.

She is upset when her father says she is like a because she thinks it means she will be to the ground in the same way that the rules bind her.

2. Answer the questions in two to three sentences.

a Which are the rules that Janaki wishes to be free from?

b Janaki says that she does not fit in. What else does Achan say does not fit in? What explanation does he give? Where do they come from?

c According to Achan, what is the promise that lies in a seed?

d How does Achan describe the kind of forest Janaki can be?

e How does Janaki imagine her own perfect secret world?

3. Match the situations from the story and characters’ actions or emotions.

Situation

Emotion or action expressing emotion

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

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

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

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

Think and Answer

1. Describe Achan’s secret world and the world that Janaki comes to believe she can have. Use these guidelines to create a table in your notebook.

Achan’s Secret World

What is his secret world and what does he do to explore and enjoy it?

Draw a simple image that you think best represents Achan’s secret world. This is called a symbol.

Janaki’s Secret World

Do you think Janaki will stay in the village and find her perfect world or will she go away? Give reasons for your opinion.

Draw a symbol that represents the future world Janaki dreams of.

2. The beginning of the story shows it is written in the third person narrative—the storyteller stands outside the situation and talks about the characters as he and she. Answer the questions in your notebook.

a What are some of the themes that the storyteller explores in the story?

b What is the message of the story? Think about what Janaki comes to realise.

Remember!

Themes are the big ideas the writer explores, such as kindness or determination.

c How does the title of the story link with the message?

3. a Identify three similes in the following paragraph.

Janaki felt as trapped as a bird in a cage under the strict rules of her village. Her father’s encouragement was like a gentle breeze, lifting her spirits. Realising that she is like a seed from which a forest can grow, changes Janaki’s life.

Remember!

Similes compare two different things using the words ‘like’ or ‘as’ to show similarities. They make descriptions more vivid. For example: Her smile was as bright as the sun.

b Make two similes to describe Achan’s feelings or actions.

Big Idea

In the story, Janaki faces restrictions based on gender stereotypes. Reflect on your own experiences or observations. As a class, discuss how you think gender roles and stereotypes affect young people today. Do you agree with these limitations? Why or why not?

Stereotype

A generalised idea people have about members of a group or a place, e.g., Girls are not tough. Forests are dangerous.

After the discussion, answer the questions in your notebook.

a What are some things people say boys or girls should or shouldn’t do?

b Have you ever been told you can’t do something because you’re a boy or a girl?

c How did it make you feel?

d Do you think these rules about boys and girls are fair? Why/Why not?

Vocabulary

Use the clues in brackets to create antonyms using the prefixes (un-, dis- and im-).

a Janaki (liked) being bound by rules.

b She thought the rules for girls were (fair) and wanted to change them.

c Unjust rules (encouraged) her from following her dreams.

d The rules made her feel (important).

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

Types of Adjectives

Remember!

Adjectives are words that tell us something more about a noun. We say an adjective modifies (describes) the noun.

Go Grammar

Adjectives of quantity: These adjectives tell us the quantity/amount of a noun without giving a specific number.

Ask: How much … ? How many … ?

Adjectives of quality: These adjectives tell us about the qualities or features of a noun–how it feels, smells, looks or sounds.

Ask: What kind of … ?

Possessive adjectives: These adjectives tell us who owns or possesses a noun.

Ask: Whose … ?

Demonstrative adjectives: These adjectives help to identify specific nouns. They always appear before the noun referred to.

Ask: Which one?

Comparative and superlative adjectives: Comparative adjectives compare two nouns by adding -er or more to the word. Superlative adjectives compare three or more nouns by adding -est or most.

Adjectives of number

These adjectives show the number or order of nouns. They are more specific than adjectives of quantity and are only used with countable nouns.

Interrogative adjectives

These adjectives modify nouns to ask questions. They are used before a noun.

The difference between what and which:

For example: more, many, several, few, half Janaki learnt many things from her father.

For example: beautiful, black, sweet, loud, square Achan was an understanding father.

For example: his, her, its, yours, ours, theirs Her understanding of freedom changed. Janaki and Achan enjoyed their trips.

For example: that, this, those, these This seed travelled far before it grew here.

For example:

This tree is big but that one is bigger. This mangrove tree is the biggest we have seen so far. Add -er and -est and more and most for longer words.

For example: one, two, three, first, second, third A tree grows from one seed.

For example: what, which, whose What boat will Janaki and Achan use? Which boat will they choose, this one or that one? Whose boat is it?

Use which if the options are known and limited. Use what if the options are unknown or there are different options.

Interrogative adjectives

Interrogative pronouns

These always modify nouns or pronouns. (They are used immediately before a noun) They stand removed from the noun.

Which boat is bigger? Who is Janaki’s father?

1. Read the sentences. Underline the adjectives and identify the types.

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

b These forests were once a small seed.

c The villagers are bound by stereotypical thinking.

d What bird do you choose to be like?

e You will have to follow a few rules.

Quantifiers

Adjectives that describe how much or how many are also called quantifiers. For example: few, little, much and many

We use different quantifiers depending on whether the noun is countable or uncountable.

Countable nouns

Use few with countable nouns.

There are few children in class. (meaning not many)

There are a few children in class. (meaning there are some)

Fewer is the comparative form of few.

There are fewer children in class than before.

There are few boats and even fewer people.

Many, a lot of

There are many/a lot of children in class.

A lot many is a common error.

Uncountable nouns

Use little with uncountable nouns.

Very little milk is left. (meaning not much)

There is a little milk left. (meaning there is some)

Less is the comparative form of little.

There is less milk than before.

There is only a little water left but even less milk.

Much, a lot, a lot of How much water is left?

There is still a lot of water.

There isn’t a lot left.

Using lesser to compare is a common error.

2. Fill in the correct quantifiers from those given in brackets.

a Seema read (many/much) books on medical research.

b Seeing so (many/much) ambition in someone so young was encouraging.

c In those days there were very (few/less) tutors to help girls.

d Her father had too (less/little) money to educate her in the city.

e There were (a lot of/little) scholarships for boys.

f Seema was only interested in (a few/a little) courses and looking at the entry requirements there were even (less/ fewer) she could do.

g There was (little/less) chance of gaining entry and even (fewer/less) chance of finding the money. Listen to the text here.

Listen Well

Listen carefully to the text and number the sentences in the correct sequence. Events Correct Order

Maya practised hard every day after school.

Maya’s name was on the team list.

Maya loved playing football.

The coach announced tryouts for the town’s football team.

Maya became a key player, and everyone cheered for her.

Maya played with all her heart at the tryouts.

Pay close attention to the main ideas and important details in the passage. This will help you understand the overall message and remember the sequence of events.

Jot down quick notes or keywords as you listen.

Speak Well

Practise speaking here.

Sit in pairs. You will take turns to interview each other on whether or not girls and boys are treated differently at home and at school. As one of you asks the question, the other can share their experiences and give examples. Also share how you feel about the situation.

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

Can you share an example? How did it make you feel?

How do you think it makes people feel to be treated differently? Have you noticed any specific activities or tasks that are assigned more to boys or girls? Why do you think these differences in treatment exist?

What steps can we take at school/in our society to ensure gender equality?

Don’t interrupt, and show that you are listening by nodding or giving verbal acknowledgement.

Ask follow-up questions based on the responses you get to keep the conversation flowing.

Be respectful and considerate of the other person’s experiences and opinions.

An email is a message sent over the internet to another person. It is often used for quick and easy communication.

Model Answer

Subject: Request for permission to organise a clothes donation drive

Dear Hema ma’am,

I hope this email finds you well. I am writing to seek your permission to organise a clothes donation drive in our school.

Our class would like to organise a clothes donation drive for the shelter home near our school. We plan to hold the drive on the school premises on 3 August 2025, after school hours. Students can drop their used but good clothes, shoes and books which will then be donated to Bala Mandir to support the children there.

We believe this initiative will not only help the children of Bala Mandir but also foster a sense of community and responsibility among students. We request your approval for this event and any guidance you might have for us. Thank you for considering our request.

Yours sincerely,

Ravi Kumar Class 5-A.

Subject Line

Greeting

Introduction stating the purpose of the email

Provide necessary information and context

Summarise the main points or state any expected actions

Closing

Signature

Write an email to your school principal proposing the idea of organising a workshop to educate students about the importance of gender equality.

Art and Culture

10 . An Art Journey Across India

Look at the paintings and unscramble the letters to name the art form.

India is a land of many cultures, each with its own special art form. This is a radio show by RJ Rakesh called ‘Colours of India’. Let’s discover some of the amazing art styles that show the rich history and colourful culture of different parts of India.

BHARAT

Let’s Read

RJ Rakesh: Good morning, art lovers! Welcome to ‘Colours of India,’ where we explore our nation’s traditional art forms. Today, we have five incredible artists from different corners of India—Sita Devi, Ramesh Warli, Lakshmi Rajan, Shyam Sundar and Gopal Singh.

Welcome, everyone! Today, our callers are grade five students from Unity International School. They have been waiting to ask you their questions.

Let’s get started with Sita Devi from Bihar, the home of Madhubani paintings.

Sita Devi: Namaste! It’s wonderful to be here.

Ananya: Hello! Sita ji. I am Ananya. I find Madhubani paintings really colourful. Can you tell us what materials you use and why these paintings are so special?

Sita Devi: Namaste, Ananya! Madhubani paintings, from the Mithila region of Bihar, are famous for their bright colours and intricate patterns. We use dyes, and natural pigments from plants and we paint with twigs, matchsticks, or even our fingers. Each Madhubani painting tells its own story and the themes are mostly based on mythology and folklore.

RJ Rakesh: Now, let us welcome Ramesh Warli from Maharashtra!

Art

Ramesh Warli: Hello! It’s great to be here.

Priya: Hello, sir! I am Priya and I am interested in art. Can you please tell us more about Warli art?

Think and Tell

What are the themes of the Madhubani paintings?

intricate: very detailed dyes: coloured substances used to change the colour of a cloth pigments: coloured substances used to paint on cloth or other materials mythology: stories about gods, heroes and supernatural beings that explain how things in the world work folklore: customs, beliefs and stories that are passed on from one generation to another

Madhubani

Ramesh Warli: Hi, Priya! Warli art uses basic shapes like circles, triangles and squares to create scenes from everyday life like farming or celebrations. These paintings highlight community values and a strong connection to nature.

Think and Tell

What is Warli art known for?

RJ Rakesh: Now let’s speak to Lakshmi Rajan from Tamil Nadu, known for its Tanjore paintings.

Lakshmi Rajan: Hello! I am happy to speak to you all.

Nisha: Good morning, Lakshmi ji! I am Nisha. Can you tell us more about the use of gold foil in Tanjore paintings?

Lakshmi Rajan: Hello, Nisha! Tanjore paintings often show Hindu gods and goddesses. We use gold foil to make the paintings shine brightly under oil lamps. Each painting is a masterpiece showcasing the artist’s skill.

RJ Rakesh: Now, let’s visit Andhra Pradesh and Telangana for Kalamkari art. Welcome, Shyam Sundar!

Shyam Sundar: Hello! I’m delighted to be here.

Meera: Hi, Shyam sir! I am Meera. Can you tell us about the process involved in Kalamkari and what scenes are shown?

Shyam Sundar: Hello, Meera! Kalamkari comes from the words ‘kalam’, meaning pen, and ‘kari’, meaning work. Artists use a pen to draw detailed scenes on fabric, often from the epics—the Ramayana and the Mahabharata.

foil: a thin, shiny metal sheet often used for decoration fabric: the cloth or materials that are used to make clothing epic: a long story or poem about a hero’s adventures

Warli Art

Kalamkari Art

Tanjore Painting

Kalamkari captures the rich storytelling tradition of the Andhra Pradesh and Telangana regions and the artists’ deep knowledge of their culture and mythology. Today, Kalamkari art usually shows flowers, peacocks and paisley designs.

RJ Rakesh: Finally, let’s welcome Gopal Singh from Rajasthan to talk to us about Phad paintings.

Gopal Singh: Namaste everyone! I feel honoured to be here.

Anil: Hi, Gopal ji! I am Anil. My family is also from Rajasthan. Can you tell us more about how Phad paintings are used by storytellers?

Gopal Singh: Hello, Anil! Phad paintings are scroll paintings depicting local heroes and gods. They’re created on long cloth scrolls using natural dyes. Storytellers use these scrolls to tell tales that bring our local legends and cultural heritage to life.

RJ Rakesh: I hope you enjoyed this journey to some of the states of India. These art forms are important because they tell us about the people, their beliefs and their ways of life. Thank you to our wonderful artists and curious callers. Next time, we will discuss art forms from other states. Goodbye from ‘Colours of India’.

Did You Know?

Kalamkari art has existed in India for over 3000 years.

Think and Tell

What do the various art forms of India tell us?

paisley: a pattern with a curved shape like a teardrop or comma often used as a design on fabrics

scrolls: long pieces of cloth or paper that are rolled up

depicting: showing in the form of story or art

legends: stories from the past that may not be completely true

Listen to all the keywords here.

Phad Art

Read and Respond

1. Write True or False.

a Kalamkari is from Bihar, and Madhubani is from Rajasthan.

b Mythology is the only theme of art mentioned in the text.

c Two art forms mentioned in the text use a pen as one of their tools.

d Only one art form mentioned in the text uses gold foil.

e All art forms mentioned in the text depict local myths.

2. Write one similarity and two differences between the Madhubani and Kalamkari art forms.

Similarity Differences

3. Complete the table by filling in the key characteristics of each art form. Art Form

Tanjore

Phad

Think and Answer

Fiction: Fiction is a narrative created from the author’s imagination, featuring invented characters and events to tell stories that aren’t real.

Non-fiction: Non-fiction presents factual information, real events and true stories, aiming to inform or explain actual occurrences and people.

Madhubani Art Form Kalamkari Art Form

1. Complete the table below by putting a tick mark () in the correct column for each characteristic. Then, use your completed table to identify the genre of the text.

Characteristics Fiction Non-fiction

Based on something that actually happened

Includes made-up events

Provides facts

Teaches us something

Based on your table, what is the genre of ‘An Art Journey Across India’? Give a reason for your answer.

2. List four kinds of non-fiction texts that you have read or seen.

Big Idea

Do research and write about any other traditional form of art in India. List three key features of the art form.

Sit in a group of four and share your findings.

Vocabulary

Collocations are pairs or groups of words that are often used together. They sound natural because they commonly appear together in speech and writing.

1. Write sentences about art using the collocations or expressions. do research make a design make a sketch make an impression depict a scene

Root Word

A root word is the main part of a word that gives the word its basic meaning. It is the original word before any prefixes or suffixes are added to change its meaning. For example: help - helper (suffix -er) (root word) helpful (suffix -ful)

2. Write the root words and the suffixes.

a sculptor– +

b carver– +

c engraver–

d designer– +

How does the suffix change the part of speech of the root word?

The suffix changes the root word from a to a .

3. Add an appropriate suffix (-ion, -ship, -al) to each root word to create a new art-related term. Then, write a sentence in your notebook using the new word.

a craftsman + =

b culture + =

c tradition + =

d create + =

e animate + =

A sentence is a group of words that conveys a complete thought. Sentences can be classified according to their function.

Declarative These sentences are statements that give facts or information. They are also known as assertive sentences. They end with a full stop. For example: We use colours from plants, dyes and natural pigments.

Interrogative These are questions so they end with a question mark. For example: Why are Madhubani paintings so colourful?

Imperative Such sentences give a command, make a request or give advice. They can end with a full stop or an exclamation mark.

For example: Add bright colours to your painting.

Exclamatory Because these are exclamations that express strong feelings, they always end with an exclamation mark.

For example: The embroidery looks exquisite!

1. Convert the sentences into the given types.

a Have you seen the vibrant costumes of Kuchipudi dancers?

Exclamatory:

b Witness the rhythmic footwork of Bharatnatayam dancers.

Interrogative:

c Do Odissi dancers express emotions through mudras?

Declarative:

d You need to witness a live Kathak recital to know its magic.

Imperative:

e The facial expressions of the Kathakali dancers were fabulous.

Exclamatory:

2. Imagine you are talking to a friend. Use the clues to make sentences.

a Exclamatory: You like a statue of Buddha in a cave.

b Imperative: You tell your friend to put on the flash and hold still when taking a photo.

c Declarative: You tell your friend that the statue is 1500 years old and is carved from a single stone.

d Interrogative: Ask your friend about the paints and tools used for cave paintings 1500 years ago.

Sentences and Clauses

When writing it is important to use full sentences so that our readers understand what we are talking about. Non-sentences are confusing. For example:

• Painting a picture. (Who is painting?)

• While he was planning the art exhibition. (Then what?)

A full sentence is called an independent clause as it can stand alone as a complete thought. A dependent clause is useful only as part of another sentence. It gives additional information.

Independent Clause Dependant Clause

A group of words that has a subject and a verb and may have an object. It can stand on its own as a sentence. Sanjay paints.

S V

Sanjay paints portraits.

S V O

A group of words that has a subject and a verb, but its does not make sense on its own.

Because he loves it.

S V

Which he then sells to others.

S V O

3. Write ID for Independent Clause and DC for Dependent Clause.

a I am your host today.

b These paintings highlight community values.

c To have a strong connection to nature.

d While we explore art.

e I find these paintings interesting.

Listen Well

Listen carefully to the text and answer the questions.

a What are Ravi and Meera getting ready for?

b What is Meera still thinking about?

c How is Meera going to set up her displays?

d What has Meera done to promote the event?

e What will Ravi do to promote the event?

Speak Well

Listen to the text here.

Practise speaking here.

An extempore speech is delivered without prior preparation or detailed notes. The speaker is given a topic and gets a few minutes to jot down some ideas. It is a good way to practise thinking quickly, organise your thoughts and present them confidently. Your teacher will give you topics on which to speak. You will have three minutes to prepare.

Introduction (10–15 seconds)

Good morning/ afternoon, everyone. Today, I will talk about [topic].

Body (1–2 minutes)

First, let me talk about... [main point 1]. Provide example, facts, or personal experiences. Secondly, it is also important... [main point 2]. Provide examples, facts, or personal experiences. Finally, [main point 3]. Provide examples, facts, or personal experiences.

Conclusion (10–15 seconds)

In summary...

Thank you for listening (and a call to action).

Take a few moments to understand and think about the topic.

Decide how to structure your speech with a clear introduction, body and conclusion.

Stick to the main points and don’t go off-topic.

Make eye contact and use gestures and variations in tone to keep the audience interested.

Write Well

A travel blog is a type of online journal where individuals share their travel experiences, observations and advice. It typically includes detailed descriptions of places visited, activities undertaken, cultural insights, food experiences and practical travel tips.

A travel blog contains the following sections:

Title: A catchy and descriptive title for the blog post.

Introduction: A brief introduction to the place visited and a reason why the place is worth visiting.

Body:

First Paragraph: Arrival and First Impressions: Describe how you arrived at the destination and your first impressions of the place.

Second Paragraph: Places Visited/Activities: Give details of the main attractions you visited or activities you participated in.

Third Paragraph: Local Culture and People: Share your observations about the local culture, traditions and people.

Fourth Paragraph: Food and Accommodation: Describe the place you stayed and food you tried.

Conclusion: Summarise your overall experience, highlighting what you enjoyed most. Give recommendations or tips for future travellers.

Photos (Optional): Include photos of the places, food and activities.

Last summer, I had the chance to visit the beautiful hill station of Ooty, nestled in the Nilgiri Hills of India. The actual name of the place is Udhagamandalam. It is known for its lush green landscapes and pleasant climate. Ooty has always been on my bucket list. Here are some highlights of my journey.

We travelled from Mettupalayamn to Ooty in a charming toy train. The journey was breathtaking, with scenic views of the mountains and valleys. As we stepped off the train, the cool breeze and the aroma of fresh tea leaves welcomed us. Ooty’s beauty was evident from the moment we arrived.

Our first stop was the Ooty Botanical Gardens, a sprawling garden with a wide variety of plants and flowers. We also visited Ooty Lake, where we enjoyed a peaceful boat ride. The highlight of our trip was the trek to Doddabetta Peak, the highest point in the Nilgiris, where we had panoramic views of the entire region.

Ooty’s local culture is a fascinating blend of traditional Tamil and British influences. The people of Ooty were warm and welcoming and were always ready to share stories about their culture and heritage.

We stayed at a cosy homestay with a beautiful view of the tea plantations. Every morning, we were greeted with a delicious breakfast of idlis, dosas and other traditional South Indian dishes. We also tried the famous Ooty chocolates, which were rich and creamy, making them a perfect treat.

Conclusion Model Answer Exploring the Enchanting Hills of Ooty

My trip to Ooty was an unforgettable experience. The natural beauty, combined with the warm hospitality of the locals, made it a perfect getaway. I highly recommend visiting Ooty if you want to escape the hustle and bustle of city life and find peace in nature.

Introduction

Arrival and first impressions

Places visited and activities

Local culture and people

Food and accommodation

Write a travel blog about a place you have visited. Include details about the art and culture of the place.

Project 3

Celebrating Indian Art and Culture

In this project, you will explore a famous form of Indian art or culture and create a presentation that highlights its significance.

What You Need:

• A sheet of A3 paper or a digital device for your presentation

• Markers, crayons, or paint (for drawing and decorating your poster)

• Pictures related to your chosen art form or cultural practice

• Materials for the hands-on activity (depending on the art form)

Steps:

1. Choose an Art Form or Cultural Practice: Pick a form of Indian art or culture that interests you. For example:

• Traditional Indian dance forms like Bharatanatyam or Kathak.

• Indian folk music, like Bhangra or Baul songs.

• Traditional crafts, such as Madhubani painting, pottery, or Rangoli designs.

• Festivals like Diwali or Holi and how they are celebrated.

2. Research and Write:

• Describe your chosen art and culture topic in 150–200 words.

• Include its history, importance in Indian society, and any interesting facts. For example: If you choose Rangoli, explain how this beautiful art form is used to decorate homes during festivals and how it represents joy and prosperity.

3. Hands-On Activity:

• Create a small project related to your chosen art form.

• For example, if you choose Rangoli, design your own Rangoli pattern on paper using coloured powders or crayons. If you choose a dance form, try to learn and demonstrate a few simple steps.

4. List Materials Needed:

• Write down the materials used in the creation of this art form. For example: For Rangoli, materials could include coloured powders, chalk, or flowers. For Bharatanatyam, you may list the traditional attire like anklets (ghungroo), sarees and ornaments.

5. Create Your Presentation:

• Use a poster or a digital tool to organise your research and hands-on activity.

• Add visuals like drawings or printed pictures of your chosen art form.

• Make it creative, colourful, and easy to understand.

6. Share Your Work:

• Present your visual project to the class.

• Explain the significance of the art form or cultural practice that you have chosen, and present it in class.

• Share what you learnt and how you felt connecting with this part of Indian culture.

Make your presentation interesting by adding fun facts.

Keep your activity simple and easy to follow.

Use bright colours and images to make your poster engaging.

Adventure and Mystery

11 . The Mystery of the Silk Umbrella

—Asha Nehemia

Get Set

Imagine you are a detective on an important case.

List six skills you think you will need. You can think of the great detectives you have read about or seen in films. What qualities do they have?

As a class, decide on the six most important character traits detectives should have.

The Silk Umbrella and a parcel of seeds lead two children, Divya and Arjun, to have many adventures. Their mother is a film director who urgently needs the silk umbrella for her film. Their aunt, who works as an agricultural adviser, is desperate to keep the dangerous seeds, that are hidden in the umbrella, out of the hands of people who may be dangerous. Let’s read how the children, and their plucky friend Malli, save the umbrella.

Let’s Read

‘Stop! Stop! I say stop!’ The children looked in the direction of Shantha’s voice. They noticed a man running towards them. He was so tall and fat that the sea of people parted to let him through.

‘Stop!’ yelled Shantha, appearing at the end of the street.

Talking Book

Desperation made the fat man run faster as he scanned the crowd hurriedly. Where on earth was the lady who was supposed to pick up the package from him? All he had to do was to hand over the package he had stolen from Shantha to the lady who had contacted him. If he did that, he would be paid a sum of money which was more than what he earned in an entire year.

Malli sized up the situation. ‘That’s your aunt, right?’ She checked and fortified herself with a quick mouthful of chilly bajji before yelling, ‘Stop. Thief, thief!’

Think and Tell What motivated the thief to steal the package?

plucky: brave

desperation: the feeling that the situation is serious and you need take strong action

sized up the situation: quickly looked at what was happening before taking action fortified: strengthened

Think and Tell

This single word galvanised everyone into action. The plump man found arms reaching out to grab him. Running past the children proved to be his undoing. Malli put the umbrella out and tripped him. The fat man lurched against Divya, who in turn slammed into Malli, sending the umbrella flying out of her hands.

If you were in the children’s place in the story, what would you have done to stop the man?

The fat man lost his balance, and when he landed, he was sprawled awkwardly on top of the wooden platforms on which the flower-sellers had put mounds of flowers. The umbrella fell on the ground next to him, and in seconds was covered by flowers. The fat man quietly slipped the packet of seeds into the umbrella.

Shantha took a few moments to reach the spot. One of her slippers had broken. She was panting.

‘Hand back my package, you villain!’ Shantha demanded.

‘Villian! How dare you call me a villain? I am Dr Jones. Dr Bambaram Jones.’ He took out his visiting card and handed it around to the bystanders. ‘I am the Director of Research at Seed Outreach for Sowing Optimisation.’

‘Just hand my belongings back, Bambaram.’ Shantha was still breathing heavily.

‘What belongings? Yes, go on. Tell everyone what I took,’ he challenged.

‘He’s stolen my...my... precious antique ring! With a diamond as big as an elephant’s teardrop!’

The children were shocked. When Bambaram had collided with Malli and Divya, the two girls had collapsed onto a pavement shop selling nylon rope. As they stood up, they’d become hopelessly entangled in the metres of orange rope and green rope. When Arjun tried to free them, they got even more tangled.

Shantha’s statement made Divya and Arjun freeze for a second. Their aunt hated wearing jewellery. They knew she didn’t possess any ring and certainly no diamond the size of an elephant’s teardrop.

‘Ring? Did you say ring? I have no ring.’ Bambaram Jones turned his pockets inside out. He flicked open his wallet to show that there was no ring hidden there either.

galvanised: (here) made people take action by exciting them in some way proved to be his undoing: caused him to fail lurched: (here) lost his balance and bumped into someone

awkwardly: in an uncomfortable position mounds: heaps

bystanders: people standing around optimisation: the process of making something better antique: very old collapsed: fell suddenly entangled: to become tied up

‘I am going to complain to the cops,’ Shantha threatened.

‘Complain to the cops by all means.’ Bambaram said as he bent to pick up the umbrella from under the purple, orange and white flowers. This was easy. He was going to get away with it.

The children didn’t notice till Bambaram started walking away with the umbrella.

‘That’s our umbrella!’ shouted the children. But luck was on their side. Bambaram hadn’t got too far, when the several angry flower-sellers blocked his path.

Shantha wrested the umbrella from Bambaram’s hands and then hurried to rescue the children. She sized up the situation quickly. It would take all morning to set the children free.

‘I’ll pay for all the rope,’ she told the stall owner firmly, ‘Just cut the children free.’

Think and Tell

Bambaram’s efforts were in vain. What do you think will happen next in the story?

If you want to find out what happens and why so many people are looking for the silk umbrella you can read the novel ‘The Mystery of the Silk Umbrella’ by Asha Nehemiah.

wrested: to pull from someone’s hands with force

Listen to all the keywords here.

Read and Respond

The plot is the sequence of events in a story. The diagram shows the elements that usually appear in the beginning, middle and end of the story.

1. Match the elements of the plot and the events in the story.

Elements

Exposition

The Beginning

Conflict

The Problem Begins

Rising Action

Things Get Complicated

Climax

The Big Moment

Falling Action

Wrapping Up

Resolution

The Ending

Key Events

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

Shantha chases a fat man in a busy street.

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

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

Shantha confronts the thief and demands her ring to get the support of the crowd.

Dr Bambaram proves he does not have a ring.

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

2. Complete the table comparing Malli and Dr Bambaram Jones.

Malli

Dr Bambaram Jones

Main Goal

What is the character’s motive?

What do they do to achieve their aim?

3. Answer the questions in three to four sentences.

a Who are the characters in the story?

b What plan does Dr Bambaram Jones make to keep the stolen seeds from being found?

c Describe Shantha’s confrontation with Dr Bambaram Jones.

d Why were the children surprised when Shantha accused Dr Bambaram Jones of stealing her diamond ring?

e What role do the flower-sellers play in the story?

Think and Answer

1. The genre of a text is the category into which the text of falls. The Mystery of the Silk Umbrella can be described as mystery or crime fiction. Tick () the three elements that you think are most important in mystery or crime fiction.

2. What do the following incidents tell you about Malli’s qualities? Circle the appropriate describing words.

Incidents

Malli puts out the umbrella to trip the thief.

Malli’s Qualities

Malli yells ‘Stop. Thief, thief!’ to alert the crowd. slow / loud-mouthed / quick-thinking timid / fast to act / jealous practical / greedy / lazy

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

Big Idea

Think of another mystery or suspense story you have read. In your notebook, compare it to this story by answering the questions.

a What similarities or differences are there in the plot of the two stories?

b How are the main characters in the stories alike or different?

Vocabulary

1. Use the words in the box to complete the sentences. You may have to change the form of the word. Then, make your own sentences with the words.

Hint Box: size up fortify galvanise awkward optimise

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

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

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

d The young detective the thief before he tackled him.

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

2. Rewrite the sentences below, correcting the punctuation errors. Use full stops (.), commas (,), exclamation marks (!), question marks (?), apostrophes (‘) and capital letters appropriately.

a the adventurers found Ali Babas secret cave

b they pushed the door open and gasped what a sight

c inside there were heaps of gold coins jewels and ancient scrolls

d This must be a pharaohs treasure exclaimed yadav

3. Identify the punctuation errors and then rewrite the passage correctly in your notebook.

Julies flashlight flickered, as she ventured deeper into the cave! ‘Where are You going’ called her friend from behind Julie ignored the question. she focussed on the strange markings on the wall. suddenly she heard a rumbling noise ‘Its just the wind’ she told herself but her heart raced when the ground began to shake

Tenses

The tense of a verb shows the time of the action or the state of being. The three main tenses are present, past and future.

Look at the summary of how the simple and the continuous tenses are used in the past, present and future.

Go Grammar

Simple tense The officers drank their coffee at a cafe yesterday.

The officer drinks his coffee in the cafeteria. The officers will drink coffee at the same cafe tomorrow if they are lucky.

Continuous tense They were drinking coffee when they saw a pickpocket. One officer is drinking his coffee and does not notice the thief.

Present Perfect Tense

At this time tomorrow the officers will be drinking coffee together again.

The present perfect tense is used for events that have just happened or started in the past and continue in the present.

The verb form is have/has + past participle depending on the subject.

Singular Subjects Plural Subjects

I I have been a detective since 2022.

He She It Shantha has (just) reached the spot where the thief fell.

You You have (already) spoken to the police.

We We have gathered around to inspect the thief’s pockets.

They The children have (just) realised that Bambaram Jones has their umbrella.

You You have seen that he does not have the ring.

Questions: Have you heard from the police (yet)?

Has the thief confessed (yet)?

Why haven’t we heard from the police (yet)?

Hasn’t the thief confessed (yet)?

Negatives: We have not heard from the police (yet).

The thief has not confessed (yet).

Regular and Irregular Verbs

• A regular verb is formed by adding -ed or -d to form the past participle. Everyday I walk (simple present), yesterday I walked (simple past), I have just walked (present perfect).

• An irregular verb is a verb that changes in a different way. Everyday I go (simple present), yesterday I went (simple past), I have just gone (present perfect).

1. Fill in the blanks with the present perfect form of the verbs in brackets.

a I (just hear) about the events in the market place.

b Malli and her friends (just find) the thief.

c As the situation stands, Shantha (demand) her package from Dr Bambaram Jones but he is denying everything.

d Malli (just pick up) the umbrella from the ground but she (not have) time to look inside yet.

e Shantha (already pay) the shopkeeper for the rope, so the children will be free soon.

2. In your notebook, write these sentences in the present perfect tense. Use the time words just or already.

a Grandmother is dozing off in the next room.

b Malli takes off after the thief.

c The police officers search the crime scene.

d The thug is hiding a packet in a vase.

e The thief finds a way out of a tricky situation.

Past Perfect Tense

The past perfect tense is used for events that happened before another past event or were completed in the past before something else happened. It is often used with the simple past in a sentence. We use the past perfect tense to show what happened first.

The verb form is had + past participle for singular and plural subjects.

For example:

By the time Shantha arrived, a crowd had gathered.

(Action 2. simple past) (Action 1. past perfect to show this happened first)

The flower-sellers had seen Dr Bambaram Jones trying to escape so they shouted.

(Action 1. past perfect to show this happened first) (Action 2. simple past)

Negatives: Add ‘not’ after had. We can also use hadn’t.

Malli had not expected the thief to hide the seeds in the umbrella.

Questions: Use had or a question word + had to start a question. Had the thief hidden the seeds in the umbrella before Shantha got there?

Why had the thief hidden the seeds in the umbrella before Shantha got there?