Title Page Copyright Page Preface
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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 Theme: Celebrations 1. Spinning Rainbows 1 2. Great-Grandma’s Nickel 2 3. A New Year’s Hat for Lord Buddha 6 4. Harvest Festivals 12 5. Life: That’s Amazing 15 6. Everyone Sang 17 Theme: Magic 1. Abracadabra! Alakazam! And Stuff Like That 18 2. Copperfield, David – Magician 21 3. Bewitched 23 4. A Kind of Magic 25 5. Isn’t My Name Magical? 27 6. The Snitterjipe 28 7. A Small Dragon 29 Theme: Words 1. Death of a Letter 30 2. Tips for Writing 34 3. Anastasia Krupnik 36 4. Books Make Good Pets 38 5. A Loaf of Poetry 40 6. The Library 41 Theme: Childhood 1. You Can’t Be That 42 2. When I Was Twelve 44 3. Different Childhoods 46 4. Child Labour: Points of View 47 5. Paradise Carpet 48 6. The Right to the Work of One’s Choice 50 7. The Chimney Sweeper 51 8. Children of India 53 Theme: Beginnings 1. The Many-Coloured Lotus 55 2. Pangu 55 3. The Creation of the Earth 56 4. The History of Electricity 58 5. First Day at School 59 6. Metamorphosis 60 7. Caterpillar 60 8. Peacemaker 61 Workbook 64-97 The Storyteller 1. Detective Shambu 98 2. Thank-you Letter 99 3. Sho-nah and the Wolf Pack 101 4. Clowns 103 5. Uncle Lou’s Magic 104 6. Ice-Golawallah 106 7. The Mountain that loved a Bird 107 8. Water 110 9. Little Red Riding Hood: The Wolf’s Story 111 10. Tom-Tom 114 11. Thank You, Ma’m 116 12. Vocation 119 13. The Story of Prometheus 121 14. Dear Examiner 123 15. Keeping Henry 125 16. The Wizard of Oz 127 COURSE BOOK Theme: Celebrations Spinning Rainbows Page 3 NOTE: You may encourage students to speak up and list all the things that make them happy before starting the lesson. One student might be asked to read the poem aloud, and then the rest of the class could express how much they have understood of the poem. Comprehension Page 4 NOTE: Students are to be encouraged to answer in simple sentences. 1. The poem is addressed to the readers. 2. NOTE: Students should answer this question based on their understanding of the poem and the poet. 3. The poet wants to see the sun burst forth and be warmed by its bright, invigorating golden hues. When he grows older he wants to roll gleefully down grassy hills, prance about and laugh with delight. He wants to enjoy life with zest, tirelessly. He doesn’t want his life to be touched with sorrow or tears. He wants to remain happy and laugh till it hurts. He wants to fill his life with all the colours of the rainbow and celebrate it in all its glory. 4. Unlike other people the poet doesn’t want to be bogged down by gloomy and dreary mornings. He wants his days to be illuminated by the bright sunshine. He wants his soul to be heartened by the warmth of the sun. He doesn’t want to be sedate and dignified when he grows old. Rather he wants to have a rollicking time on grassy slopes and laugh merrily. Some people remain sad and allow their lives to be clouded by tears. But the poet doesn’t want to be affected by sorrow. Unlike others he wants to celebrate life in all its glory. He wants his days to be beautified by all the colours of the rainbow. 5. The mood associated with ‘grey misty mornings’ is one of gloom, sadness, pessimism, hopelessness and dejection. 1 The mood associated with ‘sun bursting forth…’ is that of warmth, brimming with joy, unrestrained happiness and optimism. 6. According to the poet, old persons are considered ‘dignified’ because they are serious and solemn. They do not derive childlike pleasure from simple joys of life. The young, on the other hand enjoy the bounty of nature, they are so energetic and enthusiastic. They live life to the fullest and celebrate every moment. 7. The poet means that he will not allow himself to be disheartened by sorrow. He will always be optimistic and happy when he faces difficult times. Writing skills Page 4 NOTE: You might encourage students to appreciate the poet’s positive attitude towards life before they start answering this question. NOTE: Students can follow these guidelines (CODER) while writing the paragraph. C. collect information D. make a rough draft E. edit the draft R. rearrange the sentences and write the fair draft Students should write in the first person. They should express their own opinion which will be unique and distinctive. Great-Grandma’s Nickel Page 5 Comprehension Page 8 1. Shana was celebrating the festival of Purim with her great- grandmother. Purim is a traditional Jewish festival for food, story telling and fun. 2. Shana’s great-grandmother lived in a high-rise building in the heart of a big city. We know this as the writer describes Shana pressing her forehead against the window of her great- grandmother’s kitchen and seeing honking cars, people rushing in hurry in a busy street, five storeys below. 2 3. When great-grandmother was a little girl, her life in Poland was tough. She lived in a small town and they were not well off. That is why her brothers went to America in search of a better life. 4. When Shana’s great-grandmother came to America, her life changed for the better. Everything was different and she found it beautiful and amazing. Initially she only had to interact with Jewish people so she did not feel the need to learn English. Later she was asked by her mother to help her brothers at work. 5. Like her great-grandmother, Shana had also moved to New York the previous year and everything seemed different and exciting to her. 6. Although they did not understand each other’s language, Shana’s great-grandmother and the girl in the blue coat communicated through gestures. The girl in the blue coat showed the subway map to Shana’s great- grandmother and she pointed out the stop to her. 7. People who migrate to a foreign country need to have the will and determination to make adjustments. They should have the ability to live harmoniously in their new surrounding, learn the language and the ways of their adopted country. They also need to work very hard to find a niche for themselves. They should also retain the essence of their traditions, their distinct identity and values. 8. Though Shana’s great-grandmother adapted to life in America, she retained her culture. She celebrated her festivals with all the rituals. She baked pastries using the traditional recipe. She spoke her language with her people. Even when she spoke to Shana, her conversation was interspersed with Yiddish words. Word power Page 8 A. This exercise will improve the students’ word power. They should consult their pocket dictionaries or a thesaurus. B. 1. The sentence is in the past tense. Shana will watch her grandmother unfold a faded blue apron. 3 2. The sentence is in the present tense. I will always keep a nickel in my pocket. 3. The sentence is in the past tense. I will be sixteen when I come to this country. 4. The sentence is in the past tense. My mother will give me two nickels. 5. The sentence is in the past tense. I will not know how to say thank you. Write the answers Page 8 1. When great-grandma was a young girl and had just come to America, she did not know English. Since she lived in the midst of Polish people she did not feel the need to learn English. Then one day her mother asked her to help her brothers at work. She had to travel by subway. Her mother gave her two nickels, one for the ride there and the other for the ride back. On the way back she got into the wrong car. When she realised her mistake she got off at the next stop.