IGNITE
Unlocking Language Skills
English Workbook
Ignite English Workbook
5
Our Authors
Melanie Grobler
Melanie Grobler is a seasoned education professional with experience spanning over three decades in the field of ELT curriculum development and assessment. She has worked in senior advisory positions in India for 10 years and has developed several K-8 ELT products. In South Africa, she served as national examiner for the Class 12 Exit Examination and worked as a teacher, college and university lecturer and subject advisor.
Chandani Goyal
Chandani Goyal, is an English Language Teaching (ELT) educator with over 9 years of experience in renowned schools like Heritage Xperiential Learning School, Ahlcon International School and Amity International School. She is also a published author of articles on classroom intervention and pedagogy. She brings a deep understanding of methodology and approaches to language learning into the compilation of this book, enhancing its effectiveness for educators and learners alike.
Acknowledgements
Academic Authors: Melanie Grobler, Chandani Goyal, Anuj Gupta
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh
Project Lead: Chandani Goyal
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First impression 2025
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Book Title: Ignite English Workbook 5
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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 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.
Chapter at a Glance: Walkthrough of Key Elements
1 Community
Header: It shows the theme of the unit and unit no.
Let’s Read
Let’s Read: Story or poem that is aligned to the theme of the unit
Read the story and answer the questions.
Helping Each Other During Floods
Read and Respond
1. Answer the questions in two to three sentences.
a Why did people in Kerala need help?
In August 2018, heavy rains caused floods in Kerala, India. Many homes were damaged and people needed help. The community quickly came together. Schools and community halls became shelters. Volunteers brought food, clothes and other necessities. Fishermen were often the first ones to reach people who had been trapped on roofs or in trees.
Read and Respond: Questions for reading comprehension
2
Local businesses donated supplies and skilled workers helped fix homes. Everyone worked together to clean and rebuild the areas that had been damaged. Doctors provided free check-ups and counsellors helped people cope with their loss.
b How did the community use schools and community halls during the floods?
Vocabulary: Word-building exercises related to the theme
Vocabulary
Children also volunteered to help. They donated their clothes and bought school supplies for their friends who had lost theirs in the flood.
c What role did local businesses and professionals play in the recovery efforts?
when she donated her toys to the local shelter. The community was thankful. Sarah’s considerate actions made her a beloved member of her neighbourhood. Everyone truly came to appreciate her and the positive impact she had on their lives.
The people of Kerala rose to the occasion and showed that by working together, a community can overcome any challenge.
1. Use the collocations in the box to write sentences that show their meaning.
Note: After answering the questions, practise reading this story aloud to a family member.
Hint Box: an act of friendship a gesture of love a note of appreciation a deed of goodwill
d How did children in the community contribute to helping those affected by the floods?
e What does the story of the Kerala floods illustrate about the importance of community?
Go Grammar: Scaffolding of grammar concepts along with practice exercises
Types of Pronouns
• A possessive pronoun is used to show ownership or possession. They include: mine, ours, yours, his, hers, its and theirs.
• Demonstrative pronouns are used to point to specific things either singular or plural—that are close or far away in place or time. They include this, that, these and those
2. Replace the underlined words with the synonyms in the box that fit the context. Then, rewrite the paragraph.
• Interrogative pronouns are used to ask questions and replace the noun or noun phrase that is the subject or object of the sentence. They include who, whom, whose, which and what
Hint Box: mindful popular grateful open-handed effect warm-hearted
• Reflexive pronouns are used when the subject and object are the same or when there is a need for emphasis. They include myself, yourself, himself, herself, itself, ourselves, yourselves and themselves.
Sarah was known for her compassionate nature. She was always heedful of the needs of others. Her generous attitude was evident
Go Grammar
Listen
Well
Listen Well: Activity to listen and comprehend
Listen to the text here.
Listen carefully to the text and choose the correct answers.
a What did Mrs Mehta do to help others?
Listen Well
i Gave money to the poor
ii Cooked food for the homeless
iii Taught children free of charge
iv Cleaned the streets
SDG
NEP Tag: To showcase alignment with NEP skills and values
b How did Rohan and his family help in the local park?
i They built a playground
ii They organised a picnic for the community
iii They picked up litter and planted flowers
iv They painted benches
Speak Well: Opportunity to express their ideas and thoughts through independent, pair and group activities
Listen carefully to the text a What did Mrs Mehta i Gave money to ii Cooked food for iii Taught children
Speak Well
Practise speaking here.
Cleaned the streets
Get into groups of four. Choose one of the following topics for a group discussion. Present the key points of your discussion in front of the whole class.
The importance of saving water
b How did Rohan and
Ways to reduce pollution
Roles in Group Discussion
The facilitator guides the discussion.
i They built a playground ii They organised
The recorder takes notes during the discussion.
The summariser summarises the key points and action steps
Write Well
iii They picked up
Write Well: Opportunity to apply the learnt vocabulary and express their ideas in writing
The norm keeper ensures everyone participates and is respectful.
Write a short paragraph (200 words).
iv They painted
Describe your favourite outdoor place and explain why it’s important to take care of it.
Choose your roles: facilitator, summariser, norm keeper and recorder.
Collect information from books, websites and documentaries.
Support your thoughts with interesting examples and stories.
You can even start your presentation with a story or an anecdote.
Keep your presentation simple and clear.
Encourage others and listen to what they have to say,
Detailed Framework
Listen and fill in Expressing gratitude
Types of nouns–proper, common, collective, concrete, material and abstract
Factual questions Identifying character actions Making connections Alphabetical order Dictionary hunt–guide words
Summary writing
Ending a story 2 Wit and Humour Story Factual questions
Listen and fill in Skit
Subject-verb-object
Transitive and intransitive verbs Subject-verb agreement
Identifying setting, problem and solutions Describing key events Making connections Singular and plural Suffixes
Listen and follow directions Giving instructions
Pronouns–personal, demonstrative, possessive, interrogative and reflexive
Collocations Synonyms
Compassion Story Factual questions Identifying problem and solution Identifying theme Making connections
Notice writing 4 Peace and Harmony Poem
Listen and choose Persuasive speech
Articles–definite and indefinite Modal verbs–can, may, should, must
Compound adjectives Synonyms Homographs
Factual questions Making predictions Making inferences
Formal letter 5 Space Poem
Article writing
Narrate an experience
Listen and fill in a chart
Types of adverbs–manner, time, degree, frequency
Dictionary hunt Phrasal verbs
Factual questions Making inferences
Writing an email
Interview
Listen and sequence
Types of adjectives–quantity, quality, possessive, demonstrative, number, interrogative comparative and superlative
Listen and complete Group discussion
Kinds of sentences– declarative, interrogative, imperative and exclamatory Clauses–dependent and independent
Punctuation–full stop, comma, exclamation mark, question mark Tenses–past, present, future simple and continuous Perfect tense–past and present
Paragraph writing
Group discussion
Listen and sequence
Active and passive voice
Similies
Factual questions
Antonyms using prefixes–un, dis, in
Identifying key events Making inferences
Collocations Root words and suffixes
Factual questions Identifying key features Making comparisons Making connections
Factual questions Identifying rhyme scheme Making connections Theme-based vocabulary
Vocabulary around natural phenomena Phrasal verbs
Factual questions Making connections Identifying contextual meaning
Persuasive speech
Enacting a scene
Listen and fill in a chart
Direct and reported speech
Factual questions Making predictions Making connections Word web Idioms
1 Community
Let’s Read
Read the story and answer the questions.
Helping Each Other During Floods
In August 2018, heavy rains caused floods in Kerala, India. Many homes were damaged and people needed help. The community quickly came together. Schools and community halls became shelters. Volunteers brought food, clothes and other necessities. Fishermen were often the first ones to reach people who had been trapped on roofs or in trees.
Local businesses donated supplies and skilled workers helped fix homes. Everyone worked together to clean and rebuild the areas that had been damaged. Doctors provided free check-ups and counsellors helped people cope with their loss.
Children also volunteered to help. They donated their clothes and bought school supplies for their friends who had lost theirs in the flood. The people of Kerala rose to the occasion and showed that by working together, a community can overcome any challenge.
Note: After answering the questions, practise reading this story aloud to a family member.
Read and Respond
1. Answer the questions in two to three sentences.
a Why did people in Kerala need help?
b How did the community use schools and community halls during the floods?
c What role did local businesses and professionals play in the recovery efforts?
d How did children in the community contribute to helping those affected by the floods?
e What does the story of the Kerala floods illustrate about the importance of community?
2. Identify WHO did the following actions and WHAT their actions demonstrated.
Action
Brought food, clothes and other necessities to shelters.
Rescued people who were trapped.
Volunteered to repair damaged homes.
Who did this action?
What does this action demonstrate?
3. If you had been in Kerala at the time, how would YOU have helped? Describe in detail. Think of something not mentioned in the passage.
Mention two ways in which you could have helped during this tough time if you were living in some other place.
Vocabulary
Guide words are the words found at the top of dictionary pages. The first guide word shows the first word on the page and the second guide word shows the last word. The other words are arranged alphabetically between these two guide words.
1. Arrange these words in alphabetical order. community communal communicate committed commute
2. Find the meaning of these words in the dictionary, write the guidewords on the page where you found the word and make a sentence with each word.
Word Guide words
diversity
Sentence
citizen include outreach harmony
Types of Nouns
Nouns can be grouped as common and proper nouns.
Collective nouns are used for a group of people, things, places or animals.
Go Grammar
1. Underline the nouns and write the type of noun you underlined.
a Mr Sharma, a retired doctor, lived in D N Nagar.
b He had an orchard of apple trees.
c This group of friends lived near Mr Sharma’s house.
d Every September, they picked apples.
2. Use the collective nouns to form sentences of your own.
a A group of volunteers
b A crowd of neighbours
c A crew of workers
d A gathering of parents
Concrete, Material and Abstract Nouns
Concrete nouns are physical things, people and places that can be experienced through any of the five senses.
Material nouns are concrete nouns that name the material that something is made of.
Abstract nouns are feelings and concepts that cannot be experienced through any of the five senses.
3. Underline the abstract nouns, circle the concrete nouns and tick () the material nouns.
a The villagers greet tourists with friendliness.
b It is a village filled with harmony and positivity.
c The mud houses show people’s love for simple living.
d Their dedication to health is remarkable.
e Many of the homes are still built from clay but they are maintained with care.
Forming Abstract Nouns
We can make abstract nouns by adding suffixes like -ness, -ity and -tion after the root words.
4. Use suffixes to make abstract nouns from the given words.
a cooperate
b generous
c good
d civil
e communicate
Now, make a sentence with each abstract noun you created.
Listen Well
Listen to the text here.
Listen carefully to the text and fill in the blanks.
a In our town, we organised a community fundraiser to help build a new .
b Mrs Iyer and Mr Baruah planned the , making sure everything was ready.
c Kids made colourful to spread the word.
d Adults set up booths for games, food, and .
e The prizes for the lucky draw came from local . Practise speaking here.
Speak Well
Sit in groups of three. Imagine that you have to thank everyone who contributed to the community clean-up programme. Make sure to highlight the efforts put in by the community and talk about the specific contributions made (tools, cleaning, vehicles, snacks, water, etc.). Include how you feel about the whole event and what you want the community to do in future.
Hello everyone. Today, I want to express my gratitude to everyone who participated in our neighbourhood clean-up.
Thank you for dedicating your time and effort… I am grateful for…
I appreciate those who...
Thanks to your efforts, our neighbourhood...
I feel… looking at the...
Thank you once again for your…
Let’s hope that by working together we can...
Read the story and write an ending of about 60–70 words.
In a little town, there was a school named Saraswati Vidyalaya. Every day, the students walked through the clean corridors and sat in tidy classrooms, but they rarely thought about who kept their school so neat. The Akkas—the women responsible for cleanliness and tidiness—worked tirelessly behind the scenes.
One day, the school’s headmaster, Mr Rao, decided to teach the students the importance of appreciation. Inspired by Mr Rao’s words, the students decided to plan a special day to thank the Akkas. They formed a committee, made colourful thank-you cards, and prepared a short skit to show the daily work of the Akkas.
Write an ending that describes how the students and Akka workers felt after the special day and how their efforts made the school community a happier place.
Wit and Humour 2
Let’s Read
Read the story and answer the questions.
The Exploding Birthday Cake
Diya was determined to make the world’s biggest pancake for her little sister’s birthday. She snuck into the kitchen at dawn, armed with a giant mixing bowl and a mischievous grin.
‘More flour!’ she whispered, dumping in the entire bag. ‘More sugar!’ she giggled, adding another cupful. ‘More milk!’ she chuckled, pouring in a whole jug.
Diya stirred with all her might, sloshing batter everywhere. When she finally lifted the bowl, it was heavier than she expected. She wobbled, teetered, and SPLAT! The batter exploded across the kitchen floor.
Undeterred, Diya grabbed a mop and tried to scoop the mess into a frying pan. ‘I can still save some of it!’ she declared.
Just then, her family walked in. Their jaws dropped at the sight of Diya, covered from head to toe in gooey batter. The kitchen was a sea of sticky whiteness.
‘Surprise?’ Diya squeaked.
Her little sister burst into laughter. ‘Best birthday ever!’ she cheered.
Soon, the whole family was slip-sliding around the kitchen trying to clean up. They were all in fits of laughter.
‘Next year,’ Mom chuckled, ‘let’s stick to store-bought cake!’
Note: After answering the questions, practise reading this story aloud to a family member.
Read and Respond
1. Fill in this graphic organiser.
a Who is the main character?
b What is Diya’s goal?
c What is the setting of the story?
d What problem does the main character face?
e How do the other characters react/help solve the problem?
2. Describe two moments from the story that you found funny.
3. Think about a time when you tried to do something for someone, but it didn’t go as planned.
a What did you try to do and what went wrong?
b How did the others react?
Vocabulary
1. Rewrite the sentences below, changing the singular noun in brackets to the correct plural form.
a The (church) are usually crowded on Sundays.
b The twin (calf ) stayed close to their mother.
c She bought two new (dress) for school.
d The (baby) were sleeping in the nursery.
e He bumped his head so hard his two front (tooth) fell out!
2. Rewrite the sentences by adding the correct suffixes (-ness, -ion, -ity, -ment) to the words in the brackets.
a Her (kind) was appreciated by everyone.
b The (decide) was made quickly.
c His (generous) was well-known.
d The artist showed great (create) in his work.
e The dancer ’s (move) were well planned.
Grammar
Subject-Verb-Object
The subject is the doer of an action. It is the main noun in a sentence.
The verb is the action or the state of being.
The object is the receiver of the action or who/what the action is about in a sentence.
1. Underline and write S (subject), V (verb) and O (object) in the sentences below.
a The playful dog caught the frisbee.
b We feed our fish every morning.
c Mithu repeats whatever I say.
d My hamster spins on a wheel all the time.
e His cat is napping in the sun.
Transitive and Intransitive Verb
Transitive verbs need an object to make sense or form a complete sentence.
Intransitive verbs do not need an object to make a complete sentence or convey a meaningful message.
2. Underline the verbs and identify them as ‘Transitive’ or ‘Intransitive’.
a The cat chased the mouse.
b The baby slept soundly.
c The principal addressed the students.
d The sun rises in the east.
e The flowers bloomed beautifully.
Subject-Verb Agreement
Subject-verb agreement means that the subject and the verb in a sentence must agree.
If the subject is singular, the verb will also be singular.
If the subject is plural, the verb will also be plural.
An uncountable noun takes a singular verb.
A collective noun is mostly considered as a singular subject, it takes a singular verb.
Subjects joined with and are plural and take plural verbs.
Subjects joined with or, either/or, neither/nor will be singular or plural depending on which noun is closest to the verb.
Singular pronouns such as each, nobody, everyone, every are singular subjects, they take singular verbs.
Plural pronouns such as several, many, few, both are plural subjects, they take plural verbs.
When there or here is used, the subject comes after the verb.
When using some the subject that follows can be singular or plural.
The title of a book or a movie takes a singular verb.
3. Rewrite the sentences with the correct subject-verb agreement.
a The monkeys is eating bananas.
b Neither the teacher nor the students was ready for the test.
c Which group of students are making such a noise?
d Everyone in the village know the crow is cheeky.
e A basket of chapatis were lying on the ground.
f The Gopi Diaries are a book by Sudha Murthy.
Listen Well
Listen to the text here.
Listen carefully to the story and fill in the blanks.
a Anansi’s father was .
b Anansi’s father turned him into .
c Anansi spun a to catch the attention of the villagers.
d Anansi told the tale of hidden in the forest.
e The treasure was buried beneath the in the forest.
f When the villagers left, Anansi snatched from their market stalls.
Speak Well
Practise speaking here.
Sit in groups of three. Choose one of the amusing situations described. Write a dialogue and perform a skit that will amuse your classmates. Each group member should have an equal role to play. Practise your skit and perform it in class.
The Talking Parrot
The Mixed-Up Order
Characters:
Pooja—a child who gets a talking parrot as a pet
Characters:
Nitin—a waiter at a restaurant
Raj—Pooja’s younger brother who is fascinated by the parrot
Grandma—who gets confused by the parrot’s antics
Situation: Pooja’s new parrot starts mimicking phrases it hears around the house but muddles everything up. Raj finds the parrot hilarious and laughs at everything it says. Grandma, however, gets confused and thinks the parrot is giving her advice. The parrot’s comical behaviour embarrasses Pooja and causes chaos and lots of laughter in the house.
Write
Well
Sonia—a customer with a very specific order
Arjun—another customer who ends up with some of Sonia’s food
Situation: Nitin gets Sonia’s complicated order completely mixed up and gives some of it to Arjun by mistake. Sonia is surprised by her unexpected meal. She only gets some of what she ordered. Arjun finds the mix-up very funny. Sonia and Arjun try to sort out who should get what. Nitin tries to help but only makes things worse leading to chaos and much laughter.
Reading a fun and humorous story lightens our mood. Write a summary of a funny novel, story or comic that you have read recently. Share your summary in class to encourage others to read the story. You should summarise the ending but do not share it with the class just in case they want to read the story themselves.
Beginning:
Middle:
Ending:
The summary should be crisp and concise. The events in the summary should follow the same order as in the story.
Compassion 3
Let’s Read
Read the story and answer the questions.
Asha’s Spark of Compassion
In a small village near Mumbai, there lived a girl named Asha. She was known for her bright smile and kind heart. One day, while walking home from school, Asha noticed an old man, Uncle George, struggling to carry his groceries.
‘Namaste, Uncle George! May I help you?’ Asha asked politely.
Uncle George gratefully accepted her offer. As they walked, he told Asha about his loneliness since his wife passed away. Asha’s heart was filled with sorrow, and tears clouded her eyes.
From that day on, Asha visited Uncle George regularly. She helped him with chores, read him stories, and shared her school adventures. Soon, other children joined Asha on her visits.
Uncle George’s house became filled with laughter and joy. The village noticed the change, and more people started helping their elderly neighbours.
Asha’s simple act of kindness had sparked a wave of compassion throughout the village. She realised that even small actions could make a big difference in someone’s life.
As Diwali approached, the entire village celebrated together. Uncle George was the guest of honour. Asha’s eyes sparkled with happiness.
Note: After answering the questions, practise reading this story aloud to a family member.
Read and Respond
1. Answer the questions in one to two sentences.
a What were the challenges Uncle George faced?
b How did Asha help to solve them?
c What happened afterwards?
2. Identify the theme of the story and give sentences from the story to support your answer.
Theme: . I say so because: a . b .
3. How can we include more acts of kindness in our daily lives at school and at home?
Vocabulary
1. Use the collocations in the box to write sentences that show their meaning.
Hint Box: an act of friendship a gesture of love a note of appreciation a deed of goodwill
2. Replace the underlined words with the synonyms in the box that fit the context. Then, rewrite the paragraph.
Hint Box: mindful popular grateful open-handed effect warm-hearted
Sarah was known for her compassionate nature. She was always heedful of the needs of others. Her generous attitude was evident
when she donated her toys to the local shelter. The community was thankful. Sarah’s considerate actions made her a beloved member of her neighbourhood. Everyone truly came to appreciate her and the positive impact she had on their lives.
Go Grammar
Types of Pronouns
• A possessive pronoun is used to show ownership or possession. They include: mine, ours, yours, his, hers, its and theirs.
• Demonstrative pronouns are used to point to specific things either singular or plural—that are close or far away in place or time. They include this, that, these and those.
• Interrogative pronouns are used to ask questions and replace the noun or noun phrase that is the subject or object of the sentence. They include who, whom, whose, which and what.
• Reflexive pronouns are used when the subject and object are the same or when there is a need for emphasis. They include myself, yourself, himself, herself, itself, ourselves, yourselves and themselves.
1. Rewrite each sentence with a demonstrative pronoun or a possessive pronoun depending on the clue given.
a The gifts belong to them. (possessive pronoun)
b The book is about our school. (demonstrative pronoun)
c The flowers over there belong to them. (demonstrative pronoun)
d That cake sale poster was made by me. (possessive pronoun)
e The old photo belongs to her. (possessive pronoun)
2. Read each question and fill in the correct interrogative pronoun to complete the sentence.
a organised the charity event last weekend?
What Whose Who
b is that book on the table?
Whom Whose What
c did the volunteers help at the shelter? Who Whom What
d is the most remarkable act of kindness that you have experienced?
What Who Whose
e poster should we use for the cake sale? Who Which Whom
3. Match the sentences with the correct reflexive pronouns.
Column A Column B
She reminded to always be kind. yourself He congratulated on a job well done. herself I taught the importance of empathy. ourselves You can reward by having a cup of chai. himself
We reminded to keep trying. myself
Listen Well
Listen to the text here.
Listen carefully to the directions and trace the route on the map. The destination you will reach is the .
Speak Well
Practise speaking here.
In class, give instructions on how to do any one of the following tasks.
How to send an email.
How to attach a file in the email.
How to download a file from an email.
Give clear and concise instructions. Give complete step-by-step instructions. Use transition words like first, next, then, after, that and finally.
Write Well
You are the president of your school’s cultural society. Write a notice to announce a community cleanup drive being organised by your school. Give information about the date, time, meeting point and what volunteers should bring to help with the drive.
(date)
(name & designation)
(name of organisation)
NOTICE
(heading)
Peace and Harmony 4
Let’s Read
Read the poem and answer the questions.
Building Bridges
In a town with a river wide, People wished to cross the tide. With wood and stone they worked each day, Building bridges all the way.
Planks were laid and nails were set, Working hard, with no regret. Soon a bridge stood strong and tall, Connecting folks, one and all.
But more than just the bridge they made, They built friendships that wouldn’t fade. Neighbours who had fought before, Found new ways to care once more.
Kind words spoken, help was given, Wrongs and disputes all forgiven. Bridges built with love and care, Brought back peace everywhere.
Across the river, side by side, People walked with joy and pride. The greatest bridge they all could see, Was the one named unity.
Note: After answering the questions, practise reading this poem aloud to a family member.
Read and Respond
1. Answer the questions in two to three sentences.
a How did the people feel while building the bridge?
b What change occurred between the neighbours as a result of building the bridge?
c What did the people do to resolve their disputes and wrongs?
d What did the bridge symbolise beyond connecting the town?
2. If the bridge had not been built, what may have happened in the town?
3. If you lived in the town, what would you have done to ensure that the improved relationships between villagers continued?
4. Why do you think the poet chose to end the poem with the lines about the ‘greatest bridge’ being unity?
Vocabulary
1. Match the compound adjectives and their definitions. Adjectives Definitions
fair-minded confident in one’s abilities well-mannered not easily angered or upset self-assured known for fairness and impartiality even-tempered cheerful and carefree
light-hearted polite and well behaved
Write a short paragraph describing a peaceful and harmonious community using at least three of the compound adjectives from the previous exercise.
2. Use the homographs to create two sentences for each word. Use the dictionary to find the meaning of the words. Find the pronunciation online and tick the pairs that are pronounced differently.
a resign (verb) :
b resign (noun):
c console (verb):
d console (noun):
e conflict (noun):
f conflict (verb):
g order (noun):
h order (verb):
i change (noun):
j change (verb):
3. Fill in the blanks with the synonyms of the words in brackets. Use the words in the box.
Hint Box:
a The team’s success was due to their strong sense of (togetherness), which helped them work together effectively.
b Her (calm) even during the most stressful situations, helped her make clear decisions.
c The lake was so (peaceful) that it was hard to believe such peace existed in the middle of the bustling city.
d Despite their differences, the two neighbours reached an (friendly) agreement on how to divide the property.
e The new design achieved perfect (balance) between form and function, making the space both beautiful and practical. Go Grammar
Articles
• Indefinite articles a and an are used before singular nouns. They are used to make a non-specific reference or when something is mentioned the first time.
• The definite article the is used for plural nouns and nouns that the reader already knows. It is used for specific nouns like some proper nouns, superlatives and abstract nouns followed by ‘of’.
1. Correct the articles in the paragraph.
In an bustling city park, a elderly woman named Margaret sat alone on the bench, her eyes were filled with sorrow. The young girl named Lily skipped through a park, her laughter rang out like the melody. Without hesitation, a little girl approached Margaret and asked, ‘Why are you so sad?’ Surprised by a child’s question, Margaret started talking to her. Their growing friendship showed an effect that human connections could have.
Modal Verbs
• Modal verbs are helper verbs that express conditions related to the main verb.
• ‘Can’ indicates ability, ‘may’ indicates permission or possibility, ‘should’ indicates advice and ‘must’ indicates obligation.
• 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.
2. Use the correct modal verbs in the questions.
a you organise a neighbourhood picnic to get everyone together? (ability)
b I suggest your name for the community service project? (permission)
c We visit all villages in this area to assess how happy people are. (advice)
d They not quarrel about petty issues like who uses the swing first. (obligation)
3. Make negative sentences using the given modal verbs.
a must:
b can:
c may:
d should:
e must:
Listen Well
Listen to the text here.
Listen carefully to the text and choose the correct answers.
a What did Mrs Mehta do to help others?
i Gave money to the poor
ii Cooked food for the homeless
iii Taught children free of charge
iv Cleaned the streets
b How did Rohan and his family help in the local park?
i They built a playground
ii They organised a picnic for the community
iii They picked up litter and planted flowers
iv They painted benches
c Who did Anaya see helping an old lady cross the street?
i Her friend Rohan ii A kind man
iii Mrs Mehta iv Her teacher
d What did Rohan help his little sister with?
i Cooking dinner ii Doing her homework
iii Cleaning her room iv Planting flowers
e What did Rohan and Anaya promise to do?
i Meet every day and play
ii Study hard
iii Spread kindness
iv Make fun of others
Speak Well
Practise speaking here.
Choose a topic from the list. Prepare for five minutes and give a persuasive speech in front of your class.
a Use public transport
b Use reusable shopping bags for a greener planet
c Conserve our wildlife
d Make the teaching of computer skills compulsory in all schools
Write
Well
Write a formal letter to the school principal, suggesting starting a conflict resolution programme to help students learn how to solve arguments and disagreements peacefully.
(sender’s address) (date)
(receiver’s address)
Subject: (salutation)
Space 5
Let’s Read
Read the poem and answer the questions.
Journey Through the Solar System
Eight planets circle round the Sun, Each with a story, each on the run.
Mercury’s small and closest to the star, While Venus shines brightly, seen from afar.
Earth is our home, with water and air, Mars is red and rocky, but life might be there.
Jupiter’s a giant, with a big red spot, Saturn’s rings are icy, believe it or not!
Uranus tilts and spins on its side, Neptune’s blue winds are a wild ride.
Asteroids and comets zoom through space, In our cosmic neighbourhood, each has a place.
The Sun at the centre, so big and so bright, Gives us warmth and energy, day and night.
From tiny Mercury to Neptune so far, Our solar system’s a celestial star!
Note: After answering the questions, practise reading this poem aloud to a family member.
Read and Respond
1. Fill in the blanks with words from the poem.
a Mercury is described in the poem as the planet to the Sun.
b The poem mentions that Saturn has rings.
c Mars is noted in the poem for its and surface.
d Uranus is described as tilting and spinning on its .
e The Sun is described as giving us warmth and , day and night.
2. Answer the questions.
a Which planet is described as having a ‘big red spot’?
b What does the poem say about Earth?
c What unique feature does Neptune have, according to the poem?
d What role does the Sun play in our solar system as described in the poem?
3. Read the lines from the poem and answer the questions. Asteroids and comets zoom through space, In our cosmic neighbourhood, each has a place.
a Which verb in the lines suggests how asteroids and comets move?
b What is referred to as the ‘cosmic neighbourhood’?
Vocabulary
1. Use the phrasal verbs to fill in the blanks. You may have to adjust the form to fit in.
Hint Box: run out of look after put up with get along with call off
a The astronauts have to each other in space.
b The space shuttle fuel so we need to land soon.
c It’s important to your colleagues at work.
d The launch of the space craft was due to bad weather.
e I don’t know how the astronauts can the microgravity in space.
2. Arrange the words as they would appear in the dictionary. Look for the meaning and use them in sentences of your own.
Types of Adverbs
Adverbs are used to describe the verbs, adjectives or adverbs in sentences.
Adverbs of manner are used to describe the way or manner in which the action is done.
Adverbs of degree are used to describe the intensity or degree of an action, adjective or another adverb.
Adverbs of time are used to tell us when something happens.
Adverbs of frequency are used to tell us how often something happens. Go Grammar
1. Read the sentences below and underline the adverbs. Then, label each adverb according to the type: manner, frequency, time, or degree.
a The astronaut carefully prepared for the space mission.
b The rocket launches weekly at the space centre.
c The space station will be visited soon by the international crew.
d The experiment was extremely successful.
e They will land on the Moon tomorrow.
f The rover moved smoothly across the lunar surface.
g They always follow safety procedures before launching.
h The astronaut floats gently from one side of the capsule to the other.
2. Fill in the blanks with the adverbs in the box.
Hint Box: rarely yesterday quietly quickly very
a The astronaut moved through the spacecraft to avoid making a noise.
b A space shuttle is used more than four times.
c The team celebrated the successful launch .
d The telescope provided clear images of distant galaxies.
e The rocket was assembled in the launch facility.
3. Write one sentence for each type of adverb.
a happily:
b often:
c slightly:
d later:
Listen Well
Listen to the text here.
Listen carefully to the text and summarise the information in the table given.
Main Idea
Key Details
Planet name and number and Atmosphere and
Evidence of life and
Missions help us learn more about its and
Speak Well
Practise speaking here.
Sit in a group of five. Take turns to narrate an experience or event in your life that taught you an important lesson.
Ensure that it has a clear beginning, middle and end.
In your notebook, write an informative article on ‘India’s Chandrayaan-2 Mission’.
An article includes the following:
• A title to indicate the topic of the article.
• A byline, where the writer’s name is mentioned.
• An introductory paragraph to grab the reader’s attention. It is where the writer introduces the topic and states the purpose of the article.
• The body is where the main points are organised in paragraphs. Each paragraph should cover one main point or idea. Use facts, details, examples, and explanations to support each point.
• The conclusion is a summary of the main points and ends with a final thought or call to action.
Gender Equality 6
Let’s Read
Read the story and answer the questions.
One-Legged Moutaineer
Meet Arunima Sinha, a brave girl from Uttar Pradesh in India. She loved sports and dreamed of joining the army. Many people in her community were against the idea and tried to discourage her. ‘Girls do not belong in the army,’ they said.
One day, while travelling on a train, Arunima had a terrible accident. She fell from the train and lost her leg. Many thought her dreams were over. ‘How can a girl with one leg do her daily work?’ they asked.
But Arunima didn’t give up. Instead, she decided to do something spectacular. She announced that she would climb Mount Everest, the highest mountain in the world! People were shocked. They said, ‘Girls don’t climb mountains, especially not a girl with one leg!’
Arunima worked very hard. She exercised every day and learned how to climb with a special artificial leg. It was tough, but she was determined to achieve her goal.
Two years later, in 2013, Arunima did what many thought impossible. She reached the top of Mount Everest! She became the first Indian woman with a disability to climb the mountain.
Arunima showed everyone that girls can do anything, even with challenges. She proved that with hard work and determination, anyone can reach great heights—even the top of the world’s highest mountain!
Today, Arunima continues to inspire others. She has climbed the highest mountains on six continents and helps other people with disabilities achieve their dreams.
Note: After answering the questions, practise reading this story aloud to a family member.
Read and Respond
1. Fill in this table with important information from Arunima’s life.
Early Life
Accident Achievements
Future goals
2. To challenge assumptions means to question beliefs that people accept without proof. What assumptions did Arunima challenge in this story?
Vocabulary
1. Create similes to describe Arunima’s journey. Complete these sentences using ‘as’ or ‘like’.
a Arunima’s determination was .
b Her climb was .
c Her success was .
d Her story is .
2. Think of antonyms for these words using the prefixes (un-, dis-, in-). Use the antonyms in sentences.
a possible:
b able:
c continue:
d patient:
e believable:
f comfort: Go Grammar
Kinds of Adjectives
Adjectives of quality describe features like colour, shape, appearance, size or feel of the noun.
Adjectives of quantity describe how much or many of the noun in general terms.
Number adjectives: These give the definite number or order of countable nouns.
Possessive adjectives: These show who owns or possesses the noun.
Demonstrative adjectives: These point at specific nouns, e.g., this man.
Interrogative adjectives: These ask questions related to the noun.
Comparative adjectives compare two nouns and superlative adjectives are used to compare three or more nouns.
1. Read the dialogue and match the adjectives in bold and their type.
Two students are speaking to their teacher.
Tanya: Which experiment are you doing, sir, or are you doing two experiments at the same time?
Teacher: This is a new one you have not seen before. That one you have seen before.
new interrogative that quality which demonstrative their number two possessive
2. Complete each sentence with the correct form of the adjective: comparative or superlative.
a Some people think that boys are (strong) than girls, but that is a stereotype.
b The (wise) people are those who don’t follow stereotypes about gender.
c The (common) stereotype is that girls are (emotional) than boys.
d Boys are often shown as being (brave) than girls in adventure stories, but bravery can be found in everyone.
e The (creative) projects are done by those who ignore gender stereotypes and follow their passion.
3. Use appropriate adjectives in the blanks.
In the world of athletics, many women have shattered stereotypes. determination and resilience inspire us all. The idea that sports are considered ‘men’s’ or ‘women’s’ sports is changing. women have fought for equal opportunities, regardless of gender. woman who has made a big difference is Arunima.
Quantifiers
Quantifiers tell us how much or how many of a noun.
We use different quantifiers for uncountable and countable nouns, although some quantifiers can be used for both.
Quantifiers can indicate a lot, less, or enough or something.
4. Use these quantifiers in sentences of your own and classify the noun as countable (C) or uncountable (U).
a much: (debate: U)
b little:
c few: There was much debate about girls joining the army.
e any:
Listen Well
Listen to the text here.
Listen carefully to the text and number the sentences in the proper order.
Events
Mr Sharma explained that educating girls would lead to better health, economic growth and happier families.
Gender stereotypes started to fade, and the village became a place of equality.
He believed that both boys and girls should have equal chances to learn.
In a small village, there was a wise teacher named Mr Sharma.
One day, he decided to open a new school where everyone could study together.
The children began to excel in their studies.
By giving both boys and girls the same opportunities, Mr Sharma created a brighter and more prosperous future for everyone.
Speak Well
Sit in pairs and conduct an interview.
Correct Order
Practise speaking here.
Step 1: Choose one of these famous personalities and do research about them.
Indra Noi Pandit Birju Maharaj Geeta Phogat
Step 2: Decide who will be the interviewer and who will be the interviewee.
Step 3: Decide on your questions. You may ask questions related to challenges the personalities may have faced because of their gender and the stereotypes that exists in society.
Step 4: Present the interview in class.
Start by greeting and thanking the interviewee for their valuable time.
Listen carefully to the responses of the interviewee and ask follow-up questions.
Nod and smile while you listen to show that you are paying attention.
Write Well
Write an email to a famous author of your choice, inviting him/her to visit your school and speak about the kind of gender stereotypes that exist in society and how to overcome them.
Subject line:
Art and Culture 7
Let’s Read
Read the story and answer the questions.
Art from Sikkim
Thangka paintings are beautiful artworks from Sikkim. These paintings are special because they are made on cloth or silk and often show colourful and detailed images of Buddhist teachings. Thangkas are usually rolled up when not in use, which makes them easy to store and carry.
To create a thangka, artists start with a line drawing. Then, they use bright colours like red, blue and gold to paint the picture. The images in a thangka often include gods, goddesses or important Buddhist symbols. Each thangka tells a story and has a special meaning related to Buddhism. Making a thangka takes a lot of time and skill. The artist first prepares the cloth, stretches it tightly and then draws the main design. While painting, the artist often adds gold or silver for extra shine. The finished thangka is often framed and can be used in religious ceremonies or hung in homes for decoration.
Thangkas are more than just pictures; they are a way to connect with spiritual beliefs and practices. They help people learn about Buddhism and bring beauty and inspiration into their lives.
Note: After answering the questions, practise reading this story aloud to a family member.
BHARAT
Read and Respond
1. Fill in the following information about Thangka paintings.
State: Themes:
Material and colours:
Storage:
Usage:
Cultural importance:
2. How do you think making a thangka painting is similar to or different from painting on paper?
Hint Box: Think about the materials used and the steps followed.
3. Imagine that your class is planning an exhibition of Indian art forms. Which art forms would you include and why? Write four to five sentences.
Vocabulary
1. Fill in the table below by breaking the root word from the suffix.
Root word Suffix
Use the same suffix to make one more word
artistic colourful creativity
director
2. Complete each sentence using an appropriate collocation with either ‘do’ or ‘make’ in the context of art and culture. Use the words in the box to help you.
Hint Box: harm research impression justice
a Any writer will before writing a book on the history of art.
b The new artist wanted to an with his unusual sculpture.
c Although the children did not intend to , they brushed against a painting and it fell with a clatter.
d The reviewer struggled to to the complexity of the artist’s work in his review.
Kinds of Sentences
Sentences can be divided into four types depending on what they convey.
• Declarative or Assertive: These sentences make a statement or give some information.
• Interrogative: These are questions.
• Exclamatory: They show strong emotions or excitement.
• Imperative: These are used to give commands, directions or to make requests.
1. Match the sentences and their kind.
Column A
Can you calculate the time the artist took for this Thangka painting?
What a marvellously intricate painting!
Roll up these Thangka paintings and put them in the car.
Thangka paintings are a way to connect with beliefs.
Column B
Declarative
Interrogative
Exclamatory
Imperative
2. Make sentences of the given type in relation to this picture.
a Interrogative:
b Exclamatory:
c Declarative:
d Imperative:
Sentences and Clauses
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.
For example: Sanjay paints portraits which he then sells. (Independent clause) (Dependent clause)
3. Underline the independent clauses in green and the dependent clause in blue.
a Although Thangka paintings are special, they require a lot of skill to create.
b When not in use, Thangkas are usually rolled up.
c In preparation, the artist stretches the cloth.
d While painting, the artist adds gold or silver for extra shine.
e When the painting is finished, Thangka is often framed for use in religious ceremonies.
Listen Well
Listen to the text here.
Listen carefully to the dialogue and fill in the blanks.
a and her art teacher are discussing art.
b Abstract art does not show things as they look.
c Realistic art looks almost like a
d Impressionism is about and .
e Experimenting with different styles is a good way to and yourself.
Speak Well
Practise speaking here.
Sit in groups of five. Take turns to speak about your favourite type of art, such as painting, sculpture, digital art or music. Explain why you enjoy it and what makes it special for you.
Write Well
Create a holiday brochure for your town or city. Include the details like:
Must try food
Places to visit Art and cultural show
Activities to do Places to shop
Materials:
• A4 paper
• Scissors or a paper trimmer
• Colour pencils and decorative materials
Tri-Fold Brochure
A tri-fold brochure is divided into three panels on each side.
• Front Panel: This is the first panel seen when the brochure is folded. It should include a title and a compelling image or graphic.
• Inside Panels: The brochure opens up to reveal three inside panels for detailed information.
• Back Panel: This panel will be the last seen and often contains contact information or additional details.
Model Answer
Adventure and Mystery
Let’s Read
Read the poem and answer the questions.
The Mysterious Cave
In the heart of the woods where shadows play, Two brave friends set off one day.
Mahira and Sam with hearts so bold, Sought a cave that tales had told.
With flashlights ready and backpacks tight, They ventured in as dusk turned night.
The cave was dark, and echoes roared, As they walked the path that legends scored.
Formations hung from the ceiling high,
And the air was cool as a soft sigh. They followed a stream that sparkled bright, Leading deeper into the night.
A door they found, old and grand, Carved with symbols from a distant land. Inside was a world of wonder to share, A secret place beyond compare.
Among the treasures, old and rare, Glimmered jewels and dusty air. They marvelled at the sights so grand, This was indeed the promised land.
Note: After answering the questions, practise reading this poem aloud to a family member.
Read and Respond
1. Answer the questions in two to three sentences.
a What did Mahira and Sam set out to do?
b How did Mahira and Sam prepare for their adventure?
c Describe the atmosphere of the cave.
d Where was the treasure and what was it?
e Give two words from the poem to show that the children were plucky. Also give one example to prove it.
2. A rhyme scheme is a pattern of the end sounds of lines in a poem. Each new rhyming sound is labelled with a different letter of the alphabet.
For example:
The sky is clear, the day is new, A A gentle breeze begins to blow.
The flowers sway in the morning dew, A
As sunshine warms the earth below. B
Identify the rhyme scheme of the poem ‘The Mysterious Cave’.
3. What is something that you have always wanted to explore and that you wonder about?
If you could go on this trip of exploration, who would you take with you?
Give three reasons why you would choose this person.
Vocabulary
1. Fill in the blanks with the words in the box.
Hint Box: adventure artefacts mystery journey explorers secret clue
a The brave went on an exciting to find the lost city.
b During their , the adventurers discovered a hidden in the cave.
c The explorer found a map in the cave that would lead them to ancient .
d Solving the was challenging, but they found a to help.
2. Rewrite the paragraph below with correct punctuation. Make sure to use full stops, commas, exclamation marks, question marks, apostrophes and capital letters where needed.
ritika found a strange map in the basement it looked ancient and was covered in symbols and cryptic messages she showed it to her brother dhruv he said, ‘We need to decode this map It might lead to something amazing’ they began to decipher the symbols
Continue the story about where the map leads Ritika and Dhruv. Use full stops, commas, exclamation marks, question marks, apostrophes and capital letters.
Go Grammar
Present and Past Perfect Tense
• The present perfect tense is used for events that have just happened or for events that started in the past and continue in the present.
• The verb form is have/has + past participle.
• The past perfect tense is used for events that happened before another past event.
• The verb form is had + past participle.
1. Label the sentences as simple present (S), present continuous (C) or present perfect (P) tense.
a Young Aarav is returning home from a game of football.
b He hears some strange sounds from his house.
c A couple of thieves have entered through a window.
d The neighbourhood is looking calm and quiet.
e Aarav has climbed into a tree to take pictures with his camera.
2. Label the sentences as simple past (S), past continuous (C) or past perfect (P) tense.
a Raju, a young shepherd, lived in a small village surrounded by hills.
b One evening, he was tending his flock at the edge of the forest.
c He saw a cloud of smoke.
d He had studied how to manage forest fires in school.
e He asked each villager to get a bucket of water.
f The villagers formed a human chain and doused the fire.
3. Fill in the gaps.
Present Perfect Tense
Past Perfect Tense
by now. The family had finished dinner by eight.
They have decided to go out for a stroll and an ice-cream.
A car has crashed into a small road-side stall.
Listen Well
Thankfully, the owner of the stall had left for the day. Listen to the text here.
Listen carefully to the poem and fill in the blanks with the correct words.
a In a quiet town where secrets lie, a young passes by.
b Someone’s been causing here.
c Her is filled with every clue, she thinks and wonders what to do.
d With clever moves, she sets a , catches the in a snap.
e The is safe, the mystery done, thanks to the detective, the case is . Practise speaking here.
Speak Well
Sit in groups of eight, where four of you will talk for the topic and four will talk against the topic.
The topic is ‘Can children be as effective as adults at solving mysteries?’
Use examples from literature, films and real-life cases to support your argument.
Literature with Children Detective Literature with Adult Detective
Nancy Drew Series
The Hardy Boys
Harry Potter Series
Matilda
Home Alone
Write Well
Sherlock Holmes Series
Agatha Christie Series
The Casebook of Inspector Gadget
The Mystery of the Secret Hair Oil Formula
Look at the pictures given and write a story in your notebook. The plot of your story should include the introduction, a conflict, a rising action, a climax, a falling action and a final resolution.
Environment 9
Let’s Read
Read the story and answer the questions.
Hamaguchi’s Heroic Sacrifice
Hamaguchi Gohei was a respected farmer in his village. He was known for his wisdom and generosity. People used to go to him in times of trouble. Hamaguchi’s farmhouse stood at the end of a small plateau overlooking the sea. The land sloped sharply down to the water’s edge and the downward slope led to the village and the festival shrine.
One afternoon, Hamaguchi was looking down at the festival preparations when an earthquake occurred. Remembering tales of the tsunami that his grandfather had shared with him, Hamaguchi could sense the impending danger. Hamaguchi quickly called his grandson and set fire to his rice fields to alert the village.
When the villagers saw the fire, they started climbing up the steep slope to help. As the villagers gathered, Hamaguchi did not allow them to put out the fire until everybody had reached the top. The people were confused and asked why he was not concerned about the fire. Hamaguchi pointed towards the sea. The villagers witnessed the most terrifying sight—the sea seemed to withdraw before a
massive wave hit the houses below and destroyed everything in the village. Now, they understood the reason for the fire and how Hamaguchi had saved their lives. The people thanked him and built a temple in his name.
Note: After answering the questions, practise reading this story aloud to a family member.
Read and Respond
1. Choose the correct options.
a Where was Hamaguchi’s farmhouse located?
i In the centre of the village
ii On a small plateau overlooking a bay
iii Near the festival shrine
b Why did Hamaguchi not allow the villagers to put out the fire immediately?
i He wanted to see the village burn.
ii He wanted to enjoy the spectacle.
iii He wanted to ensure everyone climbed up.
c What did the villagers witness after Hamaguchi pointed out at the sea?
i A beautiful sunset
ii A gathering storm
iii A tsunami
2. Answer the questions.
a Why did Hamaguchi set fire to his rice fields?
b What did the villagers do when they saw the rice fields burning?
c What did the villagers do to show their gratitude to Hamaguchi?
d Hamaguchi Gohei uses quick thinking and empathy to help the villagers during a challenging situation. How can you apply this lesson to help others in your own community during an earthquake at school?
3. Find words in the text that mean the same as the following:
a To be worthy of trust and admiration.
b The quality of having experience, knowledge and good judgment
c The quality of being willing to share with others and give freely.
d A large flat area of land that is higher than other areas of land that surround it.
e A long, high sea wave caused by an earthquake or other disturbance.
Vocabulary
Natural Phenomena
Natural phenomena are events or occurrences that happen in nature and are typically observable and measurable.
1. Read the meanings and unscramble the words.
a A multicoloured arc that appears in the sky when light hits water droplets. (raibnwo)
b A landform where molten rocks erupt through the surface. (lvoacon)
c A type of solid rain made up of balls or lumps of ice. (laitsorhm)
d A strong wind that forms itself into an upside-down spinning cone and develops over land. (ntoraod)
e A large mass of snow, ice, earth or rock slides down a mountainside with a swift motion. (vaalnchae)
f A violent wind that has a circular movement that is formed over the sea. (rhuaricen)
2. Choose the correct phrasal verbs to complete the sentences.
Hint Box: looked around arrived at took on reached for looked for
a After a long journey, we finally our destination, eager to begin our adventure.
b Upon entering the crowded room, she nervously, searching for familiar faces in the sea of strangers.
c He felt a chill in the air and his jacket, pulling it closer to ward off the cold.
d As the sun began to set, they a suitable spot to set up camp for the night.
e She the mentor’s role, guiding the young students through their challenging academic journey.
Go Grammar
Active and Passive Voice
When a sentence is written in the active voice, the subject performs the action. For example: Raju picked up the bag. Here, Raju is the subject who picked up the bag. In the passive voice, the subject receives the action. For example: The bag was picked up by Raju.
The passive voice is formed by using a form of the verb ‘to be’ (be, am, is, are, was, were, being, been) followed by the past participle of the main verb.
1. State whether the sentences are in passive voice or active voice.
a She is loved.
b All humans are equal.
c My brother is being given a medal today.
d She has opened a new restaurant.
e My brother is learning Spanish.
f Coffee is produced by local farmers.
2. Rewrite the following sentences in passive voice.
a The chef is preparing a delicious meal for the guests.
b The team will complete the project by next week.
c The dog chased the cat across the field.
d She was painting a beautiful landscape on the canvas.
e The students have submitted their homework.
3. Rewrite the following sentences in active voice.
a The book is being read by Gina.
b The decision has been made by the committee.
c The book was written by my father.
d The cake was being baked by Anamika.
e The house will be built by a team of construction workers.
4. The following sentences are either in active or passive voice. Read the sentences carefully to identify the errors. Write the correct sentences in the space provided.
a The cake was be baked by Mary. (Past continuous)
b The fox is chased the rabbit. (Simple past)
c The homework will completed by John. (Simple future)
d The children had sung the song beautifully. (Past perfect)
e The trees is being planted by the gardener. (Past continuous)
Listen Well
Listen to the text here.
Listen carefully and sequence the sentences in the correct order.
a People around the world are finding ways to deal with the changes.
b Everyone has to work together to protect our planet.
c Lately, climate change has become a significant problem.
d People are finding it harder to grow food.
e Climate change has not only affected weather patterns but also nature.
Speak Well
Practise speaking here.
Get into groups of four. Choose one of the following topics for a group discussion. Present the key points of your discussion in front of the whole class.
The importance of saving water
Ways to reduce pollution
Roles in Group Discussion
The facilitator guides the discussion.
The recorder takes notes during the discussion.
The summariser summarises the key points and action steps discussed.
The norm keeper ensures everyone participates and is respectful.
Choose your roles: facilitator, summariser, norm keeper and recorder.
Collect information from books, websites and documentaries.
Support your thoughts with interesting examples and stories.
You can even start your presentation with a story or an anecdote.
Keep your presentation simple and clear.
Encourage others and listen to what they have to say, even if you don’t agree.
You can use visual aids or props.
Write a short paragraph (200 words).
Describe your favourite outdoor place and explain why it’s important to take care of it.
10 Image and Self-Confidence
Let’s Read
Read the story and answer the questions.
A Budding Dancer
A shy boy, who preferred reading by the riverside to playing with other children, lived in the quiet village of Kumarakom in Kerala. He admired his father, a renowned Kathakali dancer, but doubted his own abilities.
One evening, Nayar discovered his father’s old dance costumes and masks in the attic. Intrigued, he tried on a mask and mimicked his father’s movements, feeling an unexpected connection to the dance.
Secretly, Nayar began practising Kathakali using his father’s costumes and a mirror. He trusted his instincts and his awkward movements gradually became graceful and powerful. As the annual village festival approached, Nayar’s father fell ill and couldn’t perform. Seeing his father’s sadness, Nayar bravely offered to dance in his place. On the festival night, nervous but determined, Nayar wore the most elaborate costume and mask. As the drums began, he stepped onto the stage to tell the ancient stories through gestures and graceful movements. The audience watched in awe.
The performance ended with thunderous applause. Nayar’s father, watching from the sidelines, had tears of pride in his eyes. His son had honoured the family name. Nayar felt a newfound sense of accomplishment.
From that day, Nayar was transformed from a shy boy into Kumarakom’s youngest and most talented Kathakali dancer.
Note: After answering the questions, practise reading this story aloud to a family member.
Read and Respond
1. Fill in the blanks with the words from the story. You may have to change the form of the words.
a Nayar ’s transformation from a boy who preferred reading to a confident Kathakali dancer demonstrates how trusting one’s can lead to unexpected self-discovery.
b Nayar became interested in Kathakali after he found his father’s old and started .
c Two events that convinced Nayar to perform, were his father’s and the upcoming .
d Nayar ’s determination helped Nayar overcome his when he performed on stage.
e By taking his father ’s place at the festival, Nayar not only honoured his family’s but also discovered his own .
2. What might have happened if Nayar had not volunteered to dance?
a How would Nayar’s father have felt? Why?
b What opportunities for personal growth might Nayar have missed? Explain.
3. Reflect on a time when you overcame a personal challenge.
a What was the challenge you faced?
b How did you initially feel about this challenge?
c Was there a moment of discovery, similar to Nayar finding the costumes? Describe it.
d Who helped you overcome the challenge?
e How did you feel after overcoming the challenge?
Vocabulary
1. In the passage below, replace the underlined words with idioms from the box.
sell herself short weight off her shoulders pick herself up head held high down in the dumps Ameya was feeling (low) after failing her maths test. Her best friend, Meera, reminded her not to (feel bad about herself), because Ameya was usually a whiz at numbers. Meera’s encouragement helped Ameya (motivate herself), and she decided to give it another shot. Ameya studied hard for the retest. On the day of the test, Ameya walked into class with her (confidently). It was (relief) when the results came and she had scored well.
Hint Box:
2. Complete the word web for the word ‘CONFIDENCE’ with three synonyms, three antonyms and three idioms.
Three synonyms:
Three idioms related to confidence:
Confidence
Three antonyms:
A sentence with the word:
Direct and Indirect/Reported Speech
Direct speech refers to the words spoken by a person.
Indirect speech is a report of what was said.
We can report what was said immediately after a person has said the words (She says that…) but it is more common to report what someone said after some time has passed.
We make the following changes when we report direct speech some time after the words were spoken.
• We start with phrases such as She said that, He asked if/whether.
• The inverted commas are removed.
• The pronouns change.
• The references to time change.
• The verb tense changes:
The simple present tense becomes the simple past.
The present continuous becomes the past continuous.
The simple past becomes the past perfect.
1. Identify if these statements are in direct speech (D) or indirect speech (ID).
a Nayar said that he would perform in his father ’s place.
b ‘I can’t believe how connected I feel to this dance,’ Nayar whispered to himself.
c Nayar ’s father said he was too ill to perform at the festival that year.
d ‘I’m nervous, but I can do this,’ Nayar muttered on the night of the festival.
e ‘I am performing in your place, Father,’ Nayar said bravely.
2. Insert the correct punctuation for direct speech in the following sentences.
a Nayar said I will perform in my father’s place
b Are you sure you can do this Nayar’s mother asked
c You did an amazing job said his father
d Nayar’s father whispered to himself I am so proud of him
e You gave an excellent performance exclaimed his best friend.
3. Convert from direct speech to indirect speech.
a ‘We are going to cheer for you in the match tomorrow,’ said Rohan.
b ‘Amma motivated me to participate in the tournament,’ said Nisha.
c Sharaman said, ‘I am confident about the match today.’
d Neha said, ‘I am going to win the dance competition next year.’
e Abhilash said, ‘We will start the cleanliness drive now.’
Listen Well
Listen to the text here.
Listen carefully to the conversation between Neha and Samir and write who speaks the lines.
Dialogue Speaker
My teacher said my project wasn’t good enough.
She suggested adding more details and explaining my ideas more clearly.
Dialogue Speaker
How about we start by looking at the project together?
I know it’s a chance to learn.
It’s important to stay positive and use it as a chance to grow.
Speak Well
Practise speaking here.
Work in groups of four. Choose a story with the theme of Self Image and Confidence. Choose a scene from the story, write the dialogue and finally enact the scene in the class.
You may choose a story from this list or choose a story of your own.
a ‘Catching the Moon’ by Crystal Hubbard
b ‘Amazing Grace’ by Mary Hoffman
c ‘The Invisible Boy’ by Trudy Ludwig
d ‘Salt in His Shoes’ by Deloris Jordan
Note: You will find read-alouds of these stories on Youtube.
Each group member must play an equal part in planning, writing and presenting. You may use props and costumes to make your performance more engaging. Use appropriate voice modulation, gestures and facial expressions.
Write a speech of about 120 to 150 words on the ‘Importance of Celebrating Our Differences: We Are All Unique’.
Title
Practice Time-1
Name of the Student:
Class: 5 Section:
Roll Number:
Date:
Section – A (Reading and Vocabulary—25 marks)
Read the text and answer the questions.
Compassion is the ability to care for others and help them when they need it most. Some famous people in history have shown us how powerful compassion can be.
Mother Teresa was Albanian but she spent her life caring for the poor and sick in India. She believed that no one should feel unloved or forgotten. Mahatma Gandhi taught the world about kindness and peaceful protest. He helped India gain its freedom by standing up against violence and choosing peaceful solutions. In South Africa, Nelson Mandela fought against injustice. After spending twenty-seven years in prison, he forgave his enemies and worked to unite the people of the country.
The change brought about by these inspiring leaders, proves that compassion can create real and lasting change in the world.
1. Choose the correct answer. (4 marks)
a What does ‘compassion’ mean?
i To ignore others
ii To defeat others
iii To help others with work
iv To show concern for others
b Who helped the poor and sick in India?
i Mahatma Gandhi
ii Nelson Mandela
iii Mother Teresa
iv Martin Luther King Jr.
c What did Mahatma Gandhi use to help India gain freedom?
i Harmless action
ii Peaceful resistance
iii Forgiveness
iv Violence
d How did Nelson Mandela respond after being in prison for twenty-seven years?
i He sought revenge
ii He forgave his enemies
iii He left South Africa
iv He chose to stay silent
2. Write True or False. (4 marks)
a Mother Teresa was born and worked in India.
b Mahatma Gandhi did not believe in peaceful solutions.
c Nelson Mandela’s ability to forgive after years in prison helped to unite his country.
d The actions of Mother Teresa, Gandhi and Mandela all demonstrate how kindness and compassion can lead to positive change.
3. Find the words in the story that have the same meaning as the words below. Then, write your own sentences using the words you filled in. (3 marks)
a well-known (paragraph 1)
b looking after (paragraph 2)
c motivating (paragraph 3)
4. Answer the questions in two to three sentences. (4 marks)
a What did Sister Theresa want for every person?
b Why do you think forgiveness is an important part of compassion, as shown by Nelson Mandela’s story?
Read the poem and answer the questions that follow.
The Kindness of Arjun
Arjun saw the boy alone,
Sitting on the schoolyard stone, He shared his lunch without a word, The quiet act went unobserved.
Each day he smiled, gave what he could, Not for praise, but because he should. His heart was light, his hands were kind, Helping others brought peace of mind.
One day, the boy stood tall and bright, And thanked Arjun with all his might. For every gentle thing he’d done, The gift of kindness, quietly won.
5. Choose the correct meaning of the phrases given in the following questions. (5 marks)
a What does the word ‘unobserved’ mean in the line ‘The quiet act went unobserved’?
i Everyone was disturbed by the act.
ii It happened without being noticed.
iii Arjun didn’t stop the boy.
iv No one cared about the act.
b Which line from the poem gives the reason why Arjun was kind and generous?
i He shared his lunch without a word.
ii The quiet act went unobserved.
iii Each day he smiled, gave what he could.
iv Not for praise, but because he should.
c What does the phrase ‘his heart was light’ suggest about Arjun?
i He felt happy and free.
ii He was tired of helping others.
iii He didn’t care about anything.
iv He lost weight quickly.
d Which of these is NOT a correct interpretation of the underlined words?
One day, the boy stood tall and bright,
i The boy had grown up.
ii He was happy and confident.
iii He did not need help anymore.
iv He was challenging Arjun.
e Which word is NOT a synonym for the underlined word?
For every gentle thing he’d done,
i soft
ii thoughtful
iii compassionate
iv kind
6. Answer the questions in two to three sentences. (5 marks)
a Name two kind things that Arjun did.
b How did the boy react to Arjun’s kindness at the end of the poem?
c What was special about the way in which Arjun gave?
d What lesson can we learn from the way Arjun showed his kindness?
Section – B (Grammar—10 marks)
7. Fill in the blanks with verbs that agree with the subjects. Write the verbs in the present tense. (5 marks)
a When Arjun (see) the boy alone, he immediately (decide) to share his lunch.
b The boy (be) grateful when Arjun (share) his lunch with him.
c Each day, Arjun (show) kindness without expecting anything in return.
d Arjun’s quiet acts of kindness (make) a big difference in the boy’s life.
e Many people (not appreciate) the little things others (do) for them.
8. Complete the following sentences with the correct collective nouns. (5 marks)
a A of judges sat to decide on the case.
b As the of fish swam past, the villagers caught them
c A of dogs attacked the tiger in the village.
d A of unfortunate events led to the riots in the village.
e A company built a of apartments for their employees to live in.
10. Summarise this story in four sentences. Write the key events from the beginning, middle and end. (5 marks)
Anaya’s Gift
Anaya saw her classmate Meena sitting alone under a tree. Meena had lost her cell phone and was very upset. Anaya knew how Meena felt, and she wanted to cheer her up. She went home and asked her mother if Meena could have the extra cell phone that Anaya was not using. Anaya’s dad had given her the phone when he got an upgrade. When she handed the phone to Meena the next day, her face lit up with joy. Meena thanked Anaya and hugged her. She was so happy, not just because of the cell phone, but because of Anaya’s kindness. From that day on, they became best friends and always looked out for each other.
Practice Time-2
Name of the Student:
Class: 5 Section:
Roll Number: Date:
Section – A (Reading and Vocabulary—25 marks)
Read the text and answer the questions.
Microplastics are tiny pieces of plastic, smaller than a grain of salt, that are all around us. They come from items like plastic bottles, bags and packaging materials that break down into tiny pieces over time. They also come from our clothes when we wash them, and even from the tyres of cars as they wear down. These microplastics end up in the air we breathe, the water we drink and the food we eat. Scientists have detected microplastics in human blood, muscles and even in people’s brains.
So, how can we reduce the risk of consuming plastic? Start by using your own reusable bags instead of buying food in plastic packaging. When cooking, use stainless steel or cast iron pans instead of nonstick ones, which can release microplastics when heated. Another good tip is to filter your tap water to remove microplastics. We need to take action to reduce the use of plastic so that we can protect our bodies from the harmful effects of microplastic.
1. Find the words in the passage that mean the same as the words given below. (4 marks)
a found (paragraph 1) b taking in (paragraph 2)
c give off (paragraph 2) d keep safe (paragraph 2)
2. Write True or False. (3 marks)
a The plastic we use every day turns into microplastic immediately.
b Microplastics are present all around us.
c Research is being done on microplastics and where they are found.
3. Answer the questions in two to three sentences. (8 marks)
a What does the suffix micro- in the word microplastics mean?
b Name three ways that microplastics enter the environment.
c Name three ways that humans can take in microplastics.
d How can the choices we make every day help reduce the amount of microplastics in our bodies and the environment?
Read the poem and answer the questions. Let’s take care of our Earth today, In simple and thoughtful ways. Turn off lights when you leave the room, Save Earth’s energy in any way you can.
Walk or cycle, don’t always drive, Keep our planet’s air alive.
Plant a tree, let it grow tall,
Help the animals, big and small.
Use less plastic, make a change, These little steps aren’t so strange.
Together we can do our part, Sustain the world, we have to start!
4. Choose the correct answer. (4 marks)
a In which way can we save energy according to the poem?
i By planting trees
iii By turning off lights
ii By recycling bottles
iv By walking
b Which of the following will not improve air quality?
i Planting trees
iii Driving
ii Using bicycles
iv By walking
c What does it mean to sustain the Earth? Choose the best answer.
i Give it food and water
ii Keep it alive and well
iii Save trees for animals
iv Keep humans safe
d What is the main idea of the poem?
i Recycling is the most important thing.
ii Saving energy is very important.
iii Driving is bad for the environment.
iv Take care of the Earth in simple ways.
5. Answer the questions in two to three sentences. (6 marks)
a Name four ways to save Earth according to the poem.
b Explain two ways how planting a tree will help animals.
Section – B (Grammar—10 marks)
6. Fill in the blanks with the correct articles. (6 marks)
a Walking or biking is good way to reduce pollution in cities.
b We all have important role in protecting the environment.
c Recycling plastic helps reduce amount of waste that ends up in landfills.
d Planting trees is essential step in fighting climate change.
e Turn off lights when you leave the room to save energy.
f Using reusable bags is simple way to cut down on plastic waste.
7. Use the modals given to form questions about the environment. (4 marks) can: may: should: must:
Section – C (Writing—15 marks)
8. Your school is starting a recycling program to encourage students to manage waste better. Write a notice to inform your classmates about the program. Include the following details in your notice: (7 marks)
i Title: Give your notice a clear and informative title.
ii Date and Time: Mention when the Recycling Program will start.
iii Location: Specify where the recycling bins will be placed.
iv Purpose: Explain why the Recycling Program is important.
v What to Recycle: List the items that can be recycled.
vi Contact Information: How can students get more information or ask questions?
9. Write an 80–100-word paragraph on why conserving water is so important. Use the following guidelines to help you structure your paragraph: (8 marks)
i Start with a Topic Sentence: Clearly state why conserving water is important.
ii Include Key Points: Mention the benefits of saving water, such as protecting natural habitats and ensuring water availability for future generations.
iii Give Examples: Provide a simple example of how people can conserve water in their daily lives.
iv End with a Conclusion: Summarise the importance of water conservation.
Practice Time-3
Name of the Student:
Class: 5 Section:
Roll Number: Date:
Section – A (Reading and Vocabulary—25 marks)
Read the text and answer the questions.
Gender equality means treating everyone fairly, regardless of whether they are male or female. A lot of progress has been made in India over the years. In the past, many girls were not encouraged to go to school, study or enter the job market. Now, many girls are studying, and following a range of professions in fields like science, economics and technology. Many more girls are joining the police force or the army. Women have proved themselves to be capable leaders and have become successful politicians and business owners. We also see famous female athletes who continue to inspire others.
Men have learnt that they can help with cooking, cleaning and taking care of children, which were once seen as ‘women’s jobs’. When men and women support each other and share responsibilities at home and at work, our society becomes fairer and stronger.
1. Use the prefixes in-, dis- and un- to form the opposites of these words from the passage. Then, write sentences using the words you made. (5 marks) a equality
capable
successful
fair
2. Summarise the text in five sentences. Include a clear introductory and closing sentence. (5 marks)
3. Answer the questions in two to three sentences. Use your own words. (5 marks)
a Explain how gender equality has improved in India over time.
b Name a woman who is a leader and mention what she does.
c Name an Indian sportswoman who has set an example and describe how.
d Explain how men’s roles have changed over time.
e Do you agree that society becomes stronger when men and women share responsibilities at home? Give reasons for your answer.
Read the poem and answer the questions. Boys and girls are stars in the sky, Shining bright and reaching far and high. Like two sides of a coin, so fair, Each has dreams they boldly share.
Girls, like flowers, need sun to bloom, Boys, like rivers, need room to zoom. Together, they paint the world so grand, With equal chances, hand in hand.
No walls can block their paths of light, When they join forces, day or night. In a world where everyone can shine, Equality makes their dreams align.
4. Choose the correct option. (4 marks)
a What does the poem compare boys and girls to in stanza 1?
i Flowers and rivers ii Stars and coins
iii Lights iv Dreams
b Which metaphor is used to describe the way girls need the sun?
i Girls need to be like rivers to grow and flow freely.
ii Girls are like flowers that need the sun to flower.
iii Girls need equal chances to shine
iv Girls are like stars needing light
c What does the poem compare boys to?
i Flowers ii Rivers
iii Coins iv Stars
d What imagery is used to describe the combined strength of boys and girls in the poem?
i A grand, painted world ii Walls that block light
iii Painted stars iv Zooming rivers
5. Find a word from the poem that means the same as the words given below. (3 marks)
a pretty b to flower c to line up
6. Answer the questions in three to four sentences. (3 marks)
a Which image is used in stanza one to describe that boys and girls are similar?
b What, according to you, are the ‘equal chances’ that boys and girls need? (stanza 2)
c In your own words describe what happens when boys and girls ‘join forces’. (stanza 3)
Section – B (Grammar—10 marks)
7. Fill in the blanks with the determiners in the box. (5 marks) little few any many some
Many women have achieved success in the field of sport. women have won gold medals, while a have even become world champions. A effort every day helped them reach their goals. Many years ago, people believed that women could not compete successfully in sports like boxing, soccer and weightlifting, but they have been proved wrong. Women have proved that no-one can hold these kinds of beliefs more.
8. Use the clues in brackets to fill in the correct form of the adjectives. (2 marks)
a It is often said that boys think (logic) than girls, but this is not true.
b Girls often develop language skills (early) than boys and tend to have a (large) vocabulary in the early years.
c Girls are often better at focussing on tasks for (long) periods than boys.
9. Complete the sentences using the type of adjective shown in brackets. (3 marks)
a (demonstrative) girls who develop a rich vocabulary at a young age, usually excel in both language and maths.
b Boys are usually more inclined to take (quality) risks, while girls tend to be more careful.
c Boys are generally more interested in competitive play involving (number) players, while girls often prefer doing (possessive) own thing.
d Girls typically show (quantity) empathy and are better at reading (quality) expressions that show people’s feelings.
Section – C (Writing—15 marks)
10. Write a letter to your school principal requesting the introduction of a new program that promotes gender equality. (7 marks)
• Explain why gender equality is important in your school.
• Describe the activities or workshops you would like to see included in the program.
• Request support from the principal to implement these activities.
11. Write an article on the following topics related to gender. Your article should be about 100 words. Use the hints and suggestions provided to help you organise your thoughts. (8 marks) Promoting Respect and Fairness Between Genders at School
• Discuss ways that schools can promote respect and fairness among students of different genders.
• Provide examples of activities or rules that will ensure everyone is treated equally.
Practice Time-4
Name of the Student:
Class: 5 Section:
Roll Number: Date:
Section – A (Reading and Vocabulary—25 marks)
Read the text and answer the questions.
Self-confidence is very important because it helps you feel proud of who you are and gives you the courage to try new things. When you believe in yourself, you’re more likely to deal with challenges well, make friends and succeed in school. For example, if you’re confident, you might try out for the school play, even if you feel a little nervous. This can lead to new experiences, friendships, and learning things you never thought you could do.
There are a number of ways to build your self-confidence. First, set small goals and celebrate when you achieve them. For example, if you want to read more, start with one chapter a day. When you reach your goal, be proud of yourself and share your achievement with others. Achieving goals builds self-confidence.
Second, practise positive self-talk. Instead of saying, ‘I can’t do this,’ say, ‘I’ll try my best.’ Positive self-talk is like a little cheerleader in your mind that helps you believe in yourself. When you tell yourself, ‘I can do this’ or ‘I’m getting better every day,’ you start to feel stronger and more capable.
Third, try new things. Doing new things builds self-confidence because it helps you discover what you’re capable of. Each time you try
something new, you learn and grow, even if it’s challenging at first. For example, when you learn to ride a bike, you might feel unsure, but with practice, you get better and feel proud. Trying out for a sports team, joining a dance class, or cooking a new recipe are other examples. As you succeed in these activities, you realise you can achieve more than you thought, which makes you feel more confident.
Finally, surround yourself with people who will encourage you. Good friends and family can help you feel confident by reminding you of your strengths. Remember, everyone makes mistakes, but what matters most is believing in yourself and trying again when you fail.
Having self-confidence helps you believe in your abilities and face challenges bravely. It gives you the courage to try new things, even when they seem difficult. With self-confidence, you’re more likely to overcome obstacles and solve problems. This belief in yourself helps you achieve your goals and succeed in life.
1. Find the words in the passage that mean the same as the words given below. (5 marks)
a problems (paragraph 1)
b success (paragraph 2)
c able (paragraph 3)
d difficult (paragraph 4)
e uncertain (paragraph 4)
2. Write the opposites of these words that have been taken from the passage. (5 marks)
a nervous (paragraph 1)
b proud of (paragraph 2)
c better (paragraph 3)
d succeed (paragraph 4)
e encourage (paragraph 5)
2. Write True or False. (5 marks)
a You should only try things if you are sure that you can achieve them.
b Achieving small goals builds confidence.
c Positive self-talk helps you believe in yourself.
d People who support you and tell you what you are capable of can boost your self-confidence.
e People who are self-confident are less likely to take on new challenges.
3. Answer the questions in two or four sentences. (10 marks)
a Name four advantages of having self-confidence.
b Why do you think it is important to set small goals when you want to build your confidence?
c What is positive self-talk compared to? How does this comparison explain what one needs to do to build self-confidence?
d Explain in your own words how doing new things builds selfconfidence.
e What should you do when you have made a mistake?
Section – B (Grammar—10 marks)
4. Rewrite the sentences in the passive voice. (3 marks)
a Self-confidence builds courage.
Courage through .
b New experiences teach children valuable lessons.
Valuable lessons through .
c Parents encourage their children to be brave.
Children by .
5. Punctuate the sentences in direct speech correctly. (2 marks)
a He said Encouraging words can inspire others
b Positive thoughts create a happy mindset he said.
6. Rewrite the sentences in the speech bubbles in indirect speech. (5 marks)
I will be positive today.
a She said that
I am ready for any challenge. We can do this together!
b He said that
d He exclaimed Why are you afraid of trying?
c She asked him
I wrote down my achievements yesterday.
e She said
Section – C (Writing—15 marks)
7. Write an adventure story involving three children. Think about the setting and what the characters will be like. Give your story a title and ensure it has a good beginning, middle and end. (15 marks)
Rohan: Yeah, kindness is really important. When I help my little sister with her homework, she feels
Anaya: That’s wonderful! I once saw a man helping an old lady cross the busy street. It made me think about how important it is to be kind to others.
Rohan: Yes, my family and I helped with the clean-up project. We picked up litter and planted flowers. It felt good to be able to make a difference.
Anaya: You were at the local park last Sunday, weren’t you?
Rohan: That’s really nice of both of you
Anaya: Hey Rohan, Mrs Mehta was cooking food for the homeless people near the railway station. I helped her pack and deliver it. She’s so kind!
Rohan: Hey Anaya! I saw you help Mrs Mehta yesterday. What were you both doing?
4. Peace and Harmony
Head east and follow the road as it turns southeast. Turn left where the road joins the main road. You will see a farm with a windmill on your left. At the four-way junction, turn south. City Mall will be on your left. Continue as the road curves west to go around the fairground. If you continue along the road, your destination will be on your right.
3. Compassion Start at the red arrow marked on the north-western side of the map.
In our town, we organised a community fundraiser to build a new community hall. Everyone in the neighbourhood got involved. Mrs Iyer and Mr Baruah planned the event, making sure everything was ready. Kids made colourful posters to spread the word, and adults set up booths for games, food and crafts. On the day of the event, families came together to have fun and donate money. Local musicians played music, and there was even a lucky draw with prizes from local businesses. The event was a huge success, and enough money was raised to start building the hall. It showed how much we can achieve when we work together for a good cause.
1. Community
2. Wit and Humour Anansi the Crafty Spider Anansi was known throughout Africa for his cunning. His father, the sky god, had turned him into a spider because he would not change his wicked ways. Anansi was bored and decided to test his luck with a new challenge. He spun a glittering web across a village square. It was so beautifully designed that it caught everyone’s attention. As the villagers admired his creation, Anansi told them a tale of hidden treasure buried beneath the biggest oak tree in the forest. He told his tale so well that the villagers left their stalls and went in search of the treasure. Meanwhile, Anansi used the time to snatch the best fruit from the market stalls. By the time the villagers realised they had been tricked, Anansi was far away enjoying the fruit and plotting his next mischief.
Listening Texts
Quick with questions, sharp in thought,
Someone’s been causing trouble here, She follows tracks both small and faint, Listening to each whispered complaint. Her notebook filled with every clue, She thinks and wonders what to do,
A mystery blooms, a puzzle clear,
Clues and puzzles she will find.
With sharp eyes and a clever mind,
A young detective passes by,
In a quiet town where secrets lie,
8. eAdventur and Mystery
Teacher: Of course, Priya! Experimenting with different styles is a great way to learn and express yourself better.
Priya: That’s interesting! Can I try painting in these different styles?
Teacher: Yes, very good!
Priya: Isn’t impressionism about showing the feeling or impression of a scene with light and colour?
Teacher: That’s right. And have you heard of impressionism?
Priya: Realism is when you paint or draw things as they really look, like in a photo.
Teacher: Yes, exactly! Now, what about realism?
Priya: I think so. Abstract art doesn’t look like any real-life object. It’s more about shapes and colours, right?
Teacher: Do you know what abstract art is?
7. Art and eCultur
In a small village, there was a wise teacher named Mr Sharma. He believed that both boys and girls should have equal chances to learn.
6. Gender Equality
5. Space Mars is the fourth planet from the Sun and is known as the Red Planet because of its reddish appearance. It has a thin atmosphere and is colder than Earth. Mars is home to the tallest volcano in the solar system, Olympus Mons, and a massive canyon called Valles Marineris. Scientists are very interested in Mars because it has ice at its poles and evidence of ancient rivers, which might suggest that water once flowed there. Missions to Mars help us learn more about its surface and climate to see if there is potential for life there.
Anaya: Definitely! It will make our community a better place for everyone.
Rohan: Absolutely. We should keep spreading kindness.
Anaya: These small acts of kindness can make a big difference. It’s great to see people helping each other.
loved and it does not take much effort from me.
One day, he decided to open a new school where everyone could study together. The villagers were curious but also hesitant. Mr Sharma explained that educating girls would lead to better health, economic growth and happier families. He also said that boys would benefit from learning in an environment where everyone was treated the same. As the school grew, the children began to excel in their studies. Gender stereotypes started to fade and the village became a place of equality. By giving both boys and girls the same opportunities, Mr Sharma created a brighter and more prosperous future for everyone.
Samir: Thanks for your support, Neha.
Neha: Absolutely! Everyone faces criticism. It’s important to stay positive and use it as a chance to grow.
Samir: That sounds great! I feel a bit nervous about it, but I know it’s a chance to learn.
Neha: That sounds like good advice. How about we start by looking at the project together?
Samir: She suggested adding more detail and explaining my ideas more clearly.
Neha: Don’t feel bad. Did she give any suggestions on how to improve it? Maybe we can work on it together.
Samir: My teacher said my project wasn’t good enough.
Neha: Samir, what’s wrong?
Neha sees Samir sitting on a bench looking miserable. She approaches him.
10. Self Image and Confidence
People everywhere are trying to do things to help by using cleaner energy and finding ways to deal with the changes. But even with all these efforts, climate change keeps getting worse. We need to keep working together to find better ways to protect our planet and make sure it’s safe for the future.
Lately, climate change has become a big problem. The Earth’s weather has changed a lot. Climate change has caused big changes in the weather and nature. It’s making things like storms and heat waves worse, but it is not just about the weather. Climate change hurts animals and plants. It can make people’s lives harder too, like making it difficult to grow food.
She pieces puzzles she has caught. With clever moves, she sets a trap, Catches the culprit in a snap, The town is safe, the mystery done, Thanks to the detective, the case is won.
Environment
About the Book
Introducing Ignite, a thoughtfully-crafted ELT programme designed especially for 21st century learners. In keeping with the National Education Policy (NEP) 2020’s focus on holistic education, Ignite provides opportunities for learners to hone their language skills as well as other 21st century skills. This programme offers a comprehensive language-learning experience supporting the all-round development of learners in line with the learning outcomes of the National Curriculum Framework (NCF) 2023.
Key Features
Product Package
• Coursebook
• Workbook thematically aligned with the Coursebook
• Uolo App
• Teacher Guide
• Diverse Literature Compilation of rich literature set in local and global contexts to expose learners to different cultures and build national pride
• Recommended Reading List A suggested reading list and a reading tracker to foster the culture of reading and sharing
• Experiential Projects Opportunities to apply language skills to prepare learners for real-life challenges
• Progress Tracker Tool to empower parents and teachers to track student growth, highlight skill gaps and support year-round development
• Skill-Based Assessments Continuous and comprehensive assessments tailored to promote competency-based learning, along with model papers to enhance teacher support
About Uolo
Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.
ISBN 978-81-980295-1-5
