Title Page Copyright Page Preface
Patterns, a Course in Communicative English, focuses on reading, writing and communicative aspects of English language to ensure holistic training. The aim of the series is to enhance the students’ language skills and enable them to use the language with ease and confidence both inside and outside the boundaries of the classroom. The teacher plays the most significant role in this process. Therefore the books contain exhaustive Teacher’s Notes providing certain guidelines and suggestions about the way the lessons can be approached and made interesting as well as beneficial to the students.
The Teacher’s Handbooks (1-8) contain answers to the exercises which accompany the chapters. The primary purpose of these books is to diminish the workload of the teachers and facilitate the teaching and learning processes. Apart from definite answers, they also contain suggestions which the teachers may follow while teaching a chapter. Answers to some analytical questions are not given since it is in the best interest of the students to let them think and answer those questions based on their understanding of the topics. The exercises on Writing Skills and Enrichment activities can be conducted by the teacher following the guidelines given as part of the exercise. The teacher should encourage students to answer the open-ended questions depending on their reading of the chapter.
We sincerely hope that the teachers find these books useful and the Handbooks contribute substantially to the process of learning. Contents Course book 1. The Story of the Socks 1 2. Sun 2 3. Kiki Talks 2 4. The Porcupine 5 5. Why the Sun and the Moon Live in the Sky 6 6. The Brook 7 7. Jantar Mantar Magic–1 8 8. Jantar Mantar Magic–2 11 9. Rashid’s Record 13 10. The Bestest Friend 15 11. Welcome Back to School 17 12. Bird in a Tree 18 13. Cut Down Another Tree 20 14. Chetak–1 21 15. Chetak–2 23 16. The Fly-Away Horse 25 17. Damon and Pythias 26 18. King Bruce and the Spider 28 19. Shipwrecked! 30 20. Rats! 33 21. A Tale of a Fortune Teller 35 Workbook 37-68 The Storyteller 1. Getting to the Wedding 69 2. Racing the Wind 69 3. Montuai and the Hyena 70 4. Tenzing Norgay 70 5. A Tree 71 6. Pip and the Convict 71 7. Godfrey Gordon 72 8. The Great Escape 72 9. The Secret 73 10. The Haveli by the Qutab 74 11. Magnificent Machines 75 12. A Long Story 75 13. Chicken Poxed 76 COURSE BOOK The Story of the Socks
Let’s talk about… Page 4 Both questions can be left open to the children’s interpretation. Word fun A. The students have to find synonyms for the underlined words. 1. pummelled 2. conspired 3. hauled 4. plunged 5. doggedly 6. basked B. The students will rearrange the letters to get the correct word. 1. shirt 2. jeans 3. socks 4. jacket 5. vest 6. shorts 7. salwar 8. skirt Write the answers Page 5 The students will write the answer sin their notebooks 1. The clothes enjoyed being twirled around very fast in the washing machine. They said they went round and round , first this way, then that . They exclaimed it was better than any merry-go-round and enjoyed swirling around in the soap suds. 2. The socks were unhappy because they were never thrown into the washing machine and missed out on all the fun the other clothes had when they were washed in it. 3. The socks dreaded wash day because they were boiled in a vat and then beaten and pummeled, and twisted and hung by the dhobi. 4. They began tickling the feet of the children so that they could draw attention to their problem. 5. Yes it did because the children did put them in the washing machine. 6. This is open to the children’s interpretation. Listen and talk A. Divide the class into groups. Let the students conduct the meeting with your guidance. 1 B. Guide the students to highlight the correct words words. laundry already sauce author caught ball call Write other things Page 6 A. Help the students to punctuate the sentences. 1. ‘ Oh dear ! What shall I do ?’ cried the old woman. 2. ‘Alas ! answered the girl,’ I have to spin straw into gold and I do not know how.’ 3. The king said, ‘I will forgive you if you obey my orders.’ 4. Akbar turned to his men and asked, ‘Which way shall we go? ’ 5. ‘Please let me out of this cage,’ cried the tiger. B. Encourage the students to do this exercise on their own.
Sun Let’s talk about… Page 9 Encourage the children to answer on their own Write the answers The answer to this will vary. Accept any answer that is logical. Listen and talk You can form groups of two and let them read aloud the words in a set Write other things You could also ask the children to think of a suitable title for the poem.
Kiki Talks Let’s talk about… Page 13 The answer to this can be: 1. They became friends as Rashid took good care of Kiki and tended to his needs. Kiki too responded in his own way and they forged a bond with each other.
2 2. Can be left open to children’s interpretation Word fun Page 14 Students will add the prefix ‘un’ to get their opposites. 1. happy unhappy 2. clean unclean 3. tidy untidy 4. ripe unripe 5. cover uncover 6. wrap unwrap 7. common uncommon 8. fortunate unfortunate Write the answers A. Fill in the blanks with words from the story. 1. Lachhman found Kiki in the corn patch of the garden. 2. Rashid and his father took the injured bird to Dr. Sood in a veterinary clinic. . 3. The doctor said that the bird should be given very tiny pieces of soft ripe fruit to eat. 4. The cage had a swing, a perch and two bowls for water and food. 5. Rashid’s mother woke him up by saying, ‘.rise and shine’. B. Encourage the students to answer on their own. 1. Kiki was abandoned and was badly hurt .He was unable to fly . This is why he was scared and shivering. 2. He was told by his mother that Kiki was his responsibility and he had to take care of his pet.He was probably excited too and didn’t want to waste a moment with Kiki. 3. First thing in the morning he rushed to awaken Kiki calling out rise and shine just the way his mother did when she woke him up. 4. As he sat down to study, Kiki perched on his shoulder and Rashid enjoyed that a lot. He would also walk up and down the table top as though checking whether Rashid did his homework.
3 5. One morning, as he removed the sheet from the cage, he saw that Kiki was already up. He jumped on to the swing and called out ‘Rise and shine! Rise and shine!’ Rashid and his mother were amazed. 6. Rashid’s father told him that he would have to spend time with Kiki and repeat a small word again and again until Kiki learnt it. Each time Kiki did repeat a word he was given a treat, and Rashid stroked him and said ‘Good boy’.No , it may not have been easy as it required him to be very patient. Listen and talk Page 15 A. Help the students collect all the information they would need. All the students should take part in this project. B. Guide the students to pronounce the words correctly. The words that do not end in the ‘f’ sound are: plough daughter taught bough Write other things Page 16 A. The students will choose the correct word and fill in the blanks. 1. Rajan just grunted and turned back to his book when I tried talking to him. 2. Alice always chirped a merry ‘good morning’ to the children at the bus stop. 3. The director barked his orders to the secretary. 4. ‘Show me your pass,’ the watchman growled at the stranger. 5. The librarian hissed at the students to keep quiet. 6. The audience roared with laughter at the clowns. B. Let the students make the list on their own after reading the text carefully. C. Let the students write the paragraph on their own favourites. What else? You could ask the children to discuss how important it is to assume responsibility for anything they own, not just a pet. They could talk about instances in their life which would throw light on this and also mention how they felt.
4 The Porcupine Let’s talk about… Page 17 The answer to this can be: 1. The porcupine is troubled that none of his friends come close to him even though they come to visit him. 2. He sits and ponders endlessly about this but doesn’t have a clue as to why his friends keep a distance from him. Word fun Page 18 A. Replace the highlighted words with synonyms from the poem. 1. A queer happened to me on my way to school. 2. The ways of the big city puzzled the boy from a village. 3. The wise man ponders before answering any question. 4. ‘I don’t have clue of where we are! I think we’re lost.’ 5. I was surprised when my neighbour didn’t speak to me, but just waved in a distant manner. B. Let the students answer this question on their own. Write the answers Answer the following questions. 1. He was puzzled because his friends would never come near him when they visited him. 2. They stayed distant and didn’t come near him. They often stopped to say hello and stay the day but they always stayed many feet away. 3. He failed to understand that what he finds enjoyable is a pain to others. Listen and talk Take care that each group gets its turn to carry out the conversation Write other things Encourage the students to come up with their own ideas.
5 Why the Sun and the Moon Live in the Sky Let’s talk about… Page 22 The answers may vary in this exercise. 1. Yes they were good friends as they took good care of each other’s wishes and went out of the way to accommodate the other. They were concerned about one another and would do anything to bring joy in the life of their friend. 2. They were sincere, committed, caring, warm-hearted, loyal, hospitable and generous friends. Word fun A. Help the students use the dictionary B. The students will fill in the blanks after knowing the meanings. 1. The builders have started to lay the foundation of the building. 2. When I reached the crossing, I hesitated because I didn’t know which way to turn. 3. The prisoner’s hands were bound fast by the guards. 4. The Maharaja lived in a magnificent palace. 5. Vishal was reluctant to admit his mistake. Write the answers Page 23 The students will write the answers in their notebook. 1. He was unhappy because his friend Water had never visited him. 2. Water didn’t visit Sun because when he decided to do so, his people would go with him too . To accommodate them the Sun’s house would have to be really large. Water was a very caring friend and considerate too. 3. The Sun decided to build a really large house with a big compound. First, the Sun and his friends built a high wall for the compound. Then, at the centre of the compound, they dug deep into the earth to lay the foundation for the house.Next, they built a frame of the strongest, straightest wood they could get. The long poles were bound fast with stout ropes, made of thick vines from the jungle.They were now prepared to host Water and his people. 6 4. and 5. Can be left open to the children’s interpretation. Listen and talk Try to make this activity as interesting as possible Write other things The students will write whether the highlighted words are nouns or verbs. 1. verb 2. noun 3. noun 4. verb 5. verb 6. noun 7. noun 8. verb B. The students will write the questions using correct punctuation marks. 1. ‘What is the time?’ 2. ‘Which game do you like to play?’ 3. ‘When is the programme?’ 4. ‘Will you come over for dinner?’ 5. ‘Have you brought my book?’ C. Let the students do this activity on their own. NOTE: The children can be asked to reflect on the things required to sustain a friendship and share some of their personal experiences with the class. You could also ask them to comment on the proverb ,’a friend in need is a friend indeed.’
The Brook Let’s talk about… Page 27 Both questions can be left open to the children’s interpretation. Word fun Page 28 The students will fill in the letters to get the words. 1. sally 2. travel 3. linger 4. flow 5. slide 6. bicker Write the answers The students will answer the questions on their own. 1. It comes from haunts of coot and hern, 2. It has to bicker down a valley, hurry down thirty hills, slip between ridges and a little town .It also has to cross many bridges before it reaches Philip’s farm.
7 3. The following words have been used by the poet to describe the sound of flowing water – they are, bicker, chatter, bubble, babble, murmur. These sounds tell us that at times the brook is moving very fast but at other times it slows down and moves at a more leisurely pace. 4. The path of the brook is not straight .It has to cross many kinds of terrain before it reaches it’s destination. For instance, it has to pass through hills, valleys, bridges,stony ways, fields, fallow etc. 5. Here the poet conveys the immortality of the brook which continues to be while men are mortal and go away or die. Listen and talk Let each student say the words aloud. Write other things Let the students use their imagination to write the paragraph. You could draw the children’s attention to how the brook has to pass through many obstacles to reach it’s destination. They could talk about how the brook teaches us a lesson not to give up and inspires one to continue trying.
Jantar Mantar Magic–1 Let’s talk about… Page 32 The answer to this can be: 1. He was excited, curious and very happy. 2. The following incidents tell us that this is an account of something that happened long ago – • The presence of the horseman and drummers who came to make an announcement in the village. • The invitation to the entire kingdom by the Maharaja • The invitation which was a scroll • The completion of the Jantar Mantar, the first of it’s kind in the world • The mode of transport being carts • The enormous leather bags used to carry water for long distances 8 Word fun A. The students will match the words to their meanings. 1. astride with one leg on each side 2. aloft high in the air 3. scroll long roll of paper for writing 4. tend to take care of 5. rinse to wash with water only 6. bunting coloured paper used for decorating B. Let the students make sentences of their own. Write the answers A. The students will say whether the sentences are true or false. 1. The horseman was astride a brown horse. false 2. They had come to invite the villagers to the capital. true 3. The villagers travelled to Jaipur in horse-carts. false 4. The boys did not like tending the camels. false 5. They carried leather bags to store water. true B. Answer the following questions. 1. There was a richly dressed horseman, astride a magnificent white horse. Beside him were three drummers, their sticks held aloft, ready to beat out another roll of drumbeats. The men had huge moustaches, and were armed. Their swords caught the sunlight and gleamed brightly. 2. The man from the court told the villagers that Maharaja Jai Singh had invited them to the capital as there was a grand function to mark the completion of the Jantar Mantar. It was the first of it’s kind in that part of the world. He invited them to see the marvellous instruments that chart the journey of the Sun and the stars, to see the beautiful Time Teller, to find out good days for marriages and hear when the rains will arrive. 3. He wanted to go on the trip to see the Jantar Mantar. 4. That evening, the headman of the village called a meeting, and plans were made for the long journey to Jaipur. Over the next three days, the village hummed with activity. The
9 women prepared food, special rotis that would not get spoilt, and packed pickles and sweets made with jaggery, so that the children would not go hungry till they set up camp when fresh food could be cooked. Virat helped his father and the men to get the camel-carts ready. Each cart was carefully examined and repaired wherever necessary. Virat and his friends ran errands for the carpenters and blacksmiths, who worked non-stop to ensure that the carts were roadworthy. The wheels were oiled and the brass studs polished. The harness of each camel was wiped with soft cloth and colorful buntings attached to the woodwork. The cloths that were used to drape the camels on special occasions were taken out and washed. Finally, Virat and his father took the enormous leather bags used to store water for long journeys, and rinsed them out carefully, checking for any leaks. They would be filled early in the morning on the day they set off.These were the preparations that were made for the journey. 5. Virat enjoyed all the preparations as he was happy and helped his father enthusiastically. He didn’t once complain and undertook all the tasks given to him willingly and joyfully. Listen and talk Page 33 A. Take care that each student gets a chance to speak. B. The students will write the words in the correct column. leaping ready scream, bread creature wealthy teacher death, stream weather, pleasure Write other things A. The students will fill in the blanks, choosing the correct word from the brackets. 1. I had only five minutes left to complete my homework. 2. We eagerly awaited the completion of the swimming pool. 3. We were given extra time to prepare for the dance performance. 10 4. Preparation for the Republic day Parade began in December 5. ‘No interruptions, please, while I dictate the notes,’ said our teacher. 6. Priya got full marks in the dictation exercise. 7. ‘Will you add my name to the list?’ 8. In addition to these arrangements, extra buses will also be there. 9. Our school will compete in the junior marathon. 10. Aditi won the first prize at the Art competition. B. C. and D. The answers to these questions will vary.
Jantar Mantar Magic–2 Let’s talk about… Page 38 The answer to this can be: • It means calling out the time. • Let the students give their own answers to this question. • He was astounded by the newness, enormity and complexity of the structure before him. Word fun Page 39 A. The students will complete the grid with the help of the clues. S THRONG RER ANA MA G NI F I C ENT PRG U AH P VT O EA L GAPED W A A Y
11 B. The students will fill in the blanks with silent gh words. 1. Rajni will go to the gym straight after the class. 2. Rashid was frightened of walking home alone in the dark. 3. I’d be delighted to come to your birthday party. 4. Meera thought of going to the park later. 5. Grandfather brought/bought some chocolates and wafers for us. 6. The robbers were caught at the airport. Write the answers Page 40 A. The students will answer the given questions. 1. Every thing was so huge, that he felt he was no bigger than an ant! Though he didn’t want to admit it, Virat felt confused and just a bit scared. He couldn’t understand why these things had been built. They weren’t houses, temples or palaces. And the ghostly shadows they cast around gave him the shivers. 2. The wing-shaped structure the Samrat Yantra had markings on the surface v. Some of them were covered by the shadow cast by the staircase. The long lines in the shadow had to be counted and these gave an indication of the time. 3. He liked the Rashi Yantra the best because there was one built for every star that person was born under. He felt it gave a feeling of family—twelve structures all placed close to each other. 4. Maharaja Jai singh even as a boy, was always interested in finding out how things worked. So his father had teachers come to the palace to teach him. A learned pundit from Bengal, called Vidyadhar Bhattacharya, and scholars from the Mughal court—who knew the writings of Ulugh Beg, a famous astronomer of Samarkand—taught him all they knew. He also built a Jantar Mantar for the Emperor at Delhi. 5. The astrologer said he had a good horoscope and that he would be associated with royalty. 6. Virat was happy because he would get to meet the Maharaja.
12 Listen and talk Encourage the students to do this exercise on their own Write other things Page 41 A. The students have to fill in the blanks with the right word. 1. We had to take the international flight from Mumbai. 2. Her broken arm was cast in a plaster. 3. The guard won’t admit you into the theatre if you don’t have a ticket. 4. The setting sun cast a rosy glow in the sky. 5. Rosy fell down while running down the flight of stairs. 6. The boat cast anchor at nightfall. 7. Nikhil had to admit all his mistakes. 8. The thieves took flight when they heard the siren of the police car. 9. Geese form a ‘V’ pattern during their flight across the sky. 10. The small windows do not admit any light into the room. B. The answers to this question will vary. NOTE: You could talk to the children about their experiences on a holiday and what they learnt there. You could ask them to express how they felt when they discovered new places and things. They could also prepare a scrap book of their journeys.
Rashid’s Record Let’s talk about… Page 49 Both questions can be left open to the children’s interpretations. Word fun A. The students will write the meanings of the words or phrases. 1. unearthly hour 7. star 2. bliss 8. bundle of nerves 3. breaking strides 9. sharp report 4. smirk 10. oblivious 5. squirm 11. an easy air and fame sat lightly 6. aka
13 B. The students will add -ary to the given nouns to form adjectives. 1. visionary 2. functionary 3. secondary 4. elementary C. Now, they will fill in the blanks with the above sets of words. 1. Pandit Nehru had a vision for India. He was a saint and a visionary 2. The function of the heart is to pump blood through the body. The commissioner is a high functionary in government. 3. Brazil scored a second goal after the half-time. Watering the plants is the guard’s secondary duty. 4. This has all the elements of an adventure story. Sanjay attended a course in elementary English. Write the answers Page 50 The students will answer the following questions. 1. He thought it would help him build up his stamina. 2. He huffed and puffed, and felt the round of the Lodi Gardens would never end. He thought it was sheer misery and was unable to appreciate or enjoy the natural beauty and sights around. 3. He was tired and thirsty and must have found the lime juice refreshing. 4. He realized that his legs had a life of their own and knew what to do, and his mind was free to roam, every which way. He began enjoying himself. 5. She smiled because he didn’t seem that exhausted anymore and had the stamina to sip and not gulp the lime juice as well as read the comic. 6. He squirmed with embarrassment as his mother spoke about his love for food and appetite. 7. He took it because it had been gifted to him by his father when he had begun winning. He wanted to keep it with him while running the race as he thought it would bring him luck.
14 8. Milkha Singh was India’s star athlete. He was known as ‘The Flying Sikh’ who won gold for India at the Commonwealth Games and the Asian Games and represented India in the 1960 and 1964 Olympics. . He chatted and joked with all the participants and signed innumerable autographs and posed happily for many pictures. He was genuine sportsman with an easy air. Fame had not gone to his head, but sat lightly on his shoulders. Listen and talk A. Let each student get a chance to speak about her/his favourite sportsperson. B. The students will fill in the blanks with the words given in the box. catch match witch patch itch 1. Our school won the inter-school cricket match. 2. Lata fell down while trying to catch the ball. 3. The house next door is haunted by a witch . 4. Mosquito bite always causes an itch. 5. Raman’s father owns a large patch of land. Write other things Page 51 A. B. and C. Students will attempt these questions on their own.
The Bestest Friend Let’s talk about… Page 56 The answer can be on the following lines. Phoolan and had always played together. They had learned to skip rope, ride a cycle, and play hopscotch. They went to different schools, and though at Phoolan’s school, everything was taught in Hindi, they studied the same subjects. They had a lot to talk about when they met in the afternoon after school. They helped each other to overcome weaknesses and were a great support to each other. Word fun A. The students will match the words from the story to their meanings. 15 1. feeling great delight 2. rub out 3. to be very afraid 4. hate; intense dislike 5. to deal with 6. feeling great delight B. The students will choose the correct word and complete the passage. He felt a shiver run down his spine . There were beads of sweat on his forehead . His heart beat faster and the hair stood up on his arms. His voice quivered and his blood ran cold. His hands shook. His eyes bulged out of their sockets. There was a GHOST in the room! C. The students will add un- to the given words to get their opposites and use them in sentences of their own. 1. uncomfortable 2. untrue 3. unnecessary 4. unwell 5. unsafe 6. unseen Write the answers Page 57 A. The students will say whether the given sentences are true or false. 1. false 2. true 3. false 4. false 5. true 6. false B. The students will answer the given questions. 1. They were excited about their new uniforms, new subjects and new teachers. 2. Phoolan didn’t like calling the teachers, “Madam”. She liked calling themDidi better. 3. Rinku found Maths very confusing and tiresome.She made plenty of mistakes so Phoolan told her they would do the sums together. Phoolan showed her each step. She made her draw a rough-work column and do all the rough work neatly, using her pencil. She also told her to keep practicing. 4. Rinku expected her Maths teacher to write incomplete work and try harder.Instead, her teacher said, she was impressed as Rinku had made very few careless mistakes, and for once her work was tidy.
16 5. Rinku spoke to Phoolan only in English, and didn’t reply if Phoolan spoke in Hindi. She made her read the English Reader aloud, and taught her how to pronounce some of the difficult words. Slowly, Phoolan became comfortable speaking the language, and her marks in English at school were the highest in the class. She was also able to speak very confidently on Children’s Day. Listen and talk A. Guide the students to do this exercise in pairs B. The students will add five more words of their own which have the same sound. For example, • subtraction • solution • tradition • function • junction Write other things Page 58 A. The students will make sentences of their own. B. The likes and dislikes of the children will vary. Accept all logical points. NOTE: You could ask the children to talk about true friendship and discuss how Phoolan and Rinku were perfect examples of this.
Welcome Back to School Let’s talk about… Page 60 The answer to this can be: • Yes, the poet did like his dream. • The rest of the question can be left open to the children’s interpretation. Word fun A. Let the children make their own scary list and compare it with that of others. B. The students will add two rhyming words to each word. 1. fun begun, run 2. room broom, groom 3. dream supreme, cream 4. way day, play 5. free tree, see 17 Write the answers Page 61 The students will write the answers in their notebook. 1. The school year begins soon after summer has ended. 2. It’s going to be different because they are only going to have fun and are going to play all day in school. 3. The lunch room will only serve chocolate and triple sundaes supreme. Write other things A. The answers for the real life column may vary. Real life In the poem In the classroom play games In the hallways run Homework is videogames and T.V. At lunch chocolate,triple sundaes On field trips movies and eat candy
B. The students will write the letter on their own. NOTE: You could ask the children to make a dream timetable and display it in class.
Bird in a Tree Let’s talk about… Page 64 Both questions can be left open to the children’s interpretation. Word fun A. Match the words with similar meanings. 1. scented fragrant 2. covered smeared 3. great pain agony 4. stuck deep embedded 5. lose freshness wilt 6. become dry and fade wither 7. blessing boon
18 B. The students will fill in the blanks with suitable words from exercise A. 1. She likes to put fragrant jasmine in her hair. 2. The little boy smeared mud on the wall. 3. Waiting for the results of the final exams is an agony. 4. A piece of broken glass got embedded in his foot. 5. We should water our plants twice in summer, otherwise they will and wither and wilt. 6. The fairy godmother granted her a boon. C. The students will write the noun form of the given words and use them in sentences of their own. 1. magnificence 2. attendance 3. confidence 4. brilliance 5. intelligence 6. patience 7. independence 8. innocence Write the answers Page 65 The students will write the answers of the given questions. 1. It’s spreading branches were home to many birds, who feasted on it’s fruit, and used it’s twigs and leaves to build their nests. In spring when it was covered with fragrant flowers, bees and insects drank the honey in them. Squirrels played ‘catch’ on its branches and ants marched up and down its length, as they went about their business. The people who lived in the forest often rested in the shade of the tree after a day’s hard work. As for the children, the tree was not just a tree but a playmate. They strung rope from the strong branches to make swings, and they wanted to hide their treasures, there were many hollows in the trunk which were perfect secret places. 2. The hunter had tried to shoot a deer when it darted to safety, and the arrow pierced the tree. So great was the force of the arrow, that it was embedded deep in the heart of the tree. Try as he might, the hunter couldn’t pluck it out. Cursing his luck at losing a valuable weapon, the hunter went home disgusted. 3. The poison of the arrow worked its dreadful power on the tree. Slowly the leaves of the tree began to yellow, wither and fall off. The once-strong branches snapped at the slightest
19 touch. When spring came no flowers appeared. The straight, tall tree drooped and wilted, a pitiful shadow of its former self! 4. The tree gave neither food nor shelter anymore. Children found other trees to swing from, and with no leaves to offer soothing shade, people stopped resting beneath it. This is how the tree got abandoned. 5. The parrot stayed back because the tree had been it’s home. It had grown up there and was too loyal and caring to give up it’s home. 6. One day, the King of the Heavens looked down and saw a light gleaming brightly on earth. Getting curious, he came down to the forest to see it. To his surprise he saw that this light came from a small bird, weak from hunger and thirst. He told the bird to seek some other shelter. 7. The parrot said that the tree was a part of him. He was born there, and grew up within the safety of its branches. The tree gave him life and he couldn’t abandon it when it was on it’s final journey. Listen and talk Page 66 Let each student get a chance to speak before the class. Write other things A. and B. Guide the students to do this exercises
Cut Down Another Tree Let’s talk about… Page 67 This poem is rooted in reality and issues a warning that we must heed. You can lead the class and have a discussion on felling of trees and how it affects the surroundings. Word fun Page 68 Let the students come up with their own list. Listen and talk Guide the students to perform the role of the different trees.
20 Write other things Help the students collect all the information they would need to write the essay. NOTE: The children can also be made to reflect on the misuse of other natural resources and how it can be curbed. Chetak–1 Let’s talk about… Page 71 The answer to this can be: • Yes as both were brave, both had great skills in planning attacks, and most important of all, each was determined to subdue the other. • The Rajputs had loyal and brave warriors who were strategizing to outwit the Mughals. • This is an open ended question and can be discussed in class. • They were very proud of the Rana .They respected him not only for being a great warrior but also for being a humble, caring and attentive leader. Word fun Page 72 A. The students will complete the grid with the help of the clues. C OS SMART ING T UFR S P L U T T E R A ROUTWIT ENE M STEEDG AAY CT YHUMILIATED O N
21 B. The students will choose the describing words and write them in the web chart. Warrior: clever brave fierce healthy quick honest calm kind strong sharp smart Write the answers Page 73 A. The students will complete the sentences after the story carefully. 1. Man Singh of Amber had been humiliated by Rana Pratap. 2. Rana Pratap was determined that the terrible suffering that had followed the capture of Chittor would not be repeated. 3. The Mewaris decided to shift to the fort of Kumbalgarh. 4. Rana Pratap decided to meet the Mughal army at the rocky outpost of Haldi Ghati 5. The Rajput army was led by Rana Pratap. B. The students will answer the given questions. 1. Emperor Akbar was angry because of the manner in which his envoy and brother-in-law, Man Singh of Amber, had been humiliated by Rana Pratap. 2. He was treated as an outcast because he had given his sister Jodha Bai in marriage to Akbar.He said in Mewar, people spat upon his name and treated him as an outcast. 3. They decided to shift to Kumbalgarh Fort because it had the best of defence against any attack. 4. Bhils were a tribe who lived in the forest and were devoted to the Rana. They moved silently like shadows and relayed the news of the Mughal advance hourly to the generals. 5. Chetak was very special as he was the Rana’s horse and had seen many a battle. 6. His soldiers spoke of him with great admiration and respect and were ready to do his bidding. They were proud of being led by a great warrior like him and appreciated the way he mingled with them and took care of Chetak. Listen and talk The students will read the words and place these words in the appropriate column. long e sound long i sound 22 niece tie piece lie thief pie Write other things Page 74 A. The students will complete the given table. clever cleverer cleverest brave braver bravest smart smarter smartest kind kinder kindest tall taller tallest sharp sharper sharpest quick quicker quickest B. Let the students use as many describing words as they can.
Chetak–2 Let’s talk about… Page 77 The answer to this can be: • No. Rana’s army was badly outnumbered. • He was very brave and fearless. Word fun A. The students will find words from the story for each meaning. 1. gorge 2. emblazoned 3. caught unawares 4. rear guard 5. reared 6. broadsword B. The students will match the words to their opposites. 1. rear front 2. valiant timid 3. retreat advance 4. loss gain 5. aid obstruct Write the answers Page 78 The students will answer the given questions. 1. He spoke to Chetak telling him that even though he was 23 exhausted they would have to charge at the enemy and he must not let Rana down. 2. Chetak reared and stamped his forelegs on the tusker’s forehead. The enraged tusker, swung away and this caused the broadsword at its rear to cut a muscle of Chetak’s hind legs. Limping badly, the horse chased the tusker, giving his master the chance to slay the mahout. 3. It was with the help of Chetak that Rana managed to attack the enemy so successfully. His horse didn’t let him down and that is why he was called the real of Haldi Ghati. Listen and talk A. Encourage the students to make the report as interesting as possible.. B. Let the students tell their viewpoint to the class. Write other things A. The students will complete the sentences using the phrases in the box. 1. Rana Pratap prepared to take on the mighty Mughal army. 2. Bad weather delayed the plane’s take off. 3. In order to make some extra money they decided to take in paying guests. 4. Rajat will take over as Head Boy next month. 5. During the vacation I plan to take up yoga. 6. The bus stopped to take in more passengers. 7. Fish take in oxygen through their gills. 8. The chameleon can take on the colours of its surroundings. B. The students will read the given pairs of sentences and write whether the highlighted words are nouns or verbs. 1. Did Manas pack his camera? (V) Please get the pack of cards from the shelf. (N) 2. Lalita should not charge down the stairs like that. (V) There is no charge in the battery. (N) 3. Arshad headed the ball towards the goalpost. (V) The Principal sat at the head of the table. (N) 4. Jane crept into the room trying not to make a sound. (N)
24 Father didn’t sound angry when I told him the news. (V) 5. I am deeply pained by your behaviour. (V) Granny felt a sharp pain in her knee. (N) C. You can give the students some additional information about tongas before they start writing. NOTE: You could introduce the children to the story of Black Beauty and discuss how a pet can play a very important part in one’s life.
The Fly-Away Horse Let’s talk about… Page 82 The answer to this can be: • Let the students give their own individual answers. • It does strange and unusual things. It transports one to magical places and to a dream world full of beauty and fun.It appears only at night and is seen only by the child who is fast asleep and dreaming.) Word fun A. The students will find words that mean the same as the highlighted words. 1. gallopeth 2. flourish 3. mane 4. dismay 5. frisk 6. scamper 7. jubiliant 8. course 9. consigned B. The students will make new words with the letters of the given words. 1. arts 2. name 3. wolf 4. bare 5. shore 6. please Write the answers Page 83 The students will answer the given questions. 1. It appears only when a child has fallen asleep at night and is dreaming. 2. The horse visits far away lands where candy-trees grow, honey brooks flow, corn fields have popcorn, the beasts in the 25 wood very good. They can even ride a lion, wrestle with a bear, play with monkeys and talk to parrots or hear them sing 3. The moon in the sky,marvels at the wonderful sight of him flying by while the stars hide their faces in dismay. Listen and talk A. and B. Encourage each student take active part in the discussion. Write other things Encourage the students to make their description as fantastic as they can.
Damon and Pythias Let’s talk about… Page 89 Both questions can be left open to the children’s interpretation. Word fun A. The students will match the words to their meanings. 1. hushed whisper speaking very quietly 2. headstrong stubborn, obstinate 3. revolt protest against authority 4. livid extremely angry 5. tyrannical using power in a cruel way 6. intercede act in behalf of someone in difficulty 7. insolence extremely rude, showing lack of respect 8. undeterred cannot be stopped 9. incite to urge someone to do something 10. grudgingly angry feeling towards someone B. The students will make sentences with the above words to bring out their meanings. Write the answers A. The students will answer the questions on their own. 1. They spoke about the cruelty of their tyrannical king and didn’t want him to know about this. 2. He advised Pythias against complaining about the king as 26 his spies were everywhere. If he got to know that somebody had complained of his rule, the person would be killed by him. 3. He found Pythias insolent and outspoken as he had dared to call the king a tyrant and a person who was afraid of free speech. He also criticised him for imprisoning anyone who spoke out. 4. His last wish was that he should be allowed to go home and put his affairs in order, and bid his family farewell. He promised to return for his execution .Yes his wish was granted. 5. First, the ship he boarded was attacked by pirates, who robbed the passengers and threw them overboard. Using all his strength, Pythias swam to the shore. Syracruse was hundreds of miles away, and since he was penniless he couldn’t buy a horse. Undeterred, he decided to walk resting only when it was absolutely necessary. 6. He led a normal life.He read, exercised and played the flute. At night, he slept well 7. He had never before heard of a man giving up his life for a friend. Listen and talk Page 90 A. The students will read the words aloud and then write them in the correct column. j sound: huge, gentle, magical, large, cage, page g sound: organ, gas, glad, goodness, gun, bargain, gate, gold B. Try to make the conversation as interactive as possible, with all the students taking active part. Write other things Page 91 A. The students will punctuate the paragraph and rewrite it in their notebooks. A hunter was telling his friends about his experiences in the jungle. ‘I’m not afraid of tigers,’ he said, ‘In fact I can make them run.’ ‘Impossible! How do you do that?’ asked Mr. Chopra. ‘Simple,’ said the hunter, ‘I run and they chase me.’
27 B. The students will fill in the blanks using ‘of’ or ‘off’ correctly. 1. I am fond of playing cricket. 2. She sat at the back of the room. 3. The cat jumped off the chair. 4. What are the colours of the rainbow? 5. Due to bad weather the plane took off an hour late. 6. He put off making a decision. 7. Don’t forget to switch off the lights when you leave. 8. Aman decided to shave off his beard. 9. The river flows through the east of the city. 10. You should be ashamed of your rude behaviour. C. The students will write the note, giving their own opinion. NOTE: You could also remind the children of the story of Phoolan and Rinku. They could then be asked to discuss the qualities that they would like to cultivate as a friend.
King Bruce and the Spider Let’s talk about… Page 94 Let the students come up with their own ideas after a discussion in class. Word fun The students will replace the highlighted words with words having the same meaning. 1. despair 2. pondered 3. divine 4. endeavour 5. braced Write the answers The students will complete the given sentences. 1. King Bruce was the King of Scotland. 2. He was sad because he had been trying to do a great deed to make his people glad but inspite of trying he had not been able to succeed..
28 3. The spider made six brave attempts. 4. The king said, ‘All honour to those who try.’ 5. Cowardly act leads to idleness, folly and want. Listen and talk The students will choose the correct word and fill in the blanks. 1. They have put up their house for sale. 2. They went for a sail on their new boat. 3. None of my friends came for the party. 4. A nun lives in a convent. 5. My new watch works with a cell. 6. Mom! Do not sell my old bicycle. 7. During the floods, the main part of the city was downed. 8. The lion has a beautiful mane. 9. Soldiers die a glorious death. 10. Please dye my shirt in red colour. Write other things Page 95 A. The students will add -ly to the words in the brackets and fill in the blanks. 1. Ashok gladly accepted the invitation to the party. 2. The kitten stretched its legs lazily. 3. Afshan came home sadly after losing the match. 4. Renu thought foolishly that Raju would help her. 5. Open the door quickly. 6. I can easily reach the railway station on time. 7. Harish folded the clothes neatly before keeping them in the cupboard. 8. The leaves swayed gently in the breeze. B. The students will fill in the blanks using the ‘give’ phrases. Page 96 1. King Bruce was ready to give in to the English forces. 2. His men were tired of fighting and wanted to give up the fight.
29 3. The chief guest will give away the prizes. 4. In summer, the drains give off a bad smell. 5. Our teacher will give out the exam papers on Monday. C. The students will write a paragraph using the words in the bubbles. D. The students will write following the hint given. NOTE: Ask the children to discuss the saying ‘Perseverance Pays’ and also talk about the qualities of the spider they would like to imbibe.
Shipwrecked! Let’s talk about… Page 100 The answer to this can be: • A few phrases used by the writer give us a clear indication of the power of the sea. Some of them are - the mighty force of the sea, the fury of the sea waves had almost been fatal, the waves dashed me against a piece of rock with such force that it left me senseless and helpless. • This question can be left open to the children’s interpretation. Word fun A. The students will circle the correct word or phrase. 1. fatal ending in death 2. abated decreased 3. resolved decided 4. clambered climbed with difficulty 5. pitiable very sad 6. prey victim 7. on board get onto ship 8. truncheon club made of wood 9. fatigued exhausted
30 10. spars poles used to hold up sails 11. ravenous very hungry 12. ebbed flowed back to the sea from land Page 101 B. The students will fill in the blanks using the silent ‘k’ words from the box. 1. Grandmother is knitting a sweater for my doll. 2. He hurt his knee while playing football. 3. Mother kneads the dough to make rotis. 4. People kneel down to pray. 5. I saw a picture of a knight riding a black horse. Write the answers The students will answer the given questions. 1. The writer felt himself carried away with a mighty force and swiftness to the shore. He held his breath and tried to swim forward with all his might. Just as he was ready to burst by holding his breath, he felt himself rising up and found his head and hands shoot out above the water. Though it was barely two seconds he got , it gave him breath and new courage. 2. The last great wave dashed him against a piece of rock with such force that it left him senseless and helpless. The blow fell upon his side and breast, and beat the breath out of his body. Had it returned again, immediately, he would have been strangled in the water and would have died. 3. He recovered a little before the return of the waves and resolved to hold fast to the rock till the wave went back. 4. The waves were not as high as the first; and being near the land, he held his breath till the wave abated and then made another dash, which brought him near the shore. The next wave, though it went over him, did not carry him away. So, with the next run he took, he got to the mainland. 5. Since there was no sign of them, except for three of their
31 hats and two shoes, bobbing in the water he realized that the others had drowned. 6. He thanked God as he had reached the shore. 7. He was not happy at his escape from death as his condition was pitiable. He had no food to eat, no water to drink, no clothes to wear nor did he have a weapon either to hunt for food or to defend himself against any creature that might kill him. 8. As it grew darker he decided to climb a thick bushy tree, like a fir, but thorny, which grew nearby, where he could spend the night. He also walked about a furlong to see if he could find any fresh water to drink, which to his great joy, he was able to. After drinking it, he went to the tree, and found a place where he could sleep and not fall. Then he cut a short stick like a truncheon, for his defence and being excessively fatigued, fell fast asleep. When he awoke it was broad daylight—the weather was clear and the storm had abated. What surprised him most was to see that the ship had been swept by the swelling tides and driven almost as far as the rock he had been thrown against. 9. He filled his pockets with biscuits and packed provisions of bread, rice, cheese and dried goat’s meat. Then he searched for tools, and was lucky to find a carpenter’s set of tools. Finally he secured arms and ammunition, two pistols and a pair of rusty swords which he carried with him and set off for the shore. Listen and talk Encourage the students to express and share their imagination. Write other things Page 102 A. Let the students write the paragraph on their own. B. Guide the students to write the newspaper report. Island of Fernando de Noronha A wrecked ship has been found to the east of the Island of Fernando.
32 The ship is badly damaged due to a fearful storm. Robinson Crusoe, the only survivor of the shipwreck, was rescued by the coastguard and is recovering.
Rats! Let’s talk about… Page 105 The answer to this can be: • Yes as they disrupted all normal life in the town and got in everyone’s way. The first verse of the poem tells us all about the destruction caused by the rats. • His strategy was more effective and enduring. Word fun A. The students have to find words that mean the same as the highlighted words. 1. The dhobi put the dirty clothes in vats full of hot water and soap. 2. She used a ladle to serve the soup. 3. Sprat are pickled in salt. 4. Bismillah Khan was an adept at playing the shehnai. 5. There was a loud note of thunder before the storm 6. Wrestlers have brawny bodies. 7. Tigers have tawny eyes. 8. We have to wait for those who plodder to catch up with us. 9. At the party, friskers danced to the fast music. 10. The swimmer plunged into the pool. 11. A lot of people perished during the war. B. The students have to find the rhyming words and then add a rhyming word of their own. 1. cat: rat, vat, sat, bat
33 2. cradle: ladle cradle 3. slept: adept wept, crept 4. grumbling: rumbling, tumbling, mumbling, fumbling 5. utter: mutter, butter, stutter Write the answers The students will complete the sentences from the poem. 1. The rats bit the babies in the cradles. 2. They licked the soup from the cook’s own ladles. 3. They split open the kegs of salted sprats. 4. The rats made nests inside men’s Sunday hats. 5. The Pied Piper wrinkled his lips to blow the pipe. 6. The grumbling grew to a mighty rumbling. 7. The rats perished in the River Weser. Listen and talk Page 106 The students will make sentences of their own with the given words. Write other things A. The students will write the past tense of the given words. 1. catch caught 2. teach taught 3. find found 4. hear heard 5. keep kept 6. mean meant 7. seek sought 8. sleep slept 9. think thought 10. say said B. The students will write the paragraph and give it a title. C. The students will choose to write the letter or describe the protest march.
34 A Tale of a Fortune Teller Let’s talk about… Page 116 Both questions can be left open to the children’s interpretation. Word fun Page 117 A. The students will find one word for each phrase. 1. fortune teller 2. scrimping 3. solemn 4. mumble 5. courtier 6. treasury B. The students will write one synonym and one antonym for each. Word Synonym Antonym 1. serious solemn frivolous 2. plump chubby slender 3. expensive costly cheap 4. strange unknown known 5. rich wealthy poor Write the answers The students will write the answer in their notebook. 1. Jamell wanted to do something that would bring them a lot of money. She was tired of scrimping and saving and wanted to be as respected and prosperous as the soothsayer’s wife. 2. She had worn her most expensive ring when she went to the bath house that day. However, she couldn’t find it and sought Ahmed’s help to look for it. 3. He mentioned the word ‘hole’ which helped the lady to recollect that she had kept the ring in a hole on the wall of the bath house. She was delighted and rewarded Ahmed with a gold coin. The second half of the question can be left open for discussion. 4. She would have probably discovered that he was a hoax. 5. They had planned to enter Ahmed’s house as soon as it was dark and take him prisoner. 6. They overheard Ahmed and thought he was addressing them. They had heard he was an excellent soothsayer and were 35 convinced that he knew of their presence. 7. It was because the mosquitoes were troubling Ahmed that he kept talking in a threatening tone and came closer to the window, outside which the thieves were hiding and could hear him.They decided then to put back the treasure and not risk capturing Ahmed or invite the wrath of the king. 8. The king had to choose between the thieves and the treasure. He chose the latter and rewarded Ahmed too. The second half of the question can be left open to the children’s interpretation. Listen and talk Page 118 A. Let the students work in pairs and use their imagination to complete the given dialogue B. Let there be a healthy discussion between the students in a group and between the different groups. Write other things Encourage the students to make the letter interesting as well as amusing. NOTE: The children could dramatise this play in class and even hold a mock trial for the thieves.
36 WORKBOOK Words, Words and Words
Page 1 A. The students will writ the words in alphabetical order as shown. B. The students will categorise the words under the given headings. Trees Actions Animals Describing words eucalyptus bite cat fat gulmohur dig gander high neem drive lion kind peepul faint octopus nice jog zebra oblong jumble lift print
Nouns Page 2 A. Help the students write five nouns for each group. B. The students will underline the nouns in the given sentences. 1. In spring, the tree was covered with sweet-smelling flowers. 2. The cat curled up on the cushion. 3. One parrot stayed behind on the tree. 4. Rashid was a good sportsman. 5. The hare reached the cave, where the wise old man of the forest lived.
37 Animal Babies Page 3 A. The students will find the names of the baby animals. 1. kitten 2. calf 3. fawn 4. cub 5. kid 6. foal 7. piglet 8. puppy 9. lamb 10. duckling B. The students will write the names of the babies in the sentences. 1. The little calf ran to the mother cow. 2. The young one of a sheep is a lamb. 3. The piglets are sitting all around the sow. 4. A baby deer is a fawn. 5. The black and white puppy wags its little tail and gives a small bark when it sees its mother. 6. The horse stands proudly near its foal. 7. The ducklings follow their mother, clucking in a line. 8. The mother goat nudges the kid. 9. The kittens snuggle close to their cat mother. 10. The tigress is playing with her cubs. Capital Letters Page 4 A. The students will tick the correct option in each. 1. b. 2. b. 3. b. 4. a. B. The students will put capital letters wherever needed. 1. It was a cloudy June evening. 2. My and I were going to Nainital 3. The Volvo buses are nice and comfortable. 4. Our school will reopen on Tuesday. 5. The Republic Day parade passes through Rajpath. 6. Nita and Charu will go to the Dolls Museum. 7. I took my dog to Dr Neeti Garg. 8. Mayur Vihar is in East Delhi.
38 What’s Different? Page 5 A. The students will circle the odd word in each set. 1. metro 2. fingers 3. penguin 4. hand pump 5. coffee 6. piano 7. traffic lights 8. bat B. The students will circle the word with the different sound in each group. 1. fury 2. fruit 3. put 4. phoney 5. freight 6. chew 7. through 8. mow C. Help the students identify the difference in the meanings of the words.
Adjectives Page 6 A. The students will write the describing words for each. the girl little the dress shiny the chair round the doll new B. The students will circle the adjectives. 1. We get red and juicy apples in Manali. 2. An elephant has a long trunk and a short tail. 3. I have a square wooden box to keep my treasures. 4. The crow made its nest on a thick branch. 5. Nupur bought a silk scarf with her dress. C. The students will complete the story with adjectives of their choice.
39 Chime a Rhyme Page 7 A. The students will use rhyming words for each 2. snake and fake 3. range and strange 4. glad and dad 5. old and gold 6. flight and night 7. fair and mare B. The students will write two rhyming words for each. 1. snail: pail mail 2. packet: jacket racket 3. town: brown crown 4. drink: brink link 5. humble: bumble mumble
In Action Page 8 A. The students will underline the verbs. 1. Biju and Ramesh are playing football. 2. Shuja baked a chocolate cake yesterday. 3. We will go to Agra tomorrow. 4. The shopkeeper gave me the bottle of jam. 5. The children ran after the bus. 6. Meeta sings very well. 7. My parents have gone to Jaipur for a day. 8. They ate tasty bhelpuri at the park. 9. Jaya has worked very hard for the show. 10. Yamini ran up the stairs. 11. The teacher is helping the girl to write the answer. 40 12. The pigeons have made a nest in my balcony. B. The students will find the odd verb in each group. 1. listen 2. stand 3. hear 4. eat 5. worry
Occupations Page 9 A. The students will fill in the blanks with the correct words from the box. 1. A plumber came to repair the leaking taps. 2. Mother has called the electrician to fix the switchboard. 3. The carpenter was making a set of six chairs. 4. The mason was working with cement and bricks to repair the boundary wall. 5. The potter near my house makes beautiful pots. 6. Our gardener works hard to grow lovely roses in winters. 7. Bhuj Singh manages the school canteen very well. He is a manager. 8. My brother is a keen photographer. He has just bought an expensive camera. B. The students will match the occupations to their meanings. 1. detective a person who inspects crimes and collects proof and information. 2. barrister a person who fights cases in higher courts. 3. greengrocer a person who sells fresh vegetables and fruit 4. confectioner a person who makes/sells candies,ice creams, cakes, etc 5. janitor a person in an office building, school, etc who cleans public areas, removes garbage, etc
41 Comparisons Page 10 A. The students will choose a word from the box to complete each simile. 1. as green as grass 2. as strong as an ox 3. as cold as ice 4. as thin as a reed 5. as slippery as an eel 6. as sweet as honey 7. as sharp as a razor 8. as swift as an eagle B. The students will circle the best comparison. 1. Neeta’s hair is as long as the winding road. 2. The stars in the clear sky looked like a string of diamonds. 3. The cookies were as hard as pebbles.
Oh No! It is Creepy! Page 11 A. Help the students to use the exclamation mark properly. B. The students will put (!) at the right place. 1. Neeta opened the box carefully. And it was empty! 2. Poor bird! It had broken one of its wings. 3. What a relief! It is raining at last. 4. Watch out! You might slip down the stairs. 5. Oh dear! I have lost my pencil box again. 6. The little children were a delight to watch. 7. Don’t be such a pest! Go back to your room now! 8. Rashid suddenly realised that he had won the race!
42 C. The students will write five sentences of their own using the exclamation mark.
Synonyms Page 12 A. The students will circle the synonyms using a coloured pencil. 1. sleep snore doze file 2. fight quick clash quarrel 3. cottage hotel house nest 4. good fair nice happy 5. slim thin regular narrow 6. sweet lovable foul sugary 7. man child lad boy 8. clever mean smart intelligent B. The students will match the synonyms from the two boxes. 1. vanish disappear 2. weak frail 3. dislike hate 4. powerful strong 5. shine sparkle 6. price cost 7. begin start 8. centre middle 9. wise clever 10. riddle puzzle 11. yell scream 12. afraid scared 13. unhappy sad 14. annoyed angry 15. big large
43 C. The students will write the synonym for the highlighted words. 1. correct 2. portion 3. instruct 4. even 5. smiled
Gender Page 13 A. The students will group the words from the box in the right columns. ‘She’ words: vixen, spinster, ewe, mistress, peahen, hen, empress, goose, lioness, princess, actress, madam, woman, sister, cow ‘He’ words: actor, sir, bull, peacock, emperor, mister, brother, prince, man, lion, bachelor, ram, cock, fox, gander B. The students will match the males and the females from each group and write them as pairs. Male Female fox vixen bachelor spinster actor actress sir madam ram ewe mister mistress peacock peahen cock hen emperor empress gander goose lion lioness prince princess man woman
44 brother sister bull cow C. The students will rearrange the letters in the brackets to get the right word. 1. All the males belong to masculine gender. 2. All the females belong to feminine gender.
Long Forms and Short Forms Page 14 A. The students will write the short forms for each. what’s he’s she’d I’m they’ve didn’t we’re he’ll B. The students will complete this dialogue by writing the short form for the underlined words. Mir: How’s the weather in Delhi? Jagmohan: It’s hot and humid. There’s no rain. Mir: Is it so? It’s just the opposite in Bombay. It’s been raining. I’m stuck at home for the past three days. We are eating hot pakoras and drinking lots of hot tea. Jagmohan: How’s Tina? Mir: She’s better. She’d be joining next Monday.
Tall, Taller and the Tallest Page 15 A. Help the students with the spellings as they write the -er and -est of the given adjectives. -er form -est form 1. cold colder coldest 2. kind kinder kindest 3. thin thinner thinnest
45 4. short shorter shortest 5. big bigger biggest 6. loud louder loudest 7. clever cleverer cleverest 8. strong stronger strongest Page 16 B. The students will follow the example to make sentences with the given words. 1. The giraffe is taller than the zebra. 2. The desert is hotter than the plain. 3. The elephant is stronger than the bull. 4. A shark is bigger than a car. 5. Lightening is brighter than a star. 6. Aloo chaat is tastier than a dosa. 7. A lion’s roar is louder than a dog’s bark. 8. A doll’s house is nicer than a golf set. 9. Cotton wool is softer than hair. 10. Water is heavier than air.
Singular–Plural Page 17 A. The students will form the plural of the given words as shown above. 1. halves 2. loaves 3. dwarves 4. calves 5. shelves 6. thieves 7. lives 8. wives Page 18 B. The students will write the plural or singular form of the words and complete this mathematics list. 8 boxes + 2 boxes = 10 boxes 5 benches + 5 benches = 10 benches 6 stories – 2 stories = 4 stories
46 7 carrots + 8 carrots = 15 carrots 4 classes – 1 class = 3 classes 6 mice – 1mouse = 5 mice 1 child + 10 children = 11 children 4 goats + 3 goats = 7 goats 10 men – 1 man = 9 men 5 tomatoes – 2 tomatoes = 3 tomatoes
Collections Page 19 A. The students will complete the phrases with correct words from the box. 1. a pride of lions 5. a swarm of bees 2. a bunch of grapes 6. a bundle of sticks 3. a pack of wolves 7. a sheaf of papers 4. a flight of stairs 8. a string of pearls B. The students will fill in the blanks with the correct collective noun. 1. We could see the team of players coming into the field. 2. There was a clump of trees behind the school building. 3. A flock of sparrows flew off from the terrace. 4. Ana brought a bunch/bouquet of yellow roses. 5. The police chased a gang of robbers in the city. C. The students will choose the words and complete the list. 1. a packet of biscuit 2. a bottle of jam 3. a carton of apple juice 4. some cubes of sugar 5. a loaf of bread 6. a bar of soap
47 Read, Write and Play a Game Page 20 A. The students will circle the verbs. draw go sweep cut chop break mop skip sing make come colour dance wash run B. The students will identify the verbs that go together. go – come sweep – mop cut – chop break – make skip – run sing – dance C. Guide the students to do this exercise in pairs.
The Silent One Page 21 A. The students will read the words aloud and circle the silent letter in each. wring know wrist climb hedge walk high hour knight palm knee honest doubt bright ghost comb light calf wrong sign wedge reign daughter dough B. Help the students to groups the words under the given headings. C. The students will complete the sentences using the silent letter. 1. An island is a part of land surrounded by water on all sides. 2. My sister takes an hour to have her bath. 3. I need a sharper knife to cut this loaf. 4. The manager needs to sign a cheque. 5. Maria always uses a thick comb to do her hair 6. This place looks scary at night 48 7. You need strong wrists to play tennis. 8. My cupboard is full of books.
Where Do They Work? Page 22 A. The students will complete the sentences with words from the box. 1. A car mechanic works in a garage. 2. A scientist works in a laboratory. 3. A doctor works in a clinic or a hospital. 4. A chef works in a restaurant or a hotel. B. The students will write what these people are called. 1. A person who plays the guitar is a guitarist. 2. A person who gives you ticket in a bus is a conductor. 3. A person who reads your hand is a palmist. 4. A person who shows magic is a magician. C. The students will write the correct sentences in their notebook. 1. A painter uses an easel and brush to make a fine painting. 2. A surgeon uses a scalpel and scissors 3. An electrician works with a screwdriver and a pair of pliers to fix our lights and plugs 4. A night watchman uses a stick and a whistle to guard our houses.
Making an Omelette Page 23 A. The students will complete the recipe with the given words. 1. Chop an onion into small pieces. 2. Break an egg in a cup. 3. Beat the egg with a fork till it is fluffy.
49 4. Add the chopped onions into the beaten egg. 5. Put some fresh dhania leaves. 6. Add a little salt to it (as per your taste). 7. Put some oil in the pan. 8. Pour the mixture of beaten eggs with onion into the pan. 9. Fry the omelette till it is light brown and firm. 10. Turn it over and cook the other side. 11. Remove the pan from the fire. 12. Serve the omelette with some tomato sauce. 13. Eat it quickly.
Here and Now Page 24 Let the students do this worksheet on their own.
One Word, Many Meanings Page 25 A. Help he students choose the correct word and write in each bubble. B. Help the students fill in the correct homonym. Page 26 C. The students will make two sentences with each word to bring out the different meanings.
Work with Your Partner Page 27 Guide the students to do this worksheet on their own.
50 Adjectives Page 29 A. The students will write the adjectives used for each. • evening: hot sweaty • midday: pleasant warm • night: cool breezy B. The students will make sentences of their own with each pair. C. The students will do this exercise on their own.
More Occupations Page 30 A. The students will choose the name of the right person from the box to fill in the blanks. 1. I went to the florist and bought a bunch of flowers for my mother. 2. The architect drew a good design for our new school building. 3. Kiran Sehgal, the dancer, is organising a dance show with her students in January. 4. The typist has typed out the letter quickly and neatly. 5. Jeevan Sharma is a chemist He runs a medicine shop at Sheikh Sarai. 6. We can buy neatly packed meat from the local butcher. 7. The greengrocer near our house sells fresh vegetables. 8. Ravi Kumar is a journalist. He writes for Hindustan Times. 9. Madhvi has learnt many new steps from her aerobic trainer. 10. The clever juggler played with four sticks. B. The students will find out what these people do.
51 Making New Words Page 31 A. The students will make new words by adding e to the given words. 1. care 2. bite 3. mane 4. cane 5. fare 6. mare 7. stare 8. stripe 9. plume 10. grime 11. dame 12. tone 13. kite 14. pane B. Let the students make as many new words as they can. Advertisement: dent, ties, seen, site, meant Consideration: ratio, ration, side, snide, consider, rates
Abbreviations Page 32 A. The students will match the abbreviations to their long forms. 1.c 2.d 3.g 4.b 5.h 6.6 7.f 8.a B. and C. Let the students do this exercise on their own.
Similar Sounding Words Page 33 A. The students will use the given homophones correctly. 1. A plain is a flat area of land. 2. Mum put a flower in the vase. 3. Rita deposited the cheque at the bank. 4. We have to knead the flour into soft dough. 5. The plane landed at the airport safely. 6. The conductor came to check our tickets. 7. Grate the cheese and put in on the bread.
52 8. You must not hurt animals. 9. The whole class went for the programme. 10. I had a great time with my cousins. 11. There was a hole in her sweater. 12. Her dress had a beautiful golden knot on the shoulder.
Finding Mistakes Page 34 The students will find the words with the wrong spellings and write them correctly. 1. night, restaurant, waiter, kitchen, tray, tripped, table 2. rain, cloudy, because, recess, see, sun 3. week, quiet, general, naughty, activities, across, patiently
Who or Which? Page 35 A. The students will join the sentences using ‘which’. 1. The children saw a movie which was about a strange man. 2. Robin ate the cake which had a clock made on it. 3. Our English teacher taught us a poem which was at the end of the book. 4. Have you taken the pencil which was on the table? 5. Radha bought all those things which were needed for the play. 6. I have chosen the dress which had a beautiful pattern on it. B. The students will join the sentences using ‘who’. 1. I met my great-grandmother who was 93 years old. 2. Are you talking about the doctor who lives in the next block? 3. They met the man who made beautiful bags with beads and strips. 53 4. Did you see the girl who was wearing a red, dotted frock? 5. Birbal was the man had a witty answer to all of Akbar’s questions. 6. We knew a lady who could understand birds’ language.
Whose Is It? Page 36 A. The students will rewrite each of these phrases using apostrophe (’s). 1. the bear’s claws 2. Jatin’s slipper 3. the camel’s hump 4. my sister’s toy 5. my brother’s watch B. The students will put the (’) in the correct place. 1. the teachers’ bags 4. the babies’ bottles 2. the girls’ hair-bands 5. the bikers’ helmets 3. a peacock’s feathers 6. a clown’s cap C. The students will rewrite the sentences using the apostrophe. 1. My sister’s name is Poorni. 2. The peacock’s tail is very colourful. 3. That is Smita’s brooch. 4. Akbar and Birbal’s stories are interesting. 5. This is Mr. Sharma’s orchard. 6. Pinky’s dresses are very pretty. 7. Gopal’s pencil box has a nice design on it. 8. The workers’ houses are neat and tidy.
54 Writing a Paragraph Page 37 A.The students will number the sentences in the correct order. • arrived at school, went to her classroom 4 • after dinner, she put the dishes into the sink, read a book for awhile 8 • brushed her teeth got ready for school 2 • took the bus home and prepared herself a snack 6 • ate breakfast, went out to wait for the bus 3 • Chandra woke up, picked out clothes for school 1 • met her friend Salma on the way to the canteen 5 • did her homework, watched TV till her mother called her for dinner 7 B. The students will rewrite the above as complete sentences, in the form of a paragraph. Chandra woke up. She picked out clothes for school. Then she brushed her teeth and got ready for school. She ate breakfast and went out to wait for the bus. After she arrived at school, she went to her classroom. Then she met her friend Salma on the way to the canteen. After school she took the bus home and prepared herself a snack. Chandra then did her homework after which she watched TV till her mother called her for dinner. After dinner, she put the dishes into the sink and read a book for a while. C. The students will write a short paragraph on their own.
Different Sounds Page 38 A. The students will find the words with the ‘k’ sound. echo chemical chord ache chorus school B. The students will circle the word with the odd sound and say why it is different from the other words in the set. gem: it has the ‘j’ sound. 55 thin: it sounds ‘th’ and not the soft ‘d’ sound cinema: it has the ‘s’ sound their: it has the ‘d’ sound great: it has the ‘g’ sound and not ‘j’ cross: it has the ‘k’ sound
A Letter to a Friend Page 39 A. The students will label the parts of the letter. B. The students will write a similar letter to their friend in the notebook.
Compound Nouns Page 41 A. The students will make compound words by adding a word from the box. 1. grapefruit 2. briefcase 3. windmill 4. honeycomb 5. keychain 6. playground 7. backbone 8. workbook B. The students will write the compound words for the given pictures. 1. wristwatch 2. lighthouse 3. ladybird 4. chairman
Jhimli and Joy Page 42 A. The students will complete the dialogue with the correct forms of the verbs.
56 Jhimli: Why is the table so dirty? Didn’t you clean it? Joy:I cleaned it yesterday. Jhimli: How is it so sticky? Joy: My friend Birju had come yesterday. Mother had given us some hot soup. Some of it fell on the table. Jhimli: Why could not you wipe it? Joy:I wiped it with a wet cloth but some of it still is stuck at the corners. So, Jhimli got a small piece of cloth, took some powder soap and cleaned the table and showed it to her brother. Joy laughed and said, ‘You are the best cleaner.’ B. The students will write the past forms of the given verbs and then use them in sentences of their own. 1. wrote 2. slept 3. shouted 4. thought 5. taught 6. said 7. put 8. went 9. left 10. tried 11. found 12. kept
Make a New Word Page 43 A. Read the words in the box carefully. Put them in the correct columns so that they become new words. im un in dis impatient unclear incorrect disobey impossible untidy inattentive disqualify unimportant incomplete dislocate
B. The students will add -ly, -ness, -ful, or -less to the words in the brackets to complete the sentences. 1. Chetak was a faithful horse. 2. Ms and Mr Bhatia shifted to their newly built house. 3. As darkness fell, the streetlights lit up. 4. The child has written neatly in the book.
57 5. The shooter could see the target clearly 6. Rashid was confident and fearless as he ran the race.
Sounds and Words Page 44 A. The students will circle words with the ‘k’ sound A thick tick had a knack, To sit pretty, be a slack; Made its home in a black sack, Which hung from a rickety rack. The old mother came with a stick To give the sack a hearty flick, Old mother gave such a knock It gave the tick a terrible shock! B. The students will write the correct words against each. They will then use the words in sentences of their own to bring out their meanings. 1. a small insect tick 2. a mark to show correct tick 3. a thin and long piece of wood stick 4. to paste something with glue stick 5. a big bag sack 6. to ask a person to leave a job sack
In Place of a Noun Page 45 A. The students will draw an arrow from each pronoun to the noun it replaces. 1. Virat – his 2. boys – them 3. teacher – she 58 B. The students will complete the paragraph with pronouns. My sister Devi and I went to the zoo with our parents. We bought the tickets at the gate. Once inside, we went to see the birds first. One of them looked like a parrot but it was not green. It had blue and yellow feathers. The man standing next to us told us that it was a parrot. We looked at him curiously. The man said, ‘What you know as parrot — a green bird with red beak—is actually a parakeet and not a parrot!’ He looked at my sister and smiled at her. We thanked him for this information!
Helping Verbs–1 Page 46 A. The students will circle the helping verbs in these sentences. 1. Granny was reading out a story to us. 2. Priya and Tanya are very good friends. 3. This watch is a gift from my uncle. 4. The phone was ringing in the drawing room. 5. I am going to the dentist now. 6. The lake was very deep. We were told not swim in it. 7. These horses are of the best breed. 8. Our PT teacher is very tall and strong. 9. The elephant was bathing in the river. 10. The old charts on the bulletin board were replaced by new ones.
Writing a Notice Page 47–48 Let the students do this exercise on their own, as they have already learnt notice-writing in their previous class.
59 Word Wizard Page 49 A. The students will make new words by rearranging the letters of given words. The meanings of the new words are given in the brackets. 1. hear 2. male 3. name 4. silent 5. file 6. tale 7. mate 8. saw 9. sign 10. pea B. The students will find the words with a different sound in each set 1. clear 2. swing 3. rude 4. could 5. share 6. usage 7. jog 8. dent C. The answer to this question will vary, as the students will say rhyming words on their own.
Helping Verbs–2 Page 50 A. The students will complete the sentences using has/have correctly. 1. Our classroom has big windows. 2. Deepti and Nazia have new badminton racquets. 3. The cupboard has six shelves. 4. We have bought your books from the bookshop. 5. I have a pet dog. It has a bushy tail. B. The students will make sentences with the given phrases.
Telling Us More about Verbs Page 51 A. The students will find ten adverbs from the grid. 1. happily 2. sweetly 3. slowly 4. funnily 5. softly 6. clearly 7. loudly 8. angrily 9. quietly 10. fully
60 B. The students will fill in the blanks with the words from the grid. 1. Everybody sat quietly when the principal spoke. 2. The puppies played hungrily near their mother. 3. The thief crept up the stairs softly 4. The child smiled at us sweetly as the bus moved away. 5. The clown looked at us funnily 6. The dog slept happily in the sun. 7. The old woman was walking up the hill slowly 8. Our neighbours were playing the music too loudly It disturbed us. 9. We could see the snow covered peaks fully from our hotel room. 10. The shopkeeper was rude to the lady. She walked out of the shop angrily Page 52 C. The students will circle the correct adverbs. 1. Rini is dancing gracefully. 2. The wind is blowing gently. 3. The stranger knocked clearly on the door. 4. The children played noisily in the class. 5. The mouse ran quickly across the room. 6. Ashima politely thanked the guide for his help. 7. The eagle pounced on the rabbit swiftly. 8. Obu’s father drove carefully in the busy street. 9. Yatin ran fast but still missed the school bus. 10. The team played well and won the match.
A Ghastly Experience! Page 53 A. The students will write the correct ending for each. 1. Slowly, I opened the door and crept in as quietly as a possible.
61 2. I was careful not to make any noise. 3. To my amazement, I found there was nobody at home. 4. Suddenly, a disagreeable noise disturbed the stillness. 5. In my excitement, I didn’t realize I had woken up my baby brother! B. The students will strike out the incorrect word in each row. 1. correctful 2. rudeable 3. moveness 4. kindment 5. hopeness 6. agreeful 7. successly 8. politable
Where? Page 54 A. The students will underline the prepositions. 1. I was carrying the bowl of curry in my hands. 2. There is a nice picture on the wall. 3. The cars were parked outside the school gate. 4. The people boarded the train at the station. 5. We went around the house to the backyard. 6. The thief jumped over the hedge and ran away. 7. Rati stepped inside the principal’s office, feeling a little scared. 8. There is a post box near the milk booth in the market. Page 55 B. C. and D. The students will do these exercises on their own.
The Friend in Need Page 56 A. The students will choose the correct words from the box to complete the sentences. 1. The children knew which road led to the zoo. 2. Hemant forgot to tell us how to turn off the machine.
62 3. Let me know when the show begins. 4. Can you tell me who has left this box here? 5. Ritu could not remember where she had kept the diary. 6. Stop telling us what to do and what not to do! 7. Rajan knew where Neela was hiding. 8. I am not sure when I will be free from the meeting. 9. Shiraj has learnt how to bake a cake! 10. Please tell me which way is the canteen.
Join It with a Difference Page 57 A. The students will join the sentences. 1. Preeti is slim but her sister is plump. 2. Venu loves dogs but he hates cats. 3. Gurcharan missed the bus because he woke up late. 4. Manjul made a nice plait because she had long hair. 5. We stood under the shade because it was raining heavily. 6. The chief guest arrived late but the function had already begun. B. The students will underline the right option. 1. I wanted to come to your party but I had some guest at home. 2. I like to attend parties because I can make new friends. 3. Uma was upset because her brother had broken her new pencil box. 4. She was upset but she did not scold her brother.
To Put Up a Play Page 58 A. The students will choose the correct word from the box to complete the sentences. 63 1. Baichung Bhutia, the footballer, was invited to give away the prizes. 2. The shopkeeper brought down the prices for the school children. 3. Arif took off his coat as it was quite warm. 4. Mother put on the lights and fans. 5. The children went on with their practice diligently. 6. Ketaki got along with her cousin very well. B. The students will use the phrases in sentences of their own.
Vowel Pairs Page 59 Let the students say the words aloud and then categorise them. long oo sounds short oo sounds bamboo look shoot wool moon hood gloomy book pool crooked scream goodness foot
long ea sound short ea sound bead bread feature meadow teach wealth cream thread mean head
64 The Shahi Sherbet Page 60 A. The students will put the steps in order. 1. Put two tablespoons full of Roohafza syrup in a glass. 2. Put ½ teaspoon sugar. 3. Add one teaspoon lime juice in it. 4. Fill the rest of the glass with cold water. 5. Stir gently till it becomes pink. 6. Add ice cubes. 7. Put a leaf of mint and a slice of lemon to decorate. 8. Serve with a straw. B. Let the students do this exercise on their own.
Similes Page 61 A. The students will match the similes. 2. as quick as lightening 3. as light as a feather 4. as yellow as butter 5. as soft as a rabbit 6. as hard as a rock 7. as slow as a turtle 8. as clever as a fox. B. The answer to this question will vary.
Facts and Opinions Page 62 A. The students will write F for fact or O for opinion against each sentence.
65 1. Bombay has been renamed as Mumbai. F 2. She is a very talented actress. O 3. At school, we must eat our tiffins together in order to make new friends. O 4. My mother makes the best pav bhaji in the world. O 5. All schools are closed on Sundays. F 6. Mango is the best fruit one could ever eat. O 7. Lucknow is famous for its chikankari embroidery. F 8. Delhi has more than 80 flyovers. F B. The students will write two facts and two opinions about their classroom.
‘What’ Are We Talking About? Page 63 A. The students will match the two parts of the sentences and write them in their notebooks. 1. Manpreet’s cycle has a musical bell. 2. Coco, out pet dog has a beautiful, fluffy coat. 3. This painting is made by a famous painter. 4. The room at the top has a great view. 5. The soldiers fought bravely. 6. Owls and bats come out at night. B. The students will complete the sentences with words of their own.
Story Characters Page 64 A. The students will read the adjectives and write them in the proper columns. The answers may vary.
66 School Survey Page 65 Let the students study the graph carefully and answer the questions on their own.
Climb the Steps Page 67 A. The students will change one letter in each step to get a new letter. 1. east vast vest west 2. two too ton tin sin six 3. none cone come some 4. heat head held hold cold B. The students will work with their partners to get the new words. 1. wet bet but buy bay day dry – 6 steps 2. old odd add aid bid bed fed few new – 8 steps
Ajay and Dev—A Story Page 68 The students will number the pictures and then write the complete story in their notebooks.
About Collecting Stamps Page 69 B. The students will answer the questions after reading the passage 1. People get stamps: • from blocks of stamps bought at the post office.
67 • by buying a packet of mixed stamps. • by removing them from envelopes. 2. Philately 3. Philatelists 4. packet 5. Mahatma Gandhi, Mother Teresa, Jawaharlal Nehru, Gateway of India, India Gate, etc. 6. People collect stamps because they get to learn about different countries and periods of time.
As Sad As… Page 70 A. The students will write the answers after reading the poem. 1. The sock was sad because there was no one to wear it and the strawberry was sad because there was no one to eat it. 2. The sun was to brighten the grey day. 3. The puppy would feel happy when there was someone to stroke it. 4. A birthday would be happy when there was someone to share it with and a promise would be happy if no one would break it. B. The answer to his question will vary.
The Village of Noorganj Page 71 Let the students study the maop carefully and do the exercise on their own.
68 THE STORYTELLER Getting to the Wedding Creative activities Page 7 A. The students will do this exercise on their own. B. His mama, maternal uncle, was getting married at Rohtak. Rajesh had to be there for the wedding of his favourite uncle. He was to be the chota dulha or little groom, who sat behind the bridegroom on the richly decorated mare. This is why Rajesh was waiting impatiently for school to get over. C. The sardar at the tea shop helped them by lending his cycle to them. He asked them to bring back sweets for him. D. The students will complete the given table. Masculine Feminine bridegroom bride horse mare uncle aunt father mother grandfather grandmother boy girl gentleman lady brother sister sir madam son daughter man woman E. and F. Encourage the students to do these exercises on their own.
Racing the Wind Creative activities Page 10 A. The poet enjoys riding the bicycle because he loves racing when the wind is blowing and the sun is shining in his face. He likes cycling down to areas undiscovered by others. 69 B., C., and D. the students will do these exercises on their own with your guidance.
Montuai and the Hyena Creative activities Page 17 A. Montuai’s father had planted a crop of mealies and he was sure he’d have a good harvest if only he could keep the birds away. He asked Montuai to keep watch over the field and scare the thieving birds. She was happy to help her father even though it was lonely for her. B. The hyena threatened to drown Montuai in the big pool. When he carried her on his back she saw a heavy forked branch hanging from a tree ahead. She caught hold of it as they passed and put it over the hyena’s shoulders in front of her. Then she slipped quietly off over his tail and ran back home as fast as she could. C. The students will find the opposites of the given words from the story. 1. humble 2. sunset 3. unhappy 4. kind 5. full 6. unsatisfied 7. agree 8. light D. Encourage each student to tell the class about what they do at home.
Tenzing Norgay Creative activities Page 26 A. It means ‘the wealthy and fortunate follower of religion’. B. Let the students describe the journey after reading the text carefully C. This is an open ended question and the children’s point of view can be accepted.
70 Page 27 D. The students will make at least three new words from the given words. 1. fortune fort fun tune 2. mountaineering mountain ring training 3. pilgrimage pilgrim age image 4. expedition need edit diet 5. dismay may maid say 6. dream mare made read 7. porter port rote pot 8. descent scent decent cent
E. and F. Encourage the students to do these exercises on their own.
A Tree Creative activities Page 29 A. The poem conveys mixed emotions drawing attention to it’s difficulties without really complaining. B. C. and D. Let each student do these exercises on their own.
Pip and the Convict Creative activities Page 40 A. He told him that his companion likes to eat little boys and only he could stop him from doing so. He said his companion has a way of finding little boys even when they’re asleep in their own homes and he carries them away very quietly—and no one ever sees them again. B. When Pip saw the convict eat and drink hungrily and desperately he felt very sorry for him. He saw the bottle rattle against the convict’s teeth and his hands shake violently. He looked very ill and miserable, and Pip felt very bad for him.
71 C. Pip and Joe were both compassionate and sensitive people.They were large- hearted too. The convict was a desperate man yet he was honourable as he did’nt let down Pip or Joe. D. The students will find words from the story with similar meanings. 1. marshes 2. convict 3. moaning 4. feast 5. miserable 6. sergeant E. and F. Let the students use their imagination to do the exercises.
Godfrey Gordon Creative activities Page 44 A and B can be left open to the children’s interpretation. C. After answering these, the students will think of other actions using parts of the body. • when they are deeply troubled • when they are very frustrated and annoyed • when they are very angry • when they find it difficult to believe something • when they are angry and throw a tantrum • when they dislike something D. Let the students talk about their bad manners or habits.
The Great Escape Creative activities Page 51 A. He thought it was the best way of capturing him. B. He prayed all the time or stared hopelessly at the ceiling. C. They could see Shivaji lying on his bed, unable to even speak. So, they let down their guard and failed to search the baskets thoroughly. D. It was a very intelligent plan giving no cause for suspicion. He used his wit instead of weapons and that is why his plan succeeded. Had he been caught, Shivaji, his son and brother in law would have 72 been killed mercilessly by Aurangzeb. E. He was instrumental in the plan being carried through successfully and did not lose his nerve till the very end. He also didn’t care about his own life as he did for Shivaji’s. F. Use the words in the box to fill in the blanks. 1. Shivaji’s plan was a clever one as he had outwitted Aurangzeb. 2. Hiroji was a loyal servant of Shivaji. He risked his own life to save Shivaji. 3. Aurangzeb intended to capture Shivaji by unfair and deceitful means. 4. The fearful Polad Khan kept a strict watch on the prisoners. Page 52 G. The students will match the words to their meanings. 1. very angry 2. dishonour 3. wrap completely 4. cylindrical pillow 5. punished severely 6. cunning H. The students will choose collective nouns from the box and fill in the blanks. 1. a sheaf of papers 2. a bouquet of flowers 3. a clutch of eggs 4. a swarm of bees I. Let all the students take part in the discussion.
The Secret Creative activities Page 54 A. It is something which shouldn’t be told to everyone and should be kept close to one’s heart.
73 B. The answer to this question will vary. C. The students will write 10 lines giving their viewpoint. D. The students will find synonyms for the word secret. hush-hush, undisclosed, confidential, private E. Let all the students take part in this game. F. The answer to this question will vary.
The Haveli by the Qutab Creative activities Page 63 A. 1. Old Shiver and Shake, Head Ghost of the ghosts living in Mehrauli, called the meeting. 2. Most of the old buildings, the home of ghosts for centuries were being torn down and in their place huge gleaming structures of glass and steel were coming up. The ghosts problem was that now they had no place to inhabit anymore. 3. The only place left as a last resort was the old lady’s house and the solution was they would have to get the old lady out of the haveli. B. He was chosen because he was always up to tricks and had a new one for every occasion. He packed fluorescent paint that would help him glow, an out-of-tune harmonica that made weird noises, and a couple of plastic skulls and bones. Page 64 C. The old lady was kind to him and expressed her unhappiness at how her greedy relatives and the government people wanted her to vacate the house for money. Ghoulie felt very remorseful and wanted to assure her that they were not doing it for money but because they had no other place to go to. D. wise: She was perceptive enough to know the plans of her greedy relatives and sense that Ghoulie was being truthful. kind: She was hospitable and compassionate as she offered her own residence to the ghosts.
74 strong: She wasn’t scared of either ghoulie or the greedy people and she had the courage to live all alone in the big haveli. E. Let each student take part and enjoy. F. The students will write the message on their own. G. Let all the students take part in the discussion.
Magnificent Machines Creative activities Page 66 A. The little gadget was made of tweezers, hooks and springs. Grandad said His machine can mend just anything. He asked the children to bring their broken toys and broken china too as his machine would repair them all. B. Let the students’ imagination run wild! C. Encourage the students to write their own scary story.
A Long Story Creative activities Page 71 A. Gautam demanded to hear a story everyday and Ruskin Bond was running out of ideas so he decided to tell him a serial story. B. The leopard carried away the clerk, the barber and the shopkeeper. C. He decided to end the story as, as a mere human being, he felt he had no right to decide who should be eaten or who should die. Things also came to a head when a real leopard appeared on the hillside and made off with his neighbour’s pet Pekinese. He was alarmed and I wondered whether all his imagined stories about the blood-thirsty creature had come true. This is when he decided to end the story. D. It continued till the end of the year and never seemed to end until he decided to bring it to an end. E. The expression is ‘sagging waistline’. F. The students will write the phrases against their correct meanings. 1. set off
75 2. carried off 3. made off 4. shake off 5. take off 6. get off Page 72 G. The answer to this question will vary. Let the students give their own opinion. H. This will require group work. Let the students express their imagination.
Chicken Poxed Creative activities Page 74 NOTE: Draw the children’s attention to how one can treat an illness in the family. The poet has made light of chicken pox—you could ask the children if they would like a similar atmosphere when they fall ill.
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