Essential English Reader
A Teacher’s Source Book Books 1 to 5
Anirudra Thapa Ramesh Lamsal Foreword
Over the decades, language teaching, specially teaching English as a foreign language to non-native speakers, has undergone a paradigm shift. The purpose of teaching English in schools is no longer limited to “language acquisition,” that is, imparting in learners language skills essential for daily communicative tasks; rather, it also entails gaining access to the repository of knowledge, culture, and civic life. Towards this end of materializing the dual purpose of teaching English—linguistic competency and cultural literacy—we have taken special care in designing Essential English Reader that embraces the holistic approach to teaching language and literature. The series not only allows teachers and learners to acquire language skills—reading, writing, speaking, and listening—but also presents an array of rich literary content which is more contemporary, exciting, and stimulating. This Teacher’s Source Book has specially been prepared to facilitate creative and fruitful teaching and learning. We hope that this Source Book will become a valuable part of teaching experience. In this first volume, we have covered each and every unit and lesson included in the Reader (Grade 1-5). The book has been organized in major four sections. The first section provides general guidelines for teaching English; the second section offers strategies of teaching literature in a language classroom, followed by suggested strategies for teaching Essential English in the third section. The fourth section provides keys to exercises as ready references for teachers. Teachers will have to use the keys judiciously, allowing students adequate time to work out the exercises on their own with minimal intervention. We advise instructors to avoid the tendency of dictating answers too promptly without allowing students to take up the challenge on their own. Learners need extended practice to develop competency in using appropriate vocabulary, language structure, and to internalize grammar rules. Therefore, we believe that keys to exercises should be the last resort and should be used sparingly. The Source Book reflects the suggestions, concerns, and comments we have received from teachers across the country during numerous interactions we have had with language instructors over the years. We would also like to express our deep appreciation for the comments and suggestions provided by English teachers, who kindly went through the manuscript of Essential English Reader before the final publication of the series. Green Books deserves commendation for publishing and bringing out both the Reader and this Source Book in their present form.
April 2018 Kathmandu
2 EER Teacher's Resource Book 1. Teaching Language
1.1 The Process of Teaching Language In language teaching, we often go through a fundamental process of presentation, practice, and evaluation. Our success of teaching will mostly depend on how effectively each step in the process has been facilitated and how each step is connected with another. This section provides a brief overview of the teaching process.
1.2 The presentation Presentation in a language class simply refers to the task of introducing a new text, a new word, new language structure or even telling learners how to perform a task. It ranges from controlled modeling of a target item to explanations, instructions, and discussion of a new language item. For an effective presentation, according to Penny Ur, four things have to occur— • Attention: learners are attentive, alert, and aware that something is coming that they need to take in. • Perception: learners can clearly see and hear the target material; it means making sure that the material is visible and/or audible through repetition and eliciting responses. • Understanding: learners understand the meaning of the material being introduced and its connection with other things they already know; teachers need to illustrate or make links with the previously learnt material. • Short-term memory: learners need to take the material into short-term memory to remember it until they have an opportunity to further work to consolidate learning. (Ur, 2009)
How to give effective presentation? • Plan and prepare for every presentation. Think for a while about the words you will use, the illustrations you will provide, and so on; also think of writing them out. What we think to be clear and self-explanatory may not be clear to the learners. • Make sure that you have the class’s full attention. Students get vital information mostly during the presentation before their attention is directed to group or peer work. • Present the information more than once. A repetition, rephrasing, or paraphrasing can help them better understand what they are supposed to do and learn. EER Teacher's Resource Book 3 • Be brief as learners, including ourselves, have only limited attention span. You want to make your presentation as brief and clear as you can. • Illustrate with examples. When concepts or rules are made real through an example, it not only helps the learners understand the concept but also to learn the way the concept or the rule works in a given situation. • Get feedback. When you have finished explaining, you want to check with the class that they have understood. It is not enough just to ask “Do you understand?” Learners often say “Yes.” It is better to ask them to do something that will show their understanding.
1.3 Practice Practice is a repetitive activity. Its objective is to consolidate learning and to improve performance. As teachers of language, we want to give students adequate opportunities to practice the material they are exposed to. Practice is usually carried out through exercises or activities, which are related to some aspects of language or skills. While exercises tend to be more controlled, activities allow learners greater flexibility, and they are considered to be learner-centered. According to Ur, the following are the characteristics of an effective practice: • Validity, that is, the activity should activate learners in the skills that the practice purports. For example, if the practice is aimed at helping students speak, learners should speak more than listening to the teacher. • Volume, that is, the more the learners engage with language during the practice, the more practice they will get. Time during which learners are not engaged or stay doing nothing is in fact the time wasted. • Success-oriented, that is, learners learn by doing things right. Continued inaccurate or unacceptable performance results in mistakes and discouragement. It is therefore necessary to design and administer activities in which learners are most likely to succeed. • Variety, that is, a good practice activity provides opportunities for useful practice to all or most. Asking everyone to do the same task may not often work in a situation where learners’ level of language competency is varied. The practice activity ideally has to provide something doable and challenging to everyone. • Teacher’s assistance is indispensable for an effective practice session. Just setting students to a task and sitting back while the learners struggle hardly helps them learn. • Interest, that is, if there is little or no challenge and the practice requires students to repetitively do the same task, the learners lose attention and motivation. Interest comes not from the challenge of getting the right answer but from the newness of activity or the topic.
4 EER Teacher's Resource Book 1.4 Testing While the purpose of practice is learning, the main purpose of testing is to find out how well the learner knows or can do something. The following are some of the reasons for testing: • To learn where the learners are at the moment • To give students information about what they know • To make students aware of what they need to learn • To motivate students to learn or review materials • To get students make an effort to learn • To provide students with a sense of achievement • To give clear indication that the class has reached to a stage of learning such as the end of a unit Test materials can be developed with a variety of questions, tasks, and activities. Questions/answers, true/false, multiple choice, gap-filling, matching, dictation, closing (asking to supply the omitted words), transformation, rewriting, and even translation can be used. The key to a successful administration of a test depends on how well the tasks match the intended assessment of a skill or skills.
EER Teacher's Resource Book 5 2. Teaching Literature
2.1 Why teach literature? Literary texts offer authentic reading materials and give students an exposure to the most stimulating and creative use of language. Using literature in a language classroom also serves the dual purpose of language learning and gaining knowledge about society, culture, civic life and so on. According to Joanne Collie and Stephen Slater (1997), there are at least four fundamental reasons focussing literature in a language class: • Valuable authentic material: Literature offers an extremely varied body of written material, which provides students with insights into fundamental and enduring human issues. • Cultural enrichment: Through a literary text, the reader can discover thoughts, world views, feelings, and a feel for the codes and preoccupations that shape a society. Moreover, literature allows students to be creative, flexible, tolerant, sympathetic, and imaginative. • Personal involvement: Literature fosters personal engagement and allows students to learn how language as a system operates within a broad socio- cultural context. Engaging imaginatively with literature also enables students to go beyond the mechanical aspects of language into the realm of meaningful human experience. • Linguistic enrichment: Reading literary texts exposes students to diverse functions of language structures. Moreover, by providing the context of language use, literary texts help students transform what they learn into more active form of knowledge. Besides, students gain familiarity with many forms of written language helping them enrich their own writing.
2.2 How to teach literature effectively? Reading along with the students, summarizing the text, summarizing the plot, identifying themes and drawing the moral have all been variously used while teaching literature in school classroom. While many of us feel comfortable with such time-tested techniques, they hardly engage students and mostly the delivery flows from the teacher to students. Instead, teachers will have to maintain students’ interest and engagement to achieve the goal of teaching literature. We may consider using a range of student-centered activities in class by— • Supplementing the printed page of a text with photographs, audio/visual clips, newspaper clips, and pictures that are relevant to the theme.
6 EER Teacher's Resource Book • Asking students to work in pairs or groups so that learners develop confidence, share ideas, and take up the challenge of dealing with difficult text collectively. • Allowing students to bring their own personal experience that are comparable or contrastive to the situation presented in the text. • Helping students explore their own responses in the target language; in the case where students are yet to develop confidence or competency to speak in English, they should be encouraged to respond through other forms such as acting, sketching, and drawing a picture. • Integrating language and literature through communicative and other activities to help students improve their language skills.
2.3 Some practical fun activities To achieve the goal of teaching literature for both linguistic enrichment and cultural literacy, teachers may consider some of the following activities in class: • Using the title and cover design: Beginning with a brief discussion of the cover, illustration and title sets the scene for the presentation and kindles curiosity among students. Asking simple questions such as “What the title/picture might mean?” or “Can you guess what happens in the story?” can ease learners into the text. • Getting in the mood: This activity is called “guided fantasy”, in which the teacher helps students imaginatively partake in the story. For example, the teacher first sets the scene and asks students to draw a picture of it. Then, the teacher invites students to “inhabit” in the scene in their mind. The activity can be extended by asking them to talk about their feelings, experience and things they can do, etc. • Visual prompts: Photos, magazine pictures, paintings, illustrations can be very useful in eliciting the response from learners to the main theme or idea of the text. • Key words/sentences: Literary pieces often use a pattern of words and sentences; the teacher can put students in groups and ask them to make a list of words or sentences and then have a discussion on how they are used in the text. • Questionnaire: Teachers can prepare a brief questionnaire to find out the feeling, attitude, and views of the learners on the issue the text is raising. For example, while teaching a story that has “environment” as the theme, students can be given a set of questions to find out what they think of the issue or what suggestions they have to offer. • Listening-in: While teaching a poem or a story, teachers can check if there is audio of the text available in the net. Then, such audio/visual material can be played in class while the entire class listens to it.
EER Teacher's Resource Book 7 • Creating a sketch of the author or bio-hunting: Students can be put into small groups and tasked to draw a picture of the author or prepare a bio-note on the author. Even displaying a photograph of the famous author they are reading helps to motivate them. • Sentence whispers: This one is a very effective reading game ideal for lower classes. The teacher selects a paragraph or as many sentences as you have in the front row. Then, he or she gives a sentence to each student in the front row. Each student has to whisper the sentence back to the person sitting next and the game continues until the students sitting in the last row reproduce the paragraph. • Ordering: The teacher randomly distributes sentences of a paragraph to a group of students and then students put the sentences together in order to derive the paragraph or the story. • Choose the prediction: Having read the first section of a story, the teacher offers several possibilities of continuing the story. Students discuss the possibilities and make the best prediction and then read the story to find out if they are right. • What happens next? This activity can take the form of role play. After students discuss possible continuation of a story, they act out or write out their own continuation ideas. • Missing character: Students can pretend that one of the characters of the story is missing and then write a “missing person” notice describing the character. This can be used during the writing session. The teacher can help by bringing newspaper clips of “missing person” notice to help students model their own writing.
8 EER Teacher's Resource Book 3. Teaching Essential English Reader
3.1 How the Reader is organized? Each book of the series is comprised of units; each unit focuses on a specific theme or contrastive idea. In principle, each unit functions like a module that can be taken as an independent section. These units or modules present interesting and stimulating contemporary writings grouped under age-specific themes, ranging from “Play and Joy” to “Science and Environment.” As such teachers may approach the Reader horizontally, that is, teaching one section within the unit at a time. For instance, the class can spend an entire week or so just reading three texts included in the unit and then take up “grammar section” next week. This approach allows students to concentrate on one target item for a longer stretch of time. Alternatively, the Reader can be approached vertically, that is, taking one lesson at a time and going from “Pre-teaching (Lead-in)”to “Writing” progressively one by one. The added benefit of approaching horizontally is that teachers can organize activities for an entire week or focus more on specific task, item, and theme. For example, students can work for several weeks on “Home and School” theme, reading, comparing and contrasting multiple viewpoints, contexts, and ideas.
Content: Essential English Reader introduces very young learners of English language to a variety of language structures through meticulously selected reading materials that resonate with the typical experiences young children undergo while growing up. Making connection between students’ reading experience and their real life situations has been the principal rationale behind the selection of reading materials. Therefore, each lesson allows teachers to introduce relevant language skills creatively and contextually. Each text deals with age-specific themes such as home and school, growing up, adolescence, science and technology, wit and humour, thus allowing learners to make connection between what they know and value with what they read. We have made a conscious effort to exclude texts that have been repetitively taught for decades as they no longer excite the learners of today’s digital age. Language Skills: Language-related exercises in the Reader significantly draw upon the text included in a given lesson as they focus on the dominant grammar items used in the text itself. The language sections that follow the reading—“Vocabulary,” “Comprehension,” “Critical thinking,”“Grammar,” “Listening,” and “ Writing”— walk students through a series of integrated reading, writing and grammar exercises that are built upon the vocabulary and structures that the students have already come across while reading the text. While teaching language skills covered in the Reader, it is crucial that teachers emphasize the function and usage of each grammar item rather than having students memorize the definition of grammar items.
EER Teacher's Resource Book 9 Communicative Skills: In each lesson, by means of structured models of conversation and listening exercises, students practice using the grammar items and vocabulary learned in the lesson. It is important that we frequently use the text as an example to show how certain grammar items are used in a communicative context. Writing: One of the highlights of the Reader is its emphasis on writing as a process than a product. Therefore, variety of prompts given for the writing tasks aim to guide students through the process of thinking, generating ideas, and writing. Many writing assignments require pre-writing activities such as generating ideas through eliciting, brainstorming, and questioning. In order to achieve the goal, teachers should walk students through the process of writing—pre-writing, drafting, revising and provide timely feedback.
3.2 Teaching Strategies Each teacher has his or her unique teaching style; the best teaching strategy is to be flexible and adaptive to the specific teaching environment—class size, learners’ competency, and physical infrastructure. We encourage teachers to improvise teaching materials to fit into the unique context in which they teach English. Nevertheless, teachers can consider some of the following teaching strategies.
Lead-in (pre-reading activities) “Pre-reading activities” that begin each lesson are meant to “lead” the learners into the lesson and prepare them to undertake the task of reading and practice a range of language skills. They also make connection between the learners’ pre-knowledge and the new knowledge the lesson imparts. Activities abound in variety, ranging from previewing the theme, vocabulary, language structure, and the cultural context. Depending on the specific context one teaches in, these activities can be modified, redesigned, or even replaced. For this, we anticipate teachers to review the entire unit in advance and use activities, either included in the Reader or of their own design, to engage students in the lesson and language practice sessions. Teachers may begin a new lesson with activities such as-- • Asking students to talk about their experiences (doesn’t have to be in English) related to the lesson • Asking students to draw or sketch places, make a list of historical places, famous personalities, books they have read, movies they have watched (depending on what kind of story, poem, or a prose piece they are going to read) • Assigning students mini-projects such as making a family tree, pasting pictures on a display board, presenting information on the blackboard, and/or engaging them in role plays Whatever activities we want them to do before reading a specific lesson, the key is to get them talk and make them curious for the forthcoming lesson and language exercises. This allows students to be pro-active and participatory, the essential prerequisites for productive language teaching.
10 EER Teacher's Resource Book Vocabulary: Learning new words, especially learning to use them in the context, is an integral part of effective language acquisition. Reading largely facilitates students with the acquisition of new vocabulary or the usage of words they already know. However, active learning of words and their usage is more important than memorizing a list of words and their meanings out of context. The Reader provides a glossary of difficult words, presented in a variety of ways—definitions, picture recognition, alternative choices, functional explanations, word-web, word groups, and collocation. Experts view that memorizing definitions of words is the least effective technique of vocabulary acquisition, although it has been used widely. The Reader, hence, emphasizes the importance of active acquisition of vocabulary. While teaching each lesson, it is advisable to make a list of target WORDS (not the all-inclusive list of words used in the lesson) and show the children contextual use of each word. For active learning, teachers can design a variety of activities that allow students to share words they already know, instead of asking them to memorize words indiscriminately. Besides pre-designed activities in the Reader, teachers may use some of the following activities: • Organizing “Meaning Finding Groups,” in which a group of students are assigned a few words and asked to find their meanings and share their findings with the class • Vocabulary Mini Bins: Having divided the class in small groups, teachers may ask students to keep a “vocabulary bin” each; each group of students collects words and their meanings over time, and after some days, they exchange the bin with another group • “Acting Out the Word” game can be useful while teaching action words in lower grades; teachers may give a couple of words to a small group of students and ask them to “act out” the words so that the entire class understands or guesses the meaning of the word • “List of difficult words” prepared by students themselves helps them focus on learning new words • “Words of the Day” method can be handy in motivating students to learn new words; for this, teachers may select two to four new words for each day and devote some time explaining, discussing, and using those words in the class. Depending on the specific classroom situation, teachers may adapt a couple of do-able but interesting activities that make learning new words an enriching experience. Reading: The Reader abounds in interesting and thought-provoking texts that can be used to achieve the dual objective of imparting students with “cultural literacy” and familiarizing them with important language skills. As most of the language-related exercises are based on dominant grammar items used in the texts themselves, teachers may use readings as examples of communicative contexts for teaching grammar items.
EER Teacher's Resource Book 11 Reading is a recursive process in which one has to go back and forth to make sense of the text. For this, teachers may use a variety of activities such as finding a word or expression, underlining a part of a sentence, counting words in a sentence or listing expressions/information so that students actively read the text. If children read with an objective in mind, they tend to work and learn quickly. It is not that important for students to know the meaning of each and every expression. We should rather focus on letting students make out the meaning intuitively and contextually. Listening and Speaking: Young children learn to listen and speak mostly by imitating someone speaking. Besides using the recorded materials in class, teachers should lead the speaking and listening sessions and ask students to imitate the pronunciation of letters, sounds, words, and sentences. Teaching pronunciation using International Phonetic Alphabet hardly helps as pronunciation also includes rhythm, intonation, pitch level, etc. Teachers might consider some of the following activities to enhance children’s ability to listen and speak: • pronunciation drills (gradually moving from letters, sounds, words, to sentences) • student-teacher role plays to help students learn greeting, introducing, and naming • pair work groups to help students recognize objects/things and describe them • frequent use of audio-visual aid such as educational videos, children’s movies • dictation of letters, words, sounds, and sentences • flashcard displays The idea is to frequently expose students to speaking and reading while encouraging them to imitate and practise what they have listened to.
Writing: The writing exercises in the Reader are designed in an integrated way. As students progress through the course, they perform a variety of writing tasks gradually moving from controlled drills to guided writing to free writing. In lower classes, the guided writing exercises in each lesson, therefore, require children to supply a single word, arrange words in a sentence, recognize coloured words, and complete sentences with one or more than one word. In higher classes, students engage in writing tasks that require them to generate ideas, draft composition, revise the draft and even to conduct mini-research. Effective writing instruction requires that we avoid criticizing students’ writings and grammar errors. While teaching writing, teachers should consider highlighting positive aspects of student writings and be suggestive than prescriptive when it comes to pointing out errors. Unit Review: Each unit in the Reader concludes with “Unit Review,” which can be used for reinforcement, assessment, testing, and remedial exercises.
12 EER Teacher's Resource Book 3.3 Weighting and Evaluation Each book in the Series, including the Workbook, requires 100 to 150 hours of teaching; for lower grades (first, second, and third), continuous evaluation of each child’s progress is recommended. Ideally, each teaching session should incorporate informal “evaluation” scheme of a sort such as quick questions, mini-quizzes, reading aloud, or writing words and sentences. Sources Used: John Collie and Stephen Slater, Literature in Language Classroom (Cambridge UP, 1999) Penny Ur, Teaching English: Theory and Practice (Cambridge UP, 2003) Andrew Goodwin and Jane Branson, Teaching English: A Handbook for Primary and Secondary School Teachers, (Routledge, 2005)
Content
Book One ...... 14
Book Two ...... 31
Book Three ...... 63
Book Four ...... 108
Book Five ...... 142
EER Teacher's Resource Book 13 Essential English Reader Book One
Book One of the Series consists of four units: Play and Joy, Animals and Fairies, Home and School, Self and Identity. Each unit has three reading texts that are related with the unit theme. The teacher need not necessarily be confined to the suggested theme; since the themes identified in the book encompass a range of issues and concerns the students of this age usually have, it would be better if the class makes a connection between the ideas they learn in the class with what they feel, experience and think in the outer world.
Content Preview Unit 1: Play and Joy With three readings—“Play”, “Rainy Day Surprise”, and “Musical Picnic”—this unit focuses on the idea of play and having fun. The lessons are playful, funny, and they introduce young learners with words and expressions that relate to typical fun activities and games that the children of this age engage with.
Unit 2: Animals and Fairies The lessons “How They Grow”, Kitty Wants a Box”, and “The Three Billy Goats Gruff”, included in this unit, lead children to the magical world of facts and imagination. The first lesson resonates with children’s sense of curiosity while the second one plays with the idea of fitting into and getting comfortable. The final one teaches how smartness and wisdom triumph over hardship and danger.
Unit 3: Home and School Since home and school are the main locations that children of this age experience, this unit builds upon children’s daily preoccupation and imagination. The first lesson “Two Little Birds” allows children to understand that birds, animals, and plants too have homes with a little twist at the end. “My Family” connects with the idea of home as a family and bond of love. The final lesson focuses on the positive feeling of going to school and presents school life as fun, thus lessening the fear of going to school.
Unit 4: Self and Identity The big words in title are just words. In fact, the lessons included in this unit very sensitively build upon children’s developing sense of self-worth. All the lessons celebrate the idea of self-confidence, daring, and individuality children innately possess. 14 EER Teacher's Resource Book Suggested Answer Keys to Exercises
Unit One Play and Joy
Lesson 1 Play
Pair work Student A: What is the monkey doing? Student B: It is eating a banana. Student A: What is the boy doing? Student B: He is reading a book. Student A: What is the girl doing? Student B: She is dancing.
Vocabulary
Pick the words from the box. Write below the right picture. leap bounce trip slide walk spin swing dance sing Comprehension a. Look at the picture. Tick the right word. run slide bounce stand outside paint b. Fill in the missing letters. i. scoot ii. hop iii. stand iv. stop v. skate c. Circle what the speaker does not do. i. pump ii. sleep iii. eat iv. flap
EER Teacher's Resource Book 15 Listening b. Listen to each work. Write the missing letters. skip know skate slow ski snow c. Listen to the song again. Fill in the gaps as you listen. Skip high, skip low. Skip any way you know. Skate fast, skate slow. Skate any way you know. Ski on water or snow Ski any way you know. Skip, skate, ski – Ready, set, go!
Grammar a. Rewrite the following doing words. Add ‘s’ or ‘es’ at the end. runs reads plays passes rolls misses b. Fill in the gaps. Select the right word. i. eat ii. misses iii. play iv. wakes v. rains vi. Like
Writing Answers vary.
16 EER Teacher's Resource Book Lesson 2 Rainy Day Surprise
Lead-in I see the sofa. I see a table. I see fruits on the table. I see the TV set. I see a painting/picture on the wall. I see a hanging light. I see two balls. b. Look at the picture. Name three things you see. blackboard teacher students c. Close your eyes. Listen. What do you hear? Answers vary.
Vocabulary a. Use ‘wet’ and ‘pretty’ to describe at least three things. i. a wet floor ii. a wet towel iii. wet grass i. a pretty girl ii. a pretty child iii. a pretty face b. Look at the pictures. Describe them selecting the correct word. a pretty girl a wet jacket green grass heavy rain a broken window a beautiful rainbow
Comprehension a. Complete the sentences with the correct word. i. window ii. raining iii. I See iv. wet v. rainbow b. Answer the following questions. i. James wanted to play. ii. Becaue it was raining. iii. Bella and James played the I See game. iv. grass windows trees cars v. They saw the colourful rainbow. They saw the sun. They saw the clear sky.
Listening watch web whale wheel well wolf
EER Teacher's Resource Book 17 Grammar a. Look at the word jumble below. Circle words that can describe something. big purple red loud dry fast old silly yummy grumpy hairy cold little sad sharp crunchy mean sticky stinky rough hot tired slimy quiet b. Look at the pictures and fill in the blanks. Use correct describing words. i. tall ii. hot iii. small iv. wide v. long vi. round vii. fat viii. open ix. Huge
Writing Answers vary.
Lesson 3 The Musical Picnic
Vocabulary b. Fill in the missing letters. TWEET RUSTLE LAUGH SWISH LEAVES CRUNCH
Comprehension a. Write ‘True’ or ‘False’. i. False ii. True iii. False iv. True v. False vi. True vii. True viii. False b. Answer the questions. i. Lily and Mom went to picnic. ii. Lily ate an apple and Mom ate a carrot. iii. Lily and Mom heard the music of birds. iv. Who made the following sounds? Tweet , tweet Birds Swish, swish Wind Rustle, rustle Tree leaves Munch, munch Mom Crunch, crunch Lily
18 EER Teacher's Resource Book Listening
Write the word beside the picture. (Bug on) rug (Bug on) mug (Bug on) tub
Circle the word that is odd. bun rag dog cat
Grammar a. Circle the doing word in the following sets. i. fly ii. jump iii. listen iv. bounce v. kill b. Circle the verbs. walk say eat fly stop writes sang stood c. Complete the sentences using the verbs given above. i. eat ii. stop iii. stood iv. sang v. writes vi. Walk
Writing Who is he/she? He/She is my friend. Who is your friend with? My friend is with his/her parents. What is your friend doing? My friend is eating an apple. Where does your friend live? My friend lives close by our house. Why do you like him/her? Because he/she is helpful.
Unit Review
Complete the phrases with a right describing word. a red flower a beautiful scene a tall building a big school a scary troll tasty food
EER Teacher's Resource Book 19 Unit Two Animals and Fairies
Lesson 1 How They Grow
Vocabulary b. Complete the words. Copy each work three times. i. Frog ii. Flower iii. Tadpole iv. Grow v. Rain
Comprehension a. Circle the WRONG answer. i. flower ii. seed iii. water iv. butterfly b. Answer the following. i. A caterpillar eats a lot of leaves. ii. A tadpole eats tiny plants. iii. A seed needs sun and rain to grow. iv. The roots grow into the ground. v. A frog hops out of a pond.
Listening b. Complete the poem below. I am with my grandpa at the grocery store. Grabbing everything on his list brown gravy and Whole grain bread. Grapes and peppers Green and red.
20 EER Teacher's Resource Book Lesson 2 Kitty Wants a Box
Vocabulary a. Match the opposites. big-small wide-narrow tall-short up-down inside-outside b. Rearrange the letters. Then, write the word two times. i. wide ii. down iii. short iv. Kitty v. narrow
Listening a. Listen to the record twice. Choose the correct answers. i. rabbit ii. white iii. tail iv. mother v. pink vi. Shorty
Grammar Fill in the blank with an opposite of the coloured word. a. end b. cold c. open d. stop e. bad f. hard g. full h. Smile i. down j. early
Lesson 3 The Three Billy Goats Gruff
Comprehension a. Write ‘True’ or ‘False’. i. False ii. True iii. False iv. False v. True b. Answer the questions. i. The three billy goats wanted to cross the bridge. ii. They wanted to cross the bridge to eat the green grass on the other side of the stream. iii. The troll wanted to eat up the goats. iv. The first goat asked the troll to leave him and eat his bigger brother that would come soon. The second goat asked him to leave him and eat another billy goat that was still bigger. But the biggest goat rammed the troll with his horns and pushed him off the bridge.
EER Teacher's Resource Book 21 Listening Listen to the first part of the record twice, Complete the sentences below. i. green hill ii. cross iii. eat up b. Listen to the second part of the record. Complete the sentences below. i. hooves ii. tripping …bridge iii. off…bridge
Grammar a. Use am, is or are to complete each sentence. i. am ii. is iii. are iv. is v. are vi. are b. Tick the correct options. i. is ii. are iii. are iv. are
Unit Review A. Recall what you have learned. 1. The Billy Goats Gruff are going to cross the bridge to go to the other side of the stream. 2. Write ‘True’ or ‘False’ against the following statements. i. False ii. False iii. True iv. False v. True 3. The boxes are: too narrow too small too big
B. First, match the words with their opposites. Then use the opposite words to fill in the blanks. Day-Night Sad-Happy Short-Tall Clean-Dirty Close-Open Up-down The river is dirty. Roots grow down. I am happy today. It is a silent night. She is tall. Open the window.
C. How many do you see? What are they doing? I see one elephant. It is drinking water. I see two goats. They are eating grass. I see one bird. It is singing.
22 EER Teacher's Resource Book Unit Three Home and School
Lesson 1 Two Little Birds
Lead-in
Can you put the animals and birds in their right homes? bird: nest dog: kennel bees: hive tiger: den cow: shed rabbit: burrow hen: coop
Comprehension a. Fill in the gaps. i. nest ii. strings and things iii. trees iv. buzzed v. raze b. State ‘True’ or ‘False’. i. True ii. False iii. True iv. False v. True c. Circle the right answer. i. birds and bees ii. strings iii. cut trees iv. don’t know d. Think and answer. i. We can’t say for sure. Maybe they will find some other place to live. ii. No. It is not good do cut down trees that give shelter to birds and bees.
Grammar
Write the nouns below into the correct column. person place thing teacher school pencil doctor library eraser girl park desk barber house table
EER Teacher's Resource Book 23 Circle the correct article that goes before each word. an apple the cheese a flower the candles a stamp an owl a mask an umbrella the crabs an elephant a bird an equal sign
My Family
Vocabulary a. Complete the words. Write the names of your own relations next to the word. Mother Father Sister Aunt Uncle Cousin
Comprehension a. Complete the sentences below. i. camera ii. washing iii. newspaper iv. the bubbles v. chasing b. Answer the questions. i. Deepak has got a camera. ii. He is washing the bike. iii. The dog is chasing a cat. iv. There are five members in Deepak’s family. v. Deepak’s grandfather is watching TV.
Grammar b. Change the noun into possessive. Write the name in the blank. i. uncle’s ii. Neela’s iii. dog’s iv. Subin’s v. Dad’s vi. teacher’s
24 EER Teacher's Resource Book Lesson 3 I Like to Go to School Vocabulary
Look at the pictures. Complete the word cards. Pencil Eraser Crayons Scissors Paper Bottle Write four things Deepa has. Deepa has a pencil. She has an umbrella. She has a bag. She has a book.
Comprehension a. The singer likes to sing new songs, learn every day and play with friends. b. Answers vary.
Listening b. Now write in complete sentences. ii. I like banana. Or, I like to eat banana. iii. I like pineapple. Or, I like to eat pineapple. iv. I don’t like pear. Or, I don’t like to eat pear. v. I like grapes. Or, I like to eat grapes.
Unit Review
A. Recall what you have learned. 1. Which activities does the speaker in “I Like to Go to School” like to do? Tick them. b and e 3. In the poem “Two Little Birds,” the birds built a nest. What did the others do? The axemen razed (cut down) the trees. The bees buzzed around their hive.
EER Teacher's Resource Book 25 Tick the correct statements. 1. I like going to school. 2. My best friend’s name is Geeta. 3. My sister likes to dance. 4. Today is Ram’s birthday. 5. She likes her mother’s saree.
Now copy the coloured nouns and write if they are person, place, or thing. 1. school-place 2. Geeta-person 3. sister-person 4. Ram-person 5. Saree-thing
C. Write two sentences for each question. Whose pen is this? This is the girl’s pencil. It is her pencil. What does Sita like? What does she not like? (Answers vary) Sita likes orange. She does not like banana. Describe your house. My house is small. It is pink in colour.
26 EER Teacher's Resource Book Unit Four Self and Identity
Lesson 1 All by Myself
Vocabulary
Match the opposites. clean-dirty zip up-zip down tie-untie Forward-backward button-unbutton neat-messy
Comprehension a. Circle what the boy can do by himself. comb hair wash hands put on socks b. Write what you can or can’t do by yourself. Answer vary.
Grammar a. Circle the pronoun that best completes the sentence. i. He ii. They iii. She iv. I v. us b. Rewrite sentences using a pronoun in place of the coloured noun. i. She dances on stage. ii. Mother gave a pen to her. Mother gave her a pen. iii. My aunt is coming to visit us. iv. The dog barked at him. v. I waved him from the window. vi. He and I are going fishing.
EER Teacher's Resource Book 27 What I Want to Be
Lead-in Write the missing letters. cook/nurse/farmer/driver/scientist
Vocabulary
Match the jobs with their descriptions below. pilot/doctor/artist/musician/teacher/dentist/police officer/vet
Circle the correct one. Then, write the word in the space next to the sentence. i. doctor ii. cook iii. police officer iv. teacher v. farmer
Listening a. Listen to the story again. Choose the correct answer. 1. scorpion 2. a lizard 3. scarecrow 4. Yes 5. No
Grammar
1. Write the correct ‘to be’ verb. Change to short form. a. I am I’m b. You are You’re c. We are We’re d. They are They’re e. He is He’s f. She is She’s g. It is It’s
2. Look at the pictures and answer the questions. 2. Yes, it is. 3. No, it is not. 4. Yes, they are. 5. Yes, he is. 6. No, he is not. 7. No, I am not.
3. Rearrange the words to make sentences. a. I am not a teacher. b. She is my mother. c. The boys are playful. d. The girl is in the room. e. We are not at home. f. My dad is smart. g. The teacher is angry. 28 EER Teacher's Resource Book Writing
Look at the pictures of what you can be. Then, write what you can do. Use the cue word. I want to be nurse. So, I can take care of sick people. I want to be a baker. So I can bake bread. I want to be a singer. So, I can sing songs. I want to be a dancer. So, I can dance. I want to be a writer. So, I can write stories.
Lesson 3 I Look in the Mirror
Lead-in
2. Look at the picture. Write what you see. I can see a car pass by. I can see a dog. I can see a boy chasing the dog. I can see a tree. I can see a bird flying. It is about to sit on the tree. I can see a small house and a big building.
Listening
2. Complete the words. spill/skate/steps small/swan/stain snail/slug/slide
EER Teacher's Resource Book 29 Book Two
Like in Book One, Book Two consists of four units: Self and Identity, Home, School, Wit and Humour. Each unit has three reading texts that somehow relate with the unit theme and activities related to it.
Content Preview
Unit 1: Self and Identity This unit as a whole builds upon the theme introduced in Book One. The first lesson “All By Myself” resonates with children’s sense of accomplishment and self-worth. The second lesson “Little Milly-Molly” furthers the idea of choice and likes/dislikes while the third lesson “Who Am I,” through riddles, shows the importance of recognizing who is who, an important idea of self and identity.
Unit 2: Home All three lessons included in this unit expand the notion of “home.” The first explores family relations and love; the second “My Home” presents home as a “space” of happiness and joy. In the third lesson “Run Home, Run Home Butterfly,” children can see home as a place of solace and security. As we teach, we also need to compare and contrast the ideas expounded in each lesson and help students see their relationship.
Unit 3: School This unit continues exploring the theme of going to and being “at home” in school. The first lesson carries on the idea of school as full of activities—learning and playing. The second lesson “My First Day at School” addresses the typical excitement and anxiety most children experience on their first day at school. The third lesson “Library,” introduces the related concept of “visiting library” and familiarizes students with key terms and activities associated with library. While teaching these lessons, teachers may help students actually experience some of the activities featured in the readings.
Unit 4: Wit and Humour Children enjoy wit and humour; especially “trickster” characters; in such stories appeal to children’s psychology. The first lesson in this unit “The Goats” carries the theme of “outwitting” through humility and avoiding arrogance. The second lesson “Another View” uses “child play” of seeing things in a different light. The lesson helps students think creatively and see the other side of the reality. The final story brings two beloved characters—Frog and Toad—and, through a humorous situation, explores the theme of hard work and the virtue of avoiding jealousy.
30 EER Teacher's Resource Book Suggested Answer Keys to Exercises
Unit One Self and Identity
Lesson 1 All By Myself
Vocabulary
Match the words with their meanings. neat: clean napkin: a piece of paper/cloth to wipe your hands and mouth snack: food you eat between meals alike: similar all by myself: on my own
Comprehension 1. Fill in the blanks with the correct words from the poem. a. brush b. put c. get d. clean…ride e. kick…match f. read…sing
2. Answer the following questions. a. Make a list of things the speaker can do by himself. i. brush his teeth and hair ii. put his socks and shoes on his feet iii. get his napkin and snack to eat iv. clean up his toys v. ride his bike vi. kick a ball
Grammar
1. Which of these words are reflexive pronouns? Circle them. myself himself themselves herself ourselves itself yourselves EER Teacher's Resource Book 31 2. Find and circle the reflexive pronouns. a. myself b. ourselves c. yourself d. themselves e. yourself f. myself
3. Read each sentence. Choose the correct option in the bracket to complete the sentence. a. himself b. ourselves c. themselves d. himself e. yourself f. herself g. itself.
4. Write a sentence with each reflexive pronoun given below. b. You should change yourself. c. I cleaned the room myself. d. She washed the dresses herself. e. The dog hurt itself. f. You must solve the problem yourselves. g. We read the story ourselves. h. They enjoyed themselves.
5. Arrange the words in proper order to make meaningful sentences. a. Mukul lives by himself. b. You shouldn’t go there by yourself. c. We will build the house by ourselves. d. The dog came home by itself. e. I don’t like eating by myself. f. She cooked the dinner herself. g. I went to the supermarket by myself.
32 EER Teacher's Resource Book Lesson 2 Little Milly-Molly
Vocabulary
Match the following words with their correct meanings. candy: chocolate ham: meat from the thigh of a hog/pig toast: slice of bread made brown by heating soccer: football
Comprehension
1. Write True or False. a. True b. True c. False d. True e. False
2. Fill in the blanks with the correct words: a. likes…likes b. doesn’t like c. like…like d. doesn’t like…doesn’t like e. likes…likes f. doesn’t like g. likes…likes h. doesn’t like…doesn’t like
3. Answer the following questions. a. List five things Milly-Molly likes. i. candy ii. ham iii. bananas iv. toast v. sunshine b. List five things she doesn’t like. i. bedtime ii. snakes iii. ghosts iv. fish v. soccer
Listening
Listen to the record carefully and write the words that rhyme with: ham: Sam toast: ghost mom: Tom toys: boys
EER Teacher's Resource Book 33 Grammar
1. Choose and or but to complete the sentences. a. but b. but c. and d. but e. but f. but g. but h. but
2. Join these pair of sentences by using ‘but’. a. They are very rich, but they aren’t happy. b. He isn’t very clever, but he is a good student. c. It’s tasty, but I cannot eat anymore. d. He is a good boy, but nobody likes him. e. I studied hard, but I failed the exams. f. They work in a factory, but they don’t live there. g. I like big shops, but she likes small ones. h. She eats meat, but she doesn’t eat fish.
3. Complete the sentences with your own ideas. a. The boy has a toy car and a bicycle. b. I saw the moon, but I didn’t see the stars. c. His room is clean, but his dresses are dirty. d. He went to the beach and sat in the sun. e. Wake up and get ready to go to school. f. Ritesh jumped up, but he couldn’t touch the ceiling.
Lesson 3 Who Am I? Vocabulary
2. Match the words with their meanings. wing: body part to fly soar: fly upward as a bird suck: pull/draw in liquid with lips/mouth tiny: very small flight: flying
34 EER Teacher's Resource Book 3. Work in groups. Discuss the meaning of these words and use them in sentences of your own. Birds fly with their wings. A sparrow is a tiny bird. Some birds soar high in the sky. A bee sucks juice from flowers. Have you ever seen a group of birds in flight?
Comprehension
1. Write True of False. a. False b. False c. False d. False e. True f. True g. True h. False i. True j. False
2. Fill in the blanks with the correct words from the poem: a. wings b. soar c. feet d. street e. fly f. housefly g. suck…tiny h. light i. flight j. garden
3. Answer the following questions. a. It has four wings. b. No, it cannot soar like a bird. c. It has six feet. d. No, it does not fix on the street. e. Yes, it can fly in the air. f. It sucks honey from flowers/plants. g. No, it is not a bee. h. It is very light and bright. i. No, you cannot catch it in its flight. j. You can find it in the garden.
EER Teacher's Resource Book 35 Listening
Listen to the riddles and identify the correct answer. 1. sun 2. heart 3. apple 4. Ball
Grammar
1. Read what Ramesh can do. Then write activities in the correct boxes. Things Ramesh can do. Things Ramesh can’t do. swim play baseball play football speak German or French play basketball speak English
2. Read the sentences and tick the correct one. a. I can swim. b. Can you swim? c. Yes, I can. d. No, I can’t. e. We can’t speak Russian.
3. Find the error; underline it and write the correct word. b. cans can c. to play play d. not can cannot e. swim they they swim
Unit Review Recall what you have read.
1. What is common about these words? They all are food items.
36 EER Teacher's Resource Book 9. March the words/pronouns in Column A with their self-forms in Column B. I myself We ourselves You yourself You all yourselves He himself She herself It itself They themselves
10. Complete each of the sentences below. Use your own ideas. b. He likes milk and yogurt. c. Mukul has a new car, but he cannot ride it. d. Mukul has a new car and he loves riding it. e. I’m tired, but I have work to do. f. I’m tired and I’m going to bed. g. We have holiday next week, but I have a project to complete. h. We have a holiday next week and we are going to Ilam. i. My cat is friendly, but people don’t like it. j. My cat is friendly and everybody likes it.
11. Make these sentences negative. a. I cannot play the guitar. b. I cannot speak French. c. I cannot cook dinner.
EER Teacher's Resource Book 37 Unit Two Home
Lesson 1 Grandpa and Me
Match the words with their meanings. nearby: close favourite: the one you like the best/most apartment: a large building with a block of flats own: to have something store: a large shop baseball: a game similar to cricket played in the USA
Comprehension
1. Write True of False. a. False b. True c. False d. True e. True f. True g. False h. True
2. Fill in the blanks with the correct words. a. little sister b. nearby c. past d. city e. apartment building f. clothing store g. scientist h. computer
3. Answer the following questions. a. The narrator is a small boy. b. He lives with his parents and his little sister. c. Grandpa lives nearby. d. Grandpa likes to talk about his past. e. Grandpa grew up in a city. f. He lived in an apartment building as a boy. g. Grandpa’s dad owned a clothing store. h. Grandpa never played with computers because nobody had a computer at home then. i. The narrator lives in a house in a small town. He takes the bus to and from school. His dad is already home when he gets there after school.
38 EER Teacher's Resource Book Listening
Listen to the record again and fill in the gaps with words you have written above. a. beach b. bikes c. rides d. fast e. slow…practice f. two g. relax h. hug
Grammar
1. Where is the cat? Write the correct preposition in each box.
in in front of next to behind
on under between
on under
in front of between behind
in next to
EER Teacher's Resource Book 39 2. Read the sentence. Circle the correct preposition of place. a. in b. on c. in front of d. behind e. between f. under g. next to
Writing
Look at the picture. Complete the sentences. a. The blue ball in the box. b. There are flowers behind the TV. c. There is a picture on the wall. d. There are fruits (not flowers) on the table. e. The sofa next to/beside the wall. f. The table is in front of the TV. g. The TV is next to the lamp.
Lesson 2 My Home
Lead in
palace
caravan
cottage
stilt house
bungalow
igloo
hut
apartment
40 EER Teacher's Resource Book Vocabulary
Match the following words with their correct meanings: secure: free from danger comfort: state of ease admire: praise reflection: image delighted: happy
Comprehension
1. Fill in the blanks with the correct words from the text. a. our b. secure c. comfort d. natural e. pleasure
2. Answer the following questions. a. He feels safe and secure at home. b. The speaker says that the front look of his house is the most familiar sight in his eye. c. The speaker’s home is situated in Pokhara. d. The location of his home is good because all types of shops and market are located nearby. e. Pokhara is famous for its natural beauty. f. The speaker gets full enjoyment in the garden of his house.
Listening
Choose the correct answer. a. False b. False c. True d. False
Fill in the gaps with the correct words. a. heart b. family c. relaxed d. home
EER Teacher's Resource Book 41 Grammar
1. Choose the correct form of the verb to be – am/is/are. a. is b. is c. am d. are e. is f. is g. am h. are i. are j. is k. is
2. Complete the following sentences using am, is or are. a. is b. am c. is d. are e. is f. are g. is h. is i. are j. Are
3. Draw lines and match the following. I am We/You/ You all/ They are He/She/It is
4. Put the words in order to make meaningful sentences. a. I am seven years old. b. We are from Brazil. c. My name is Anjan. d. This is my book. e. It’s a nice day today. f. Her brother’s name is Pratik. g. Janak is an engineer. h. My father’s name is Deepak. i. There are thirty students in my class. j. My new address is at the top of the letter.
42 EER Teacher's Resource Book Lesson 3 Run Home, Run Home Butterfly
Vocabulary
Match the following words with their correct meanings: hail: ball or piece of ice falling from the sky blow: to produce an air current flitting: moving, flying idly: lazily, slowly duck: to lower the head or body tiny: very small fragile: weak
Comprehension
1. Write True or False. a. False b. True c. True d. False e. False f. True
2. Fill in the blanks with the correct words: a. hail b. blows c. flitting d. blown e. sense f. duck g. hail stone
3. Answer the following questions. a. The speaker asks the butterfly to run and fly to be safe from rain and wind. b. No, the butterfly is not worried about the bad weather. c. The speaker suggests the butterfly to duck for cover, hide under a tree or sleep under the leaves. d. He does not want to see a hail stone land on the gentle head of the butterfly. e. He uses the words ‘silly’ and ‘playful’ to describe the butterfly. f. No, I don’t agree that the butterfly is silly. I agree that it is playful, but butterflies are playful by nature.
EER Teacher's Resource Book 43 Listening Listen to the song carefully and write the words that rhyme with: smell: unwell air: everywhere sound: ground breeze: ease drink: sink heat: feet
Fill in the gaps as you listen to the song. fl is for flowers, with their lovely smell fl is for the flu, it makes you feel unwell fl is for fly, like a bird through the air fl is for flood, when there is water everywhere.
Grammar
2. Put the words in the correct order. a. Pass me the salt please. b. Answer the door please. c. Don’t forget your lunch. d. Speak in English please. e. Wait for me please. f. Play with your sister nicely.
3. Read the following and tick the correct ones. a. Listen to your teacher. b. Don’t run in the corridors. c. Help your parents at home. d. Don’t worry if you make a mistake!
4. Find the mistake, underline it and write the correct sentence. a. Play to : Play b. Don’t forgetting : Don’t forget c. Please you : Please d. Brushing : Brush e. Don’t to : Don’t
44 EER Teacher's Resource Book Unit Review
Recall what you have read.
1. Use the following words in your own sentences. Who is your favourite teacher? My grandparents own a big house. Let’s go to the store to buy some chocolates. We feel secure at home. A house gives us comfort. My teacher admires my work. You can see your reflection in a pool of water. I am delighted to go out. We get enjoyment when we play. Reading stories gives us pleasure. Wind blows all the time. Duck to protect your head.
2. Answer the following questions. a. Write three things about: i) Grandpa Grandpa grew up in a city. He lived in an apartment building. He walked to and from school alone. ii) The narrator The narrator lives in a house in a small city. He takes the bus to and from school. He sometimes plays on computer. b. I simply love my home. d. The speaker suggests the butterfly to run and fly home, duck for cover, hide under a tree or sleep under the leaves. e. He asks the butterfly to run and fly to protect himself form danger. f. The weather is very bad and the butterfly is in danger.
EER Teacher's Resource Book 45 3. Circle the odd word in each set. Say why it is odd. fly: All others are related to weather. danger: All others are verbs. butterfly: All others are describing words/adjectives.
4. Find the mistake, underline it and write the correct sentence. a. Play to : Play b. Don’t forgetting : Don’t forget c. Please you : Please d. Brushing : Brush
46 EER Teacher's Resource Book Unit Three School
Lesson 1 School
Vocabulary
1. Supply words that rhyme with the words given below: fun: run math: path school: stool do: to drink: link grape: escape
3. Match the following words with their correct meanings: buddy: partner, friend rest: remaining, others munch: chew punch: juice, drink
Comprehension
1. Write True or False. a. False b. True c. True d. False e. True f. True g. False h. False
2. Answer the following questions. a. School is fun. b. The speaker loves doing art. c. They have homework in Social Studies. d. PE is the best. e. They munch and drink grape punch during lunch. f. They play after lunch. g. We study and play in school.
Listening
Listen to the record twice. State True or False. a. False b. False c. True d. True e. False
EER Teacher's Resource Book 47 Grammar
1. Choose the correct form of the verb in simple present tense. a. cook b. cook c. cook d. cook e. cooks f. cooks
2. Choose the correct form of the verb in simple present tense. a. wash b. wash c. wash d. wash e. washes f. washes
3. Choose the correct form of the verb in simple present tense. a. eats b. eat c. studies d. study e. drink f. likes g. watches h. plays i. take j. rains
4. Put the words in the correct order. b. I watch television. c. I have lunch. d. I go to sleep. e. I play in the garden.
Lesson 2 My First Day at School
Vocabulary
Match the following words with their correct meanings: adventures: exciting activities rushed: hurried alphabet: set of letters heartily: nicely displayed: showed picked up: took bade: said wonderful: nice
48 EER Teacher's Resource Book Discuss the type of words given below and put them in the correct column. Nouns Adjectives Verbs Adverbs adventures favorite recite heartily entrance excited wonder experience wonderful hurried introduction settled breakfast exclaimed alphabet gathered bade rushed chose displayed
Comprehension
1. Write True or False. a. True b. False c. True d. False e. False f. True g. False h. False i. False j. True
2. Fill in the blanks with the correct words from the lesson: a. excited b. waved c. settled d. alphabet e. gathered f. played g. painted h. displayed i. picked up j. learnt
3. Answer the following questions. a. Anita dreamed about the adventures that would take place the next morning. b. She was excited about the classroom activities. c. The kids at the bus stop talked about the fun they were going to have at school. d. Anita’s school was not very far. e. The classroom was airy and bright. f. The teacher told the students that they would study every day, they would learn to read and write very soon and she told them a very funny story. g. They would learn the alphabet first of all.
EER Teacher's Resource Book 49 h. The children went to the canteen for lunch. i. Anita and her friends played hide and seek. j. Anita painted a fruit tray. k. They picked up picture story books. l. Anita’s first day at school was nice and wonderful.
Listening
Write True or False. a. False b. True c. False d. True e. True
Fill in the gaps with the correct word as you listen to the record. a. person’s b. useful c. science d. five e. own
Grammar
1. Find the verbs in simple past tense and write them in the boxes. went had played didn’t go saw talked invited didn’t want
2. Match the verbs on the left with their simple past form. Some are negative. go: went talk: talked do: did like: liked give: gave visit: visited drink: drank walk: walked
3. Write the simple past form of the verb in brackets to complete the sentences. b. visited c. wrote d. did not play e. ate…drank f. did not watch g. gave h. walked…did not go
50 EER Teacher's Resource Book Lesson 3 Going to the Library
Vocabulary Match the following words with their correct meanings: librarian: manager of a library fiction: opposite to fact; imaginary story adventure: a bold, exciting and risky task fantasy: created from imagination locate: find magazine: a weekly/monthly publication quiet: free from noise cozy: warm and comfortable
Comprehension
1. Fill in the blanks with the correct words: a. library b. librarian c. librarian d. books e. fiction f. locate g. quiet
2. Answer the following questions. a. A library is a collection of books about every subject. b. The librarian helps us to find what we want at a library. c. Libraries have adventures, fantasy books and other types of fictions. d. The librarian locates the information in magazines and newspaper articles, and on computers. e. We can sit in the area with cozy chairs to read in a library.
Listening
Choose the correct answer. a. best b. bookworm c. libraries d. books to Internet
EER Teacher's Resource Book 51 Grammar
1. Fill in the blanks with have or has. a. have b. has c. have d. have e. has f. has g, have
2. Fill in the blanks with have or has. a. have b. has c. has d. have e. have f. has g. has
Unit Review
Recall what you have read.
1. Fill in the blanks with the correct words from the box. a. buddy b. rest c. munch…punch d. cozy e. alphabet f. heartily g. displayed h. bade i. wonderful j. librarian k. Fantasy
6. Give the past forms of the following verbs. hurry: hurried excite: excited rush: rushed talk: talked stop: stopped wave: waved move: moved step out: stepped out say: said settle down: settled down gather: gathered pick up: picked up play: played paint: painted display: displayed try: tried want: wanted dance: danced
52 EER Teacher's Resource Book 7. Now do the same for the following: go: went wake up: woke up get ready: got ready eat: ate give: gave tell: told choose: chose ring: rang bid: bade learn: learnt
8. Change these sentences into their past form. a. Anita went to be dreaming about her next day. b. Anita woke up early. c. Anita and her parents rushed to the bus stand. d. The bus stopped at the corner.
EER Teacher's Resource Book 53 Unit Four Wit and Humour
Lesson 1 The Goats
Vocabulary
3. Now, choose the correct meaning for each phrasal verb in the sentences below. a. eat less b. lower the volume c. ride slowly d. wears simple clothes
Comprehension
1. Choose the best phrase and complete the sentences. a. Over the river there was a narrow bridge. b. A goat met another goat. c. There was no room for two goats to pass. d. The wise goat lay down on the bridge. e. If the goats fought, they would fall in the river.
2. Answer the questions. a. The goats were trying to cross the bridge. b. Both the goats couldn’t pass the bridge at once because it was a very narrow bridge. c. The first goat thinks the second goat should go back. d. The second goat helps out by lying on the bridge. e. If the goats fought in the middle of the bridge, they would fall into the river. f. I like the second goat because he acts wisely.
Grammar
1. What will Rohan do tomorrow? Fill in the blanks with will or shall. a. He will go to school. b. He will read a story. c. He will eat eggs and sandwich for lunch. d. He will play cricket with friends. e. He will return home by bus. 54 EER Teacher's Resource Book 2. Complete the following sentences using will or shall. a. either could be used b. either could be used c. either could be used d. either could be used e. will
Listening
Mark /s/ or /z/ in the following words. Sue zoo buzz bus zip sip price prize
Write two words that have sound /s/ or /z/. sip sin sit buzz quiz zoo price press race zip zebra nose bus base rice
Pronounce each set of words below. Circle the odd word in each set. buzz price dash case rice
Grammar
1. Write the comparative forms of the adjectives. fast: faster heavy: heavier dangerous: more dangerous large: larger light: lighter beautiful: more beautiful good: better bad: worse weak: weaker tall: taller short: shorter common: more common
2. Complete the sentences below. Add words if you have to. a. I am taller than my sister. b. I want to have a bigger car.
EER Teacher's Resource Book 55 c. English is easier than Japanese. d. Our dog is smarter than your cat. e. You look thinner than last month. f. Computers are cheaper than mobile phones. g. This chair is more comfortable than yours. h. Dipesh is funnier than me.
3. Look at the pictures below and describe them. Use comparative forms of adjectives. a. The tree is taller than the grass. The grass is shorter than the tree. b. The road is wider than the street. The street is narrower than the road. c. The turtle is slower than the crocodile. The crocodile is faster than the turtle. d. The elephant is bigger than the horse. The horse is smaller than the elephant.
Lesson 2 Another View
Vocabulary 3. The word ‘grin’ nearly means ‘laugh.’ Now, fill in the word web below. Write words that nearly mean ‘laugh’ or ‘grin.’ giggle/titter/smile/snicker
Comprehension 1. Complete the sentences with the correct word or phrase from the story. a. It was misty. b. Joey and Chloe were playing in the backyard. c. Joey first saw a mossy green rock. d. Chloe thought it was a dinner table for snails. e. Joey second saw a leaf.
56 EER Teacher's Resource Book f. Chloe thought it was a blanket for beetles. g. Joey third saw a flower. h. Chloe thought it was a shower for worms. i. Finally, Joey saw a stick. j. Joey said it was a squiggly ladybug ladder.
2. Fill in the table below. Describe the things from another view. Things as they are Things seen from another view a mossy stone a dinner table for snails a yellow leaf a blanket for beetles a mushroom an umbrella for spiders a squiggly stick a squiggly ladybug ladder
Grammar
1. Find the adjectives and write them in the boxes. big blue fast new two small cool red racing tall
2. Choose an adjective to complete each sentence. a. dirty b. cracked c. little d. large e. pretty f. bright g. open
3. Read the sentence. Choose the correct answer. a. blue train b. big lunch c. new game d. big red e. short, black f. blue eyes g. old movies
4. Write an adjective to describe each noun. empty cup fat cat heavy truck big tree small house round ball wooden table good teacher friendly dog strong horse
EER Teacher's Resource Book 57 Lesson 3 Frog and Toad are Friends
Vocabulary
Can you solve the puzzle? You can find all the words in the lesson.
1 F 2 P
3 G R L
A O A
4 F R I G H 5 T E N
D O T
6 S H I N E A
N D
Across 4. to scare somebody 6. to make something bright
Down 1. can live in water and land and has long hind legs 2. putting seeds in the ground 3. where you find flowers and plants 5. can live in water and land and has dry skin
58 EER Teacher's Resource Book Comprehension
Answer the following questions. a. Toad wanted to have garden. b. Frog has a find garden. c. They were afraid to grow. d. Toad thought that the seeds were afraid of the dark. e. Toad read the story, sang songs and played music to help the seeds grow. f. No, the seeds were not afraid to grow. g. We get a lesson that we should learn to be patient.
Listening
Listen to the conversation and complete the sentences. a. Anna asked Peter, “What’s the time?” b. Peter said it was twelve o’clock. c. Peter gave Anna a ruler. d. Peter did have a ruler. e. Probably Emma has got a calculator.
Grammar
1. Read and circle True or False. a. True b. False c. True d. True e. False
2. What do you think? Write ‘will’ or ‘won’t’ in the sentences to make predictions. a. won’t b. will c. won’t d. will e. will f. won’t g. will
EER Teacher's Resource Book 59 Unit Review
Recall what you have learned.
Put the words in the correct column. Nouns Verbs Adjectives blanket drip narrow dewdrop grin misty mushroom crawl frightened ladder grow mossy ground drown squiggly music shine tired bridge plant wild backyard nice beetle umbrella garden room petal seed shower ladybug
Answer these questions. a. The second goat lay down on the bridge, and the other goat walked lightly over him. b. After reading the story about goats, we learn that when we come across problems, we should solve them wisely. c. The mossy green rock is dinner table for snails. d. The pretty yellow leaf is blanket for beetles. e. The flower is a shower for worms. f. The wild mushroom is umbrella for spiders. g. The stick is squiggly ladder for ladybug. h. Seeds need sun and rain to grow.
60 EER Teacher's Resource Book Correct the sentences. a. Cats are more popular than snakes as pets. b. Dolphins are more intelligent than other animals. c. Turtles are slower than crocodiles. d. Elephants are heavier than pigs. e. Bears are rarer than snakes.
Make sentences in simple future tense. a. Positive: They will call us. Negative: They won’t call us. Question: Will they call us? b. Positive: She will remember us. Negative: She won’t remember us. Question: Will she remember us? c. Positive: You will be in Australia. Negative: You won’t be in Australia. Question: Will you be in Australia? d. Positive: I will buy bread. Negative: I won’t buy bread. Question: Will I buy bread? e. Positive: You will see the house. Negative: You won’t see the house. Question: Will you see the house?
EER Teacher's Resource Book 61 Book Three
As you have already realized all the books included in this series build upon what children have learned in their precious grades. As the series progresses to upper grades, it introduces students with additional thematic ideas that resonate with children’s psycho-social make up. Book Three consists of four units: Animals and Fairies, Home and Belonging, Voices from Childhood, Nature and Science.
Content Preview
Unit 1: Animals and Fairies All the three texts included in this unit have animals and birds as characters very much in the tradition of folklore. The first story “The Golden Goose,” is a retelling of the classical story that neatly draws the moral—greed leads to misery. The second one “The Cranes and the Fish” introduces the cunning trickster character, Jackal, who outwits the unsuspecting cranes of their prize whereas the final poem, “Magic Horse,” leads children to the world of fantasy and daydreaming. Overall, these texts emphasize the values of honesty, truthfulness, sharing, and respect for others.
Unit 2: Home and Belonging Extending the theme of home from previous grades, this unit explores the idea of home as “belonging” and source of love. The first poem “I Will Build You a House” beautifully captures the parental love and sentiment with the desire of building a home for the child. The fairy-like quality of the house promised invites children into the world of imagination and fantasy. The second story “The Candy House” imitates the classical tale “Hansel and Gretel” but it has more contemporary feel and a happy ending. The final story “Home Alone” plays with the sense of fear and loneliness that children often feel. Although these texts follow the tradition of fairy tales, they appeal to children’s fantasies, fears, and imagination.
Unit 3: Voices from Childhood The lessons grouped in this unit primarily deal with children’s lived experiences, longings, and feelings that they often encounter as they grow up. These lessons make a subtle connection with children’s psycho-social state of mind in the form of memory and desire to belong to the world of gownups. The first lesson “Mandy’s Child is Fair of Face” humorously celebrates the qualities—fairness, loving, goodness—that parents and grownups expect in a child. In this lesson, we can focus on the qualities
62 EER Teacher's Resource Book listed in the poem and then elicit children’s responses to it. Julius Lester’s story “The Knee-High Man” uses the folkloric style of telling stories with repetitive structures. The story as such plays with the innate desire of children to assimilate with the adult world and longing to grow up and be strong. At the end of the story, the wise character, Mr. Owl, shows how one’s physical make up and strength are not that important to succeed in life. As today’s children develop their consciousness of self- image or body-image quite early on, this story becomes quite interesting for children to understand the importance to accepting and affirming what they have than longing for something they cannot change. The last lesson “Sarah Wants to be a Teacher” nudges children’s desire to become as someone they like. Sarah's imaginative role play and daydreaming not only represents the typical state of mind of children of this age, it also allows children to understand the role of a teacher.
Unit 4: Nature and Science This unit introduces children to some of nature’s mysteries such as volcano and human body. The first lesson provides facts about human body and anatomy, whereas the final lesson “Nature’s Fireworks” gives information about volcanic eruption and nature’s wildness and unpredictability. The purpose is to make children aware of nature’ significant phenomena and help them appreciate the positive and negative aspects of nature. The second lesson “A Robot Dog” leads children to the world of fantasy and science fiction. The transformation of a dog into a robot introduces the idea of fantasy and role play. Since it happens with the help of a tree it also lets children know that trees and plants are sentient beings, thus helping them understand the importance of nature preservation.
EER Teacher's Resource Book 63 Suggested Answer Keys to Exercises
Unit One Animals and Fairies
Lesson 1 The Golden Goose
Lead-in
The Domestic Goose
bill/beak
neck
feathers
feet
Vocabulary
1. Match the words on the left with the correct meaning on the right. feather: one of the many soft light parts covering a bird’s body comfort: the state of having a pleasant life trust: the belief that somebody/something is good, sincere, honest, etc. and will not harm or trick you hurt: to make somebody unhappy or upset greedy: wanting more money, power, food, etc. than one really needs value: how much something is worth in money or other goods
2. Find one word for each that nearly means the same. feathers: wings comfort: luxury trust: belief hurt: harm greedy: miser value: cost
64 EER Teacher's Resource Book 3. Match the following words with their opposites. beautiful: ugly poor: rich comfort: difficulty sell: buy greedy: generous plain: colourful
4. Study the meaning of these phrases in the story and use them in your own sentences. a. I get along very well with all my friends. b. He took hold of my bag. c. The goose pulled out its feathers one by one. d. Birds sometimes pluck out their own feathers.
Comprehension
1. Write T or F against the following statements. a. T b. T c. F d. T e. F f. T g. F h. T
2. Who said the following to whom? a. The mother said this to the goose. b. The goose said this to the mother. c. The mother said this to her daughters. d. The daughters said this to their mother.
3. Answer the following questions. a. The poor woman lived with her two daughters. b. The goose flew to the woman’s house to help her by giving its feathers. c. The woman told the goose that she did not have anything to give her. d. The goose said that she had something to give her. e. The woman sold the feathers to get the money. f. The mother decided to get all her feathers the very next time she came.
EER Teacher's Resource Book 65 g. The daughters said that would hurt the goose. h. No, the woman did not listen to the daughters. i. The goose had new feathers once again. j. The new feathers were plain white.
4. Discuss these questions and answer. a. The goose decided to give her feathers to the woman because it knew that she had a hard time to live. b. The woman was greedy and wanted to have all the bird’s feathers. c. No, they were not greedy. They disagreed with their mother’s idea to pluck out all the feathers. d. No, it is not to be greedy. Greed always makes unhappy.
Listening
Listen to the record and mark the sentences True or False. a. False b. True c. True d. False
Listen to the record again and fill in the blanks with the correct words. Once upon a time there was a Goose who had beautiful golden feathers. Not far away from this goose lived a poor, a very poor woman, who had two daughters. The Goose saw that they had a hard time to get along and said she to herself: “If I give them one after another of my golden feathers, the mother can sell them, and with the money they bring she and her daughters can live in comfort.” So away the Goose flew to the poor woman’s house.
Grammar
1. Choose the correct plural noun for each sentence. Write it on the space provided. a. men b. geese c. teeth d. feet e. women f. mice g. feet
2. Circle the irregular plural noun in each sentence below. a. women b. men c. mice d. geese e. oxen f. teeth g. feet
66 EER Teacher's Resource Book 3. Read each sentence. Figure out the plural form of the noun in the brackets and write it on the line. a. geese b. lice c. deer d. sheep e. men f. teeth
Lesson 2 The Cranes and the Fish
Vocabulary
1. Listed below are the meanings of key words from the lesson. Find the correct words for them. time for producing of young animals: breeding season a person who decides things correctly: judge an angry argument: quarrel behave in a way to make others believe: pretend something that it not true: false
2. Match the following phrases as they appear in the story. for a long time caught it by its head caught hold of the fish get hold of pulled it out thinking of a plan deep in thought
3. ‘Soon, both of them started quarreling.’ What other words can you put in place of quarreling that give a similar meaning. arguing disputing debating fighting
4. The jackal ‘pretended’ to be deep in thought. It means the jackal was not actually thinking but tried to show he was. Discuss among your friends and find a couple of words that are similar in meaning to pretend. act bluff pose
5. Use the following words and phrases in sentences of your own. Rabbits breed quickly. I want to be a judge in the future.
EER Teacher's Resource Book 67 We should not quarrel with our friends. He pretends to be a wise kid. Get hold of your bag and get lost. Will you pick up that piece of paper? He ran away from school.
Comprehension
1. Answer the following questions. a. The cranes were standing by the lake to catch fish. b. Yes, they caught a fish. c. They started quarreling over who should get a larger part of the fish they had caught. d. The jackal had come to the lakeside to catch a fish. e. He offered to help the cranes by acting as their judge. f. He pretended to be deep in thought. g. No, he did not. h. At last he picked up the fish and ran away.
2. Match the given parts of sentences correctly. One day, two cranes stood by a lake. The lake was full of big fish. They decided to divide the fish between them. A jackal had been watching all this. His wife had expressed a desire to eat fish. Please help us decide who should get the larger share. The jackal pretended to be deep in thought. He reached home and gave the fish to his wife.
3. Discuss these questions and answer. a. The cranes were deceived because they quarreled between themselves. b. We learn that we should behave wisely. We should not quarrel over small issues.
68 EER Teacher's Resource Book Listening Listen to the record carefully and fill in the blanks. a. judge b. fees c. body d. fish e. wife f. curry
Listen to the record again and answer the following questions. a. The cranes thought the jackal would divide the body of the fish between them equally. b. He ran away with the body of the fish.
Grammar
1. Give the past forms of these verbs. arrive: arrived start: started work: worked walk: walked laugh: laughed clean: cleaned open: opened want: wanted happen: happened look: looked
2. Fill in the correct simple past form of the verb in brackets. a. learnt b. liked c. asked d. opened e. talked f. worked g. rented h. needed i. helped j. pretended
3. Now, change the following statements into negatives. a. I did not make the beds. b. The party was not great. c. You did not build a house. d. They were not out of town to visit their relatives. e. He did not ask a lot of questions. f. We did not go shopping yesterday. g. My dad did not have a wonderful car.
EER Teacher's Resource Book 69 Lesson 3 Magic Horse Lead-in 2. Choose the right word to complete the sentences. a. lake b. beach c. Oceans…seas d. stream
Vocabulary 1. A horse is a domestic animal while tiger and bear are wild animals. Name at least three domestic and three wild animals. Domestic animals Wild animals cow lion buffalo leopard goat wolf
2. Find the meaning of: lake: a large body/area of water surrounded by land pond: a small body of still water formed naturally or built by men puddle: a small pool of liquid on the ground, especially from rain
3. What is the definition of the word sea? Compare it with ocean. sea: the large area of salt water that covers most of the surface of the earth ocean: a very large area of sea Oceans are vast bodies of water that cover roughly 70% of the earth. Seas are smaller and partially enclosed by land. The five oceans of the earth are in reality one large interconnected water body. In contrast, there are over 50 smaller seas scattered around the world.
4. Discuss the meaning of bay and beach. State the difference between them. bay: a bay is a part of a coast where the curves inwards beach: an area of sand or small stones near the sea or another area of water such as a lake
5. Use the following words in your own sentences. a. We went on a boat trip round the bay. b. I like the beach. c. We swam in the sea. 70 EER Teacher's Resource Book Comprehension
2. Answer the following questions. a. The horse is black. b. It is a magic horse. c. The child wants to be taken across the bay to the sandy beach, over the seas to the forest trees, to Arctic snows where the cold wind blows and to golden sands in far-away lands. d. The child wants to play in the sandy beach. e. The child wants to be taken to the forest trees to watch the tiger cubs play. f. The child wants to watch the polar bears play in the Arctic snows. g. He/She wants to play all day in the golden sands.
3. Discuss these questions and answer. a. The speaker must be a young child. Because the speaker wants the horse to take him/her to places where he/she can have fun. b. With magic the horse can take the child to any place it wants to go. 4. Sense the rhythm. b. Beginning of each stanza with the same words and use of rhyming words makes it easy to remember a poem. c. Bay, play and day rhyme with away. Gay, hay, lay, may, pay, ray, say, way also rhyme with away. d. Sees rhymes with trees, snows rhymes with blows and sands rhymes with lands.
Listening
Listen to the record and choose the correct words to fill in the blanks. Ray became gray and walked away They went to the bay in early May I just lay throughout the day So can you pray without any delay?
EER Teacher's Resource Book 71 Grammar
1. Put the words in brackets into the gaps. Mind the positive or the negative forms. a. Go b. Don’t swim c. Do d. Don’t play e. Brush f. Don’t talk g. Don’t feed h. Read
2. Fill in the blanks with the correct verb. a. Go b. Brush c. Don’t play d. Switch off e. Follow f. Drive g. Don’t be h. Have i. Help j. Clean
3. Match the two columns to form imperative sentences. a. Feed the bird. b. Wash the dishes. c. Don’t put your jacket; it’s hot. d. Do your homework. e. Let’s have a drink. f. Tidy your bedroom. g. Don’t let the room open. h. Let’s go to class; it’s eight o’clock.
4. Write six examples of imperative sentences using the given keywords. a. Pass me the football. b. Let’s play basketball. c. Take the trash away. d. Get the broom. e. Ask your friends. f. Help your sister.
Unit Review Recall what you have learned.
1. Comprehension A. Arrange the events below in the correct order and rewrite the story. a. The Golden Goose The goose saw the woman was having a hard time. The goose flew to the woman’s house. The goose gave the mother one of its feathers. The mother plucked out the goose’s feathers. The goose’s feathers turned white. The goose flew to her home.
72 EER Teacher's Resource Book b. The Cranes and the Fish The cranes saw a big fish. The cranes caught the fish. The cranes started quarreling. The jackal saw the cranes quarreling. The jackal came up with a plan. The jackal took the largest piece. The jackal’s wife made him fish curry.
B. Answer the following questions: The goose had golden feathers. The woman was greedy and foolish. The woman’s daughters were good. They did not agree with the mother’s plan to pluck the goose’s feathers. They said it would hurt the goose and refused to do that. The moral of the story is that we should not be too greedy. There were lots of fish in the lake because it was the breeding season. The jackal is the smartest character in the story. It tricks the foolish cranes and takes the fish away. The jackal pretended to be in deep thought to show the cranes that he was a wise character. The poem conveys the speaker’s wish to visit fantastic places.
EER Teacher's Resource Book 73 2. Vocabulary
A. Match the names of the animals with the pictures.
goose
crane
rhinoceros
gazelle
lemur
alligator
armadillo
gharial
B. In the lessons you have read, find the opposites of the words below. wealthy: poor unease: comfort hideous: beautiful generous: greedy leave: get hold of wise: foolish tiny: big hinder: carry humid: cold desert: forest
74 EER Teacher's Resource Book 3. Grammar and Structure
A. Write the plurals for each noun below. mouse: mice dog: dogs leaf: leaves tooth: teeth woman: women man: men sheep: sheep
4. Writing a. Answers vary. b. The poet wants the magic horse to take him across the bay to the sandy beach where he can play. Next he wants the horse to take him over the seas to the forest trees where he can watch the tiger cubs play. Then he asks the horse to carry him away to Arctic snows where the cold wind blows and he can see the polar bears play. Finally he asks the horse to carry him away to golden sands in far-away lands where the sea is blue and he can play all day. c. The cranes could have divided the fish equally between themselves instead of quarreling over who should get a larger part to avoid being tricked by the jackal. d. If I were a child in the story, I would ask my mother to think about the kindness of the goose to us and treat the bird with the same kindness. I would warn her about the consequences of the rash and cruel action of plucking out the feathers of the goose. e. Allow children to come up with their own ending.
EER Teacher's Resource Book 75 Unit Two Home and Belonging
Lesson 1 I Will Build You a House
Vocabulary
2. Match the types of houses with their definitions: apartment: a set of private rooms in a very large house bungalow: a large house with a compound and garden palace: official residence of a king, ruler, etc cottage: a small, simple house forming part of a house tent: a movable shelter made of cloth, supported by one or more poles hut: a small, simple single-storey house or shelter
3. Date, walnut and hazel are dry fruits or nuts. Can you think of three other dry fruits or nuts? Almonds Cashew nuts Pista
4. In the poem there is an expression ‘As tall as the sky’ meaning very tall. There are many such comparisons. Learn them and complete the rest. As cool as ice or as cool as a cucumber As easy as ABC As free as a bird As hungry as a wolf As innocent as a lamb As old as a hill As quiet as a mouse As sly as a fox
5. Use the following words in sentences of your own. a. We will build a house next year. b. I will furnish your room. c. Keep out of my way.
Comprehension
1. Fill in the blanks with the correct word from the lesson. a. cry b. sky c. dates d. walnuts and hazels e. grapes
76 EER Teacher's Resource Book 2. Answer the following questions. a. The speaker is talking to a child. b. The child should not cry. c. The house will be as tall as the sky. d. The steps and gates will be made of dates. e. The house will be furnished with walnuts and hazels. f. The house will be roofed with grapes.
3. Discuss these questions and answer. a. I think the speaker in the poem is an angel. b. So that the child can eat the fresh and dry fruits whenever he likes. c. Obviously yes. I could enjoy the fruits whenever I liked.
5. dates/gates me/tree done/sun
Listening Listen to the record and fill in the blanks with the correct words. cry/sky dates/gates furnish/tree done/sun
Grammar
1. Work in groups and think of three words that describe the given nouns. a. wings: light small colourful b. bushes: green thick wild c. boys: good smart clever d. girls: nice beautiful friendly e. shell: hard empty protective
EER Teacher's Resource Book 77 2. In each sentence below, circle the describing word and underline the noun it describes. Describing word Noun a. small problem b. great idea c. hot food d. new friend e. nice gift f. easy lesson g. slow bus h. colourful flowers
4. Complete the sentences below using the given adjectives. a. curly b. hollow c. brown d. brown e. jolly f. tasty g. blue h. dark
5. Read each sentence. Write the correct words in the blanks. a. Sweet/candy b. Wonderful/classroom c. Loud/sound d. Huge/teeth e. Sharp/knife f. Colorful/stripe
6. Write four adjectives to describe the object. Choose two of the adjectives and write two new sentences to describe the object. fancy fresh sweet tasty The cake looks fresh. It is also tasty.
78 EER Teacher's Resource Book Lesson 2 Candy House
Vocabulary
1. Choose the correct word for each description below. very tasty: delicious greatly surprised: amazed be afraid: scared one who likes to know new things: curious to suddenly release air from nose: sneeze to come or go near: approach
2. Now try using these words in sentences of your own: Are you scared of anything? We approached the old man. I was totally amazed. Every year many people starve to death. We had a delicious meal. He sneezed loudly. Ritesh is a curious boy.
Comprehension
1. Write True of False. a. True b. True c. False d. True e. False f. False g. False h. True i. True j. True
2. Fill in the blanks with the correct word from the lesson. a. necklaces b. scared c. amazed d. delicious e. hid f. smell g. discovered h. offered i. curious j. hugged k. took
EER Teacher's Resource Book 79 3. Answer the following questions. a. Her dad, mom, brother and Simba were the members in Elisa’s family. b. Elisa loved making necklaces from flowers. c. She got lost with her dog Simba one day. d. They saw a house in the forest. e. It was a candy house. f. Elisa’s parents were worried because it was getting dark and she had not come back. g. She found sweets and a cherry cake. h. She felt very hungry when she saw the sweets. i. The house belonged to an old woman. j. She treated them with kindness and offered them things to eat. k. Elisa told the old woman that she would visit her often with her father or mother.
4. Discuss these questions and answer.
Listening
Listen to the speaker and write True or False. a. True b. False c. True d. True
Fill in the blanks with the correct words: a. mad b. hate c. fat d. benefits
Grammar
1. Complete the sentences with the correct form of the given verb. a. making b. to snow c. to buy d. to go e. to mail f. leaving g. to catch h. smoking
2. Complete the sentences with to infinitive or –ing form. a. eating b. to have c. eating d. riding e. surfing f. to have
80 EER Teacher's Resource Book 3. Choose the correct answer. a. learning b. to going c. to buy d. being e. meeting f. to make g. to watch h. playing
4. Put the verbs in brackets in to-infinitive or –ing form. a. going b. to buy c. to answer d. to get e. seeing f. visiting g. to run h. to study i. working j. riding
Lesson 3 Home Alone
Vocabulary
Choose the correct word or phrase for each definition below. very shocked and unable to speak: dumb-shocked early hours: wee hours be afraid, scared: frightened causing fear: scary loud and deep noise: roar at ease: relieved a flash of light within or from cloud: lightning to catch: trap
2. Match the phrasal verbs with their meanings. die off: to be no more sit up: to sit in upright position peep out: to show, to be seen
3. Now use the words and phrasal verbs listed below in your own sentences. I don’t like to watch a scary movie. Have you heard a lion roar? I get frightened when I am alone. The boy felt relieved when the parents came.
EER Teacher's Resource Book 81 He was dumb-shocked when he saw the lion outside his window. The plants died off all of a sudden. Sit up on the chair. The boy peeped out of the window.
Comprehension
1. Fill in the blanks with the correct word from the lesson. a. stormy b. shadow c. lion d. missing e. scared f. thoughts g. relieved h. narrated i. decided
2. Answer the following questions. a. The night was dark and stormy. b. He was about to go to bed. c. He saw a scary shadow at his window. d. He heard a thunderous roar of a lion. e. The lion had escaped from the local circus. f. The narrator felt very scared. g. He ran to his bed and pulled his blanket over his head. h. His parents had gone to a late night party. i. He couldn’t sleep as he was too frightened. j. The ring master of the circus trapped the lion in the wee hours of the morning. k. He felt relieved. l. His parents decided not to leave him alone at home during the night.
Listening
Listen to the record and write True or False. a. True b. True c. False d. False e. False
Fill in the blanks with the correct words. a. dark b. hear c. speaking d. strange e. bad
82 EER Teacher's Resource Book Grammar
1. Complete the following sentences using so, very or too. a. so b. too c. too d. very e. either can be used f. so g. either can be used h. so
2. Complete the following sentences. a. so b. too c. either could be used d. so e. either could be used f. so g. so h. very
3. Complete the following sentences using so, too, very. a. so b. too c. either could be used d. too e. too
4. Choose very or too. a. very b. too c. too d. very e. too
Writing
1. Arrange the events in proper order to summarize the story. The correct order is 8, 5, 3, 4, 2, 6, 1, 9 and 7.
Unit Review
Recall what you have learned.
Grammar and Structure
1. Complete the paragraph with –ing or to-infinitive form of the verbs in the brackets. My friend Bikram liked to eat McDonald’s hamburgers. But he had a problem. He was gaining weight. He decided to go on a diet. He stopped eating fast food and started buying more fruits and vegetables. After a month, he had lost a few kgs of his weight. But he wanted to lose more. I suggested joining a gym. Bikram disliked to exercising, but he agreed to try it. Now he takes exercise every day and he looks better. He’s looking forward to losing more weight.
EER Teacher's Resource Book 83 2. Complete the sentences with too or very. a. very b. too c. too d. very e. too
Vocabulary
1. Complete the similes using suitable words. as smooth as silk as slow as a snail as dumb as a statue as quiet as a mouse as quick as a wink/cricket as clean as a whistle as fit as fiddle as cunning as a wolf as bright as a day as dull as dishwater as busy as a bee as proud as a peacock as sly as a fox as free as a bird as blind as a bat as quick as lightning as wise as an owl
2. What action words do the following sound words refer to? Use them in your own sentences. When man learned to achoo, he made fire. Don’t bang the drum. The bees buzz all the time. The bells were dinging softly. Pow! Bombs went off in six places at once. The dog splashed around the water. I heard the pitter patter of the rain on the leaves. If you see anyone coming, honk your horn. She thwacked the back of their knees with a cane. The race car zoomed past the finish line. The beer fizzed over the top of the mug. I heard the crunch of the potato chips.
84 EER Teacher's Resource Book Comprehension
1. State True or False. a. False b. False c. True (including Simba) d. False e. True f. True g. False h. False i. True j. False k. False l. True m. True
2. Answer the following questions. a. The poet will build a house as tall as the sky. It will have fresh golden dates for the steps and gates. He will furnish the house with walnuts and hazels and roof it with grapes to keep out the sun. b. Because she did not have dog food. c. He guessed she must be in the candy house because he knew his daughter was very curious and loved sweets. d. The old woman knew someone had been inside her house because she saw someone had eaten two pieces of cherry cake she had made. e. The old woman noticed that somebody was at her house and she started searching. Suddenly, Elisa sneezed and she discovered her. f. The narrator decided to sleep as he was alone at home. g. The lion from the local circus had been missing. Later it was trapped by the ring master of the circus. h. We know that the boy’s parents cared for him because when they knew what had happened they decided not to leave him alone at home during the night in future.
Unit 3 Voices from Childhood
Lesson 1 Monday’s Child
Vocabulary
1. Match the words on the left with their correct meaning on the right. fair: beautiful, pretty grace: attractive way of walking woe: unhappiness, trouble and pain bonny: very pretty, attractive blithe: happy, not anxious gay: happy and full of fun
EER Teacher's Resource Book 85 2. Write as many words as you can that give a similar meaning. fair: pretty beautiful clean grace: ease charm style woe: trouble sorrow misery bonny: pretty beautiful attractive blithe: happy cheerful joyful gay: merry jolly lively
3. Give one word for the following: fair of face: attractive full of grace: graceful full of woe: worried loving and giving: kind works hard for a living: hardworking bonny and blithe and good and gay: carefree
Comprehension
1. Choose the correct answer from the choices given? a: iv Birthdays and character b: iv. none of the above c: ii. Sunday d: iv. Thursday e: iii. Sunday
2. Fill in the blanks with the correct word from the lesson. a. fair b. grace c. woe d. far e. giving f. living g. Sabbath …bonny…blithe….gay
3. Answer the following questions. a. The child born on Monday is fair of face. b. The child born on Tuesday is full of grace. c. The child born on Wednesday is full of woe. d. The child born on Thursday goes far in his/her life. e. The child born on Friday is loving and giving.
86 EER Teacher's Resource Book f. The child born on Saturday is hardworking. g. The child born on Sabbath day is bonny and blithe, and good and gay.
5. Face rhymes with grace. Give two other words that rhyme with face. case pace
6. Think of two words that rhyme with each of the following. woe: go low giving living weaving day ray say
Grammar
1. Rewrite each in the possessive form: a. Arun’s phone b. Rita’s book c. Dad’s tools d. the cat’s tail e. the man’s house
2. Write the short form for each pair of words: has not: hasn’t are not: aren’t we are: we’re he is: he’s I am: I’m they would: they’d she will: she’ll we have: we’ve
3. Circle the words that are missing apostrophes. Add the apostrophes in the right place. a. bat’s b. sun’s c. frog’s d. lady’s e. robin’s f. student’s g. isn’t
4. Fill in the blanks using words with an apostrophe. a. The children’s ball was lost in the garden. b. The teacher’s pen is lying on the floor. c. Anshu’s flower was beautiful. d. Tapan’s house was nice. e. Father’s hobby was painting.
EER Teacher's Resource Book 87 5. Choose the right spelling for the contractions. a. didn’t b. You’re c. He’d d. She’s e. can’t f. I’d g. We’ve h. I’ll i. won’t j. wouldn’t
Lesson 2 The Knee-High Man
Vocabulary
1. Read the story and find the words that mean the following. To defeat somebody very easily in a fight: whip To write or speak about something/somebody: mention To make a loud deep sound: bellow
2. Mr Bull tells the Knee-High Man, “Eat a whole lot of grass. Then bellow and bellow as loud as you can.” Bellow means ‘to make a long loud deep noise or cry’. Roar, boom, growl, thunder also describe sounds. Work in a group and find some other words that describe sound. buzz scream squeak chirp moo bray quack trumpet bleat hiss bark croak
3. Match the parts of the phrases used in the story. A whole lot of Run around Get into a fight Pick a fight After a while See far into the distance
4. Use the expressions above in your own sentences. I ate a whole lot of chocolates. Don’t run around the classroom. Ritesh got into a fight with some boys. Don’t pick a fight with your friends. I will come after a while.
88 EER Teacher's Resource Book A telescope allows you to see far into the distance.
Comprehension
1. Who said the following to whom? a. The Knee-High Man to Mr. Horse b. Mr. Horse to the Knee-High Man c. Mr. Bull to the Knee-High Man d. Mr. Owl to the Knee-High Man e. The Knee-High Man to Mr. Owl
2. Answer the following questions. a. The Knee-High Man was unhappy because he was no taller than a person’s knees. b. He went to see Mr. Horse to ask how he could get big. c. Mr. Horse told him to eat a whole lot of corn and run around. After a while he would be big. d. Mr. Bull told him to eat a whole lot of grass and bellow and bellow as loud as he could. Then he would be big. e. The Knee-High Man went to Mr. Owl at last. f. Mr. Owl asked him why he wanted to be big. g. The Knee-High Man said he wanted to be big so that when he got into a fight he could whip everybody. h. The Knee-High Man could see far into the distance if he climbed a tall tree.
3. Discuss these questions and answer. b. No. c. Yes. Mr. Owl gives him a practical advice. d. One should eat a balanced diet and take physical exercise to grow big.
4. Match the parts of the sentences given below correctly. a. He was no taller than a person’s knees. b. So he went to see Mr Horse. c. After a while you’ll be as big as me.
EER Teacher's Resource Book 89 d. He ate so much corn that his stomach hurt. e. The first thing you know you’ll be as big as me. f. He bellowed and bellowed and bellowed all day and all night. g. You don’t have any reason to be bigger than you.
Listening
Fill in the blanks with the correct word. a. big b. whip c. fight d. mention e. reason
Listen to the record again and answer the following questions. a. to whip everybody b. No, he hasn’t.
Grammar
1. Write the comparative and superlative forms. big bigger biggest tall taller tallest short shorter shortest loud louder loudest small smaller smallest far farther farthest
2. Add ‘er’ and ‘est’ to these adjectives. long longer longest deep deeper deepest great greater greatest hard harder hardest rich richer richest kind kinder kindest wise wiser wisest
90 EER Teacher's Resource Book 3. Fill in the blanks with the correct form of the adjectives in brackets. a. taller b. big c. slower d. nicest e. taller f. nicer g. smarter h. stronger
4. Write the comparative form. Write the opposite: new newer younger older long longer cleaner dirtier nice nicer darker brighter big bigger more boring less boring good better hotter colder fat fatter happier sadder modern more modern easier harder friendly more friendly smaller bigger famous more famous cheaper dearer
5. Write comparative sentences using the words in brackets. a. My house is bigger than yours. b. This flower is more beautiful than that one. c. A holiday by the sea is better than a holiday in the mountains. d. The weather this summer is even worse than last summer. e. I think mathematics is more difficult than English.
EER Teacher's Resource Book 91 Lesson 3 Sarah Wants to be a Teacher
Lead-In
Can you solve the puzzle? If you solve it, you know who does what.
1F 2B A R B 3E R R N M G 4G A R D E N E R I R N 5D E N T I S T E 6C A R P E N T E R
Down 1. This person grows food that you eat 3. Someone who designs roads and bridges
Across 2. Someone who gives you nice haircut 4. Plants and looks after flowers 5. A doctor but can take out your bad tooth 6. Someone who makes furniture
92 EER Teacher's Resource Book Vocabulary
1. Match the words on the left with their correct meaning on the right. grand: very good; excellent yard: a piece of ground next to a building nickel: a five-cent coin cool: nice
2. “That is grand,” said the mother. Write as many words as you can that mean the same as ‘grand’. great superb fancy splendid
3. “It is cool that I could teach ants to read,” said Sarah. What does cool mean here? Give other words that give same or similar meaning. good nice awesome
4. Use the following words in sentences of your own: It was a grand party. The dog is playing in the yard. The shirt he wore looked cool.
EER Teacher's Resource Book 93 Comprehension
1. Fill in the blanks with the correct word from the lesson. a. teacher b. magic c. ants d. learnt e. thanked f. cool
2. Answer the following questions. a. Sarah wanted to be a teacher. b. Her mother told her that she would be a good teacher. c. Sarah went out into her yard to be a teacher. d. She held her magic nickel and uttered the word ‘teacher’ three times and she became a teacher. e. She made the ants as big as her dog before she taught them. f. Yes, the ants liked to read. g. She felt cool/nice being a teacher.
3. Discuss these questions and answer. a. No, Sarah was not a real teacher. b. No, we cannot teach the ants in reality. It was possible because of the magic nickel Sarah had.
Listening
Listen to the record carefully and fill in the blanks. a. ten b. letters c. read d. words e. say f. ant
Listen to the record again and answer the following questions. a. twice b. thrice c. twice d. thrice
Grammar cat: cats word: words letter: letters book: books
94 EER Teacher's Resource Book 1. Complete the crossword puzzle.
1 B
O
O
2 K E Y S
3 R I C H E S
4 D E
I D
A E
5 L I N K A G E S
S M
6 V O Y A G E S
7 H R
8 B A N D A G E S
M Across
M 2. plural of key
E 3. plural of rich 5. plural of linkage R Down 9 6. plural of voyage B E L L S 1. plural of book 8. plural of bandage 3. plural of redeemer 9. plural of bell 4. plural of dial 7. plural of hammer
2. Look at the words below each sentence. Choose the right plural and write in the given space. a. girls b. potatoes c. monkeys d. wolves e. rams f. brushes g. players h. brides i. boys j. foxes
EER Teacher's Resource Book 95 Unit Review
Recall what you have learned.
1. Use the following words in sentences of your own. a. Astha looks fair. b. Sony walks with perfect grace. c. Her face was lined and full of woe. d. Sarah has a loving mother. e. She is bonny, isn’t she? f. Bibek is a blithe boy. g. Gaurav is always gay.
2. Who said the following? a. Sarah b. Mother c. Sarah d. Sarah e. Ants f. Sarah g. Ants h. Sarah
Vocabulary
Select an appropriate antonym for each of the following words: a. dark b. sad c. whisper d. soft e. cheap f. warm g. closeness h. ordinary i. noisy j. day
Grammar and Structure
Complete the following chart with appropriate words: pretty prettier prettiest happy happier happiest smart smarter smartest curious more curious most curious tall taller tallest skinny skinner skinniest handsome more handsome most handsome fair fairer fairest powerful more powerful most powerful cool cooler coolest
96 EER Teacher's Resource Book Comprehension
1. Answer the following questions. a. The Knee-High Man wanted to grow bigger to whip everybody when he got into a fight. b. The child born on the Sabbath day is bonny and blithe. The child born on Monday is fair of face. d. Sarah wanted to teach her cats and dog. She ended up teaching the ants. e. Sarah taught the ants to read letters and words. f. Mr. Owl gave Knee-High Man the message that he had no reason to grow bigger than he was. g. It made his stomach hurt. h. Yes, she did. She told Sarah that she would make a good teacher.
2. Who said the following to whom? a. Sarah to ants b. Knee-High Man to Mr. Owl c. Mr. Horse to Knee-High Man d. Mr. Owl to Knee-High Man e. Mother to Sarah f. Sarah to ants g. Mr. Bull to Knee-High Man
EER Teacher's Resource Book 97 Unit 4 Nature and Science
Lesson 1 Human Body
Vocabulary
1. Match the words on the left with their correct meaning on the right. wonderful: very good; marvelous skeleton: the internal or external framework of bone vital: necessary for staying alive skull: bony skeleton of the head constitute: form or compose nourishment: a source of materials to nourish the body harmonious: showing agreement in feeling or action marvel: that which causes wonder; a miracle
2. Give one word for the following: The internal or external framework of bone: skeleton Bony skeleton of the head: skull A source of materials to nourish the body: nourishment That which causes wonder; miracle: marvel
3. Work in groups and find words that give a similar meaning as: wonderful: superb vital: important constitute: make; form nourishment: diet; nutrition harmonious: balanced; matching marvel: wonder; miracle
4. Use the following words and phrases in sentences of your own: I read a wonderful story yesterday. Heart, lever, lungs and kidneys are vital organs. The relation between Sangya and Shristi is harmonious. The Internet is a great marvel of human civilization. The human body is made up of cells.
98 EER Teacher's Resource Book 5. Work in groups and find as many words as you can to describe the human body. strong attractive feeble fat fit large muscular short skinny weak
Comprehension
1. Choose the correct answer from the choices given: a. body b. 200 c. 500 d. cell e. brain
2. Fill in the blanks with the correct words from the lesson. a. wonderful b. skeleton c. calcium and phosphorus d. skull e. constitute f. cells g. nourishment …breathing h. harmonious
3. Answer the following questions. a. The human skeleton is like a cage. b. The skeleton provides necessary support to our body. It also protects our vital organs. c. The bones are made up of calcium and phosphorus. d. The box-like skull protects the brain. e. Muscles constitute the flesh. f. The human body is made up of cells. g. Our body gets nourishment through food and oxygen through breathing. h. The harmonious working of different systems and organs gives us good health.
Listening
Listen to the text and do the exercises that follow: a. five b. sixth c. sight d. beautiful
Listen to the text again and answer the given questions. a. No, it is not. b. No, he is not sure about the second favorite sense.
EER Teacher's Resource Book 99 Grammar
1. Choose the correct words to complete the sentences. a. There’s b. is it c. Is there d. It’s e. There’s f. Is it g. There’s h. It’s i. There’s
2. Work in groups and put the words in the correct order to make sentences. a. It’s my birthday today! b. Is it sunny where you are? c. There are lots of people here. d. Were there giants in the street? e. It was better than being at home. f. I think it’s Jeevan’s brother. g. It’s nice to meet you.
3. Are the sentences below correct or incorrect? Correct the incorrect ones. a. Incorrect: It’s difficult to say. b. Incorrect: It’s raining heavily. c. Incorrect: It’s six o’clock and it’s already dark. d. Correct e. Incorrect: Don’t look now, but there’s a dragon behind you. f. Correct g. Incorrect: There’s a good film on this evening. h. Correct
100 EER Teacher's Resource Book Lesson 2 A Robot Dog
Vocabulary
Fill in the blanks and write the words in the given space: walked robot turned looked around behind stopped different smelled barked tickled branches butterfly tickle: to touch someone lightly with your fingers, making them slightly uncomfortable and often making them laugh Some words that mean the same as tickle are: touch; tease; stroke; itch, etc. Some words to describe a robot are: mobile; simple; smart; giant; tiny; tall; huge, etc.
Use the following phrases in sentences of your own: a. Go on doing your homework. b. Some books are turned into films. c. Look at the picture and identify yourself. d. Will you come over to my house? e. We walked over the hot coals.
Comprehension
1. Fill in the blanks with the correct words given in the box. a. in to b. around c. up d. down e. behind f. into g. at h. up to
2. Answer the following questions. a. Andrew and his dog went for a walk. b. When they walked past a big tree, Rocky turned into a robot dog.
EER Teacher's Resource Book 101 c. The tree turned Andrew’s dog into a robot dog. d. No, Andrew did not like Rocky being turned into a robot dog. e. He tickled the tree. f. No, it did not. g. At last the tree promised not to turn dogs into robot dogs anymore.
Listening
Fill in the blanks with the correct words. a. metals b. bulbs c. wheels d. loud
Listen to the record again and answer the following questions: a. metal b. wheels c. in soft and soothing voice d. for its soft and soothing voice
Grammar
1. Underline the preposition in each sentence and then write it on the line. b. at c. over d. with e. of
2. Circle the prepositions in each sentence below. a. across b. up c. above d. across e. after f. along g. at h. down i. onto j. to k. in l. on
3. Put the correct prepositions. a. in b. on c. in d. in e. in f. on g. at h. in i. at j. on …on
4. Put the correct prepositions. a. in b. at c. in d. on e. at f. on g. in h. in i. at j. in
102 EER Teacher's Resource Book Lesson 3 Nature’s Fireworks Vocabulary Fill in the blanks and write the words in the given space. fireworks volcano crater vent magma lava erupt
2. Read the lesson and find the definition of the following words: volcano: a very deep opening in the ground crater: round opening at the top of a cone-shaped volcano vent: a tube shape inside a volcano magma: melted rock lava: magma that pours down the side of the cone
3. Discuss the meaning of the given phrases and use them in sentences of your own. a. Blood pressure in our body can shoot up suddenly. b. He poured down cold water on my body. c. We dived into the river to cool off.
Comprehension
1. Fill in the blanks with the correct words given in the box. a. different b. sea c. crater d. lava e. rock f. inactive
2. Answer the following questions. a. A volcano is a very deep opening in the ground. b. The round opening at the top is crater. c. The two things that come out of the vent when a volcano erupts are hot gas and magma. d. Magma is melted rock deep into the earth. e. The largest volcano on earth is Hawaii, USA. f. Mars has a volcano even larger than Mauna Loa, the largest volcano on earth.
EER Teacher's Resource Book 103 3. Discuss these question and answer. a. Mauna Loa and Olympus Mons are the two big volcanoes in this story. b. Volcanoes don’t occur in Nepal maybe because of the relative thickness of land from the centre of earth and its tough hilly and mountainous land surface.
Listening
Write True or False against the statement. a. True b. False c. True d. True e. False
Listen to the record and choose the correct answer. a. It looks like a cone. b. Volcanoes can be different from each other. c. heat
Listen to the record again and answer the following questions: a. No, they are not. b. The rock inside the earth is melted because of excess heat.
Grammar
1. Circle the verbs and cross the nouns. Verbs Nouns read rabbit sleep bird play chair ride flower wish broom go tree think picture find bike eat try make run
104 EER Teacher's Resource Book 2. Circle the action verb in each sentence below. a. sings b. hits c. grunts d. leaks e. searches f. examines g. reads h. solves i. finds j. rides
3. Read each sentence. Tick the box next to the main verb. a. reading b. playing c. visited d. come e. share
4. Read each sentence. Colour the box next to the helping verb. a. has b. is c. will d. will
5. Read each sentence. Write M if a main verb is coloured. Write H if a helping verb is coloured. a. M b. H c. H d. M e. H f. M g. H h. M
Unit Review
Recall what you have learned.
Vocabulary
1. Biology is the ‘science of life’. What do the following sciences study? geology: science of earth zoology: science of animals astronomy: science of sky chemistry: science of chemicals sociology: science of human society psychology: science of human mind hydrology: science of water cosmology: science of the universe bacteriology: science of bacteria
EER Teacher's Resource Book 105 Use the following nature phrases and idioms in a sentence: I need to answer a call of nature. Sandip is an amazing cricketer – a real freak of nature. I used to hate computers, but using them is second nature to me now. A father killing his son is an act against nature. In the nature of things, old people spend much more time indoors.
Homonyms are words which have two or more meaning. The words given below are homonyms. Create one sentence for each different meaning of the word.
4 is an even number. The floor is even.
A dog barks at strangers. The tree is covered with bark.
Hide behind the door. Hide is used to make shoes.
A fly sat on the window. A pilot flies a plane.
Lead is a heavy metal. Lead them to the principal’s office.
Match the words with the pictures. A football match is going on.
A bat is a flying mammal. He bought a cricket bat.
We play in the ground. We watched a play yesterday.
Show me your nails. There is a fashion show at the hall.
Don’t touch that object on the table. I object to your order.
The wind blew strongly. Can you wind the watch?
I live with my parents. You can go live on Facebook.
Stay away from fire. The company fired the lazy workers.
Japanese people bow to show respect. Early humans used bow and arrow.
A spring is a source of water. I saw a tiger about to spring.
106 EER Teacher's Resource Book Comprehension
1. Answer the following questions. a. Food having calcium and phosphorus strengthens our bones. b. Bones, muscles and joints are necessary for movement. c. We wouldn’t be able to stand upright. d. He tickled the tree and the tree admitted that it had turned his dog into a robot. e. Because he suspected that the tree had turned his dot into a robot. f. The tree agreed to turn Andrew’s dog back to normal because it didn’t like being tickled repeatedly. g. No, it didn’t. Every now and then, Andrew saw a robot butterfly go flying past his home. h. There are volcanoes on land and even under the sea. i. The melted rock in the depth of the earth is magma. When this magma pours down the side of a volcano, it is called lava. j. When the lava cools off, new rocks form some of which are islands like the island of Hawaii.
2. Write True or False. a. False b. False c. False d. True e. True f. False g. False h. False i. True
EER Teacher's Resource Book 107 Book Four
Book Four comprises of five units—Home and School, Growing Up, Human Relations, Nature and Ecology, and Humour and Fantasy. Each unit includes three lessons that focus on the central theme of the unit. However, instructors do not have to be confined to the theme identified; rather they need to be more flexible in their approach and be willing to accept the fact that literary texts lend to multiple interpretations.
Preview
Unit 1: Home and School All three lessons included in this unit provide a comparative perspective into children’s experience of “home” and “school”. As they are more preoccupied in these two spaces early on their school career, most of their experiences significantly draw upon what they feel, do, and how they respond to activities and experience related to home and school. The first lesson “My Home is a House” by Irene Thompson deals with the feeling of loneliness and consequent longing for social interaction. The speaker wishes he would rather have a home in the city, instead of rural area. A more productive way of involving students in this lesson would be to ask what they feel about living in a village as compared to living in a city. Even asking them to debate the idea can be a productive teaching experience. The second lesson “Bums in the Attic” by Sandra Cisneros, a famous contemporary Latin American writer, invites students to share the sympathy with the narrator as the narrator plans to bring the homeless people in his dream home. Getting students discuss the problem of “homeless people” and how they view such people in our own community could be an interesting activity to get the students involved in class in a more fruitful way. The story is a powerful expression of childhood dream and struggle as the narrator also lets us know how his/ her family dreams of a home on the daily basis. The third lesson “What Should Riya Do?” deals with the theme of school bullying, a typical experience many children undergo during their early schooling. As Riya takes her stand against the bully through her wit and pluck, children extend sympathy to her. This one is a great lesson to bring up the issue of bullying in class and lead children to accept the value of respecting others and appreciating differences.
Unit 2: Growing Up Children of this age (9-11) often experience emotional and psychological issues as they grow up and adapt to the world of home, school, peer groups, and social environment. This unit, through interesting selection of three texts, addresses some emotional issues children experience on a daily basis. Issues such as their relationship with family, peers, and community members become important aspects of growing up. 108 EER Teacher's Resource Book The first lesson “One”, a poem by James Barry, shows the importance of accepting the uniqueness of each child and how each child is gifted with unique quality of mind and personality. Such lessons help students cultivate positive images of themselves. The second lesson “Concha,” extracted from a longer story of Mary Helen Ponce, is set in South American context of Spanish speaking community, where an individual’s bond with community tends to be greater. This beautiful story of friendship and community celebration presents a situation where Concha, the protagonist, shows extreme form of heroism, despite challenges from her peers. The third lesson “Growing Pains,” a poem of Jean Little, beautifully presents the theme of child-parent relationship. The poem ends with the child’s understanding and forgiving of his mother; the poem shows how a painful experience turns into a more understanding and loving bond between a child and her parents.
Unit 3: Human Relations This unit with three seemingly unrelated lessons explores the idea of human relationships at multiple levels. The first lesson “Rachel and Lucy” focuses on the theme of friendship between two girls and how physical distance does not quite matter when it comes to relationship. The second “The Roadside Smith” celebrates the art of making keys and opening locked doors. However, the story symbolically highlights the importance of “opening doors” and how it is vital to keep relationship intact. The third lesson “The Chief and the Thief”, although opposed to each other come to a relationship through what they both like—pie. The story can be used to help students understand multiple levels of human relationship—the chief’s relationship with the thief and then their relationship with the art of making a pie.
Unit 4: Nature and Ecology The three lessons included in this unit offer interesting facts about nature and environment to young learners. The first lesson “The Wind,” a poem by Robert Louis Stevenson, beautifully captures the dynamic nature of wind. The poem ends with a series of questions as the speaker wonders the working of nature’s most powerful force, the wind. The second lesson “Planet Earth” celebrates nature’s abundance, specially the forest and trees, showing how they are integral part of life in the earth. It nudges young minds towards an awareness of nature preservation and maintaining ecological balance. The final lesson “Why does the Sun Follow You?” deals with the optic illusion that can be explained scientifically. Overall, all the three lessons provide an interdisciplinary reading for children and make them aware and appreciative of nature’s work and her presence.
Unit 5: Humour and Fantasy All three lessons—“My Frog”, “No News” and “The Adventure of Peter Rabbit”— included in this unit use humour to help students appreciate nature, imagination, and heroism. The first lesson “My Frog,” by Kenn Nesbitt, introduces the character, a
EER Teacher's Resource Book 109 frog, who loves the idea of recycling and preserving environment. This lesson allows students to understand the importance of recycling and preserving our environment. The second lesson “No News” is a humorous folk story in the “tall tale” tradition of the American South. The remarkable aspect of the story, as you will notice, is the use of understatements to create laughter that is often wry and sardonic. The repetitive sentences allow students to internalize certain language structures. The final story brings the most beloved character of children’s literature, Peter Rabbit, who undertakes the adventure. Peter’s narrow escape from the danger during the adventure resonates with children’s own sense of adventure and risk taking.
110 EER Teacher's Resource Book Suggested Answer Keys to Exercises
Unit One Home and School
Lesson 1 My Home is a House
Vocabulary
1. Can you solve the puzzle below? All the words name types of house.
1 H
U
2 C O T T A G E
3 B O Down U N 1. a small single-storey house or shelter
N D 2. an apartment house 3. a large detached house 4 I G L O O
A Across 2. a small house in the countryside 5 P A L A C E 4. a house made of blocks of snow A 5. a large luxurious house
W
Define: House: a building for men to live Home: the place where we live as a member of family or household We all need a house to live. I love my home.
EER Teacher's Resource Book 111 Comprehension
1. Read the poem again. Choose the correct answer. a. Near a wood b. Very lonely c. In the city d. Because there is no one to play with e. Lights f. Birds and flowers
2. Answer the following questions. a. The boy wishes to live in the city. b. The boy feels lonely because there is no one to play with him. c. He can see the trees, flowers and birds around his home. d. He wants to see the trams going down a twinkling street that is bright with wonderful colours. e. The birds and flowers give the boy some sense of happiness.
Listening
Listen to the record twice. Then, answer the questions below. a. False b. False c. True d. False e. False f. True g. False h. True i. False j. True
Grammar
1. Read the following situations. Express a wish for each situation. b. I wish I could play the piano. c. I wish I were at home. d. I wish it was a sunny day. e. I wish I had another pair of shoes.
2. The following is the list of things Rabi wishes to get on his next birthday. How would Rabi write each wish? 2. I wish my teacher would give me a story book. 3. I wish my father would give me a bicycle. 4. I wish my uncle would give me a dictionary.
112 EER Teacher's Resource Book 5. I wish my mother would give me a mobile phone. 6. I wish somebody would give me colour pencils. 7. I wish my best friend would give me a toy gun.
Lesson 2 Bums in the Attic
Vocabulary
Look up in a dictionary and find the meaning of each word. Then, complete the following sentences with the word that best carries the meaning. a. A hobo is a person who is homeless. b. A beggar often asks for money and food. c. A drifter is a person who does not stay in one place. d. A vagrant has not settled home and a job. e. A tramp is a homeless person who lives by doing casual work.
Comprehension
1. Write True or False against the following statements. a. False b. True c. False d. True e. False f. True g. True h. False
2. Answer the following questions. a. The boy wants to have a house on a hill. b. He works at other people’s house for a living. c. He does not like going out with his dad on Sundays as he feels ashamed of his low social status. d. No, he does not like the people who live on the hills. e. He wishes to invite the guests for dinner.
3. Reflect and answer. a. He does not feel very happy towards his parents. He is not happy with the situation they are in. We can understand this as he does not like to go out with the family.
EER Teacher's Resource Book 113 b. He feels concerned towards the homeless. He says when he will own a house, he will allow the passing bums to stay in the attic. c. The boy is ashamed of going out on Sundays with his family because he is tired of looking at what they can’t have.
Listening
Listen to the conversation and fill in the blanks. A: I like living here. B: I agree. Dharan is a great city. A. It’s not too big. B: Neither is it too small. A: It has great weather all year long. B: It has great local culture, restaurants and schools. A: It’s close to mountains. B: The people are friendly. A: I don’t think I am ever going to leave Dharan.
Learning new structures
1. How do you feel in the following situations? Express using “fed up,” “sick of” and “tired of”. a. I am tired of staying home on weekends. b. I am sick of being treated as a child. c. I am fed up of dust and smoke all around. d. I am tired of the incessant rain. e. I am fed up of my school bus always arriving late.
Grammar
1. Write ‘A’ if the decision is made at the moment of speaking or write ‘B’ if the decision is made beforehand. a. A b. B c. B d. A e. A f. B
114 EER Teacher's Resource Book 2. Complete with ‘ll/won’t/be going to’. a. am going to b. will c. won’t d. are going to e. will f. will
Lesson 3 What Should Riya Do?
Vocabulary 1. Match the meaning of following words. pet: a person treated with special favour/liking spread: to put something in a large area; to extend rumour: false stories deserve: to be worthy of a reward grab: catch approach: to go near somebody; walk up to someone handle: take care of bully: a person who frightens others: to frighten
2. Now match the sentences in column A with the sentences in column B. She had to stand up for herself. = She had to defend herself. Someone had stood up to him. = He was challenged. She stuck her hand out. = She extended her hand. He put out his hand. = He extended his hand.
3. Make your own sentences using the following phrasal verbs. We should stand up for ourselves. Paul’s ears stick out a little. I put out my hand, but he/she refused to shake it.
EER Teacher's Resource Book 115 Comprehension
1. Answer the questions. a. Jeet told Riya that she was a teacher’s pet. b. Riya was upset because what Jeet said was not true. c. According to Jeet, Riya scored a 100 on the Science test because she was nice to Mrs. Neela. d. According to her, she scored a 100 on the Science test because she had done it well because she had studied hard. e. Susan comforted Riya by saying that she deserved the grades and that Jeet always tried to make trouble. f. The other kids were playing kickball during the recess. g. Riya stood up for herself crossing Jeet and telling the truth.
2. Reflect and answer. a. Riya’s courage works as a wake-up call to Jeet who had bullied many kids in Mrs Neela’s class for one reason or another. b. Yes, she did the right thing to keep the relation intact.
Listening
Listen to the story up the first section twice. Then, fill in the gaps. a. week b. backpack c. singer
Now, listen to the second part of the story. Then, complete the expressions. a. A strap b. The colour c. The zipper
Listen to the last part of the story. Write ‘True’ or ‘False’ against the following. a. True b. True c. True d. False e. False
116 EER Teacher's Resource Book Grammar
1. Write the past form of these irregular verbs. meet: met drive: drove speak: spoke put: put write: wrote sing: sang do: did sit: sat stand: stood run: ran
2. Put the verbs in simple past tense. a. went b. was c. walked d. visited e. did not rain f. saw g. did you spend
3. Put the sentences into simple past tense. a. We moved to a new house. b. They brought a sandwich. c. He did not do the homework. d. They sold cars. e. Did he visit friends?
Unit Review
Recall what you have learned.
A. Vocabulary
Study the words given below. Circle the nouns, underline the adjectives and use the verbs in your own sentences. Nouns: wood bum attic rumour lottery floorboard recess tram content comfort garbage Adjectives: wonderful quiet ashamed lonely twinkling
EER Teacher's Resource Book 117 Verbs Don’t yell all the time. He grabbed my hand and took me away. She dragged her feet on the floor. They approached me for the interview. The mouse squeaked in the kitchen. I ran until I sweated. Don’t grumble about everything. Riya deserves good marks in her test. Rupesh bullies everyone in class.
B. Grammar
1. Choose the correct option to complete the sentence. a. are going to b. will c. am going to d. are going to spend e. will f. are going to g. is going to
2. Write what you wish in these situations. a. I wish I were in full health. b. I wish I could play outdoors. c. I wish I could speak English. d. I wish my parents were home. e. I wish I had no homework. 3. Make sentences in simple past tense. a. Jeet missed the bus. b. Susan cleaned her room. c. I read a story book. d. How did Riya score 100? e. Riya did not watch television.
118 EER Teacher's Resource Book Unit Two Growing Up
Lesson 1 One
Vocabulary
Match the words with their meanings. expectancy: feeling one has when hoping for something mimic: copy; imitate howl: cry out very loudly multiply: become many dress up: put on good clothes stutter: speak with difficulty rage: anger echo: reflected sound Make a word-web for ‘rage’. anger/wrath/fury/outrage
Comprehension
1. Choose the correct answer. a. The speaker is unique. b. The speaker is different from others. c. The speaker wants to listen to music by herself. d. Getting dressed for an occasion e. Singing badly f. Everyone is unique.
Listening
1. Listen to the conversation twice and fill in the gaps. a. outfit b. Salseways c. shoes d. Woodland Elves e. buy…shoes f. two thousand rupees
EER Teacher's Resource Book 119 2. Listen to the conversation again. Write T for true statements and F for false ones. a. False b. True c. False d. False e. True f. False g. True
Grammar
Complete the sentences with ‘somebody,’ ‘anybody’ or ‘nobody’. a. somebody b. anybody c. nobody d. somebody e. Nobody f. anybody g. Nobody h. anybody
Complete the sentences with ‘something,’ ‘anything’ or ‘nothing’. a. anything b. Nothing…anything c. something d. nothing e. nothing f. something g. anything h. something i. The correct answer is anyone. So, ignore/omit it.
Lesson 2 Concha
Vocabulary
Match the words with their meanings. amuse: have fun while away: pass time for a while crumble: break into pieces faucet: tap pelt: hurl, throw slump: sit; fall heavily retreat: turn back shock: surprise hobble: limp investigate: find out
120 EER Teacher's Resource Book Comprehension
1. Write ‘True’ or ‘False’ against the statement. a. True b. False c. True d. True e. False f. True g. True h. False i. False
2. Answer the following questions. a. The children spent the summer by making and playing a game of pea- shooter. b. They slumped onto a wooden bench. c. The mother let the children play alone as she did not want them to disturb in her work. d. They played a game called ant contest. They found an anthill, lined up, then took turns standing beside the anthill while the red ants climbed over their body. One who endured the longest would win a candy bar. e. No, I don’t think so. He keeps on teasing Concha. f. Virgie tried to help Concha by stomping out the ants.
Listening
Listen to the story of Lois’s childhood twice. Then, choose the correct answer to the following questions. a. a hill b. her ice-cream c. her brother d. the middle child e. her brothers
Listen to the story again and fill in the gaps. i. good ii. funny iii. middle iv. younger…an older v. car vi. 27 and 23
Grammar Practice too + adj too + adv too cold too nicely too hot too roughly too young too rapidly
EER Teacher's Resource Book 121 1. Rewrite the following using ‘too + adj/adv’ as shown in the example. b. The sky is too clean to rain. c. He speaks too fast to understand. d. The mountain is too high to climb. e. I am too weak to run fast. f. My home is too far to walk. g. It’s too dark to see anything.
Lesson 3 Growing Pains
Vocabulary
Match the words and their meanings. bawl out: scold yell: shout self-centered: who thinks of oneself pigsty: where pigs are kept nagging: always worrying expect: hope about something go happen
Comprehension
1. Answer the following questions. a. The mother is mad at her child because he is lazy and self-centered. b. The child’s crying made the mother stop scolding. c. The child hates crying in front of people. d. The child got away and went to be and it was over. e. The mother tried to make up with the child by asking for an apology. She also tried to explain things to him. f. It is easier for the child to forgive his mother because he is just a kid.
122 EER Teacher's Resource Book Listening
Listen to the record twice. Answer the following questions. a. new people b. played with friends c. three months d. the same thing e. food and friends
Listen to the record again and fill in the gaps. a. Chile b. summer c. hostel d. three
Grammar
1. Make a question. Then, answer in two ways—positive and negative. a. Does the bus leave in an hour? Yes, the bus leaves in an hour. No, the bus doesn’t leave in an hour. b. Does his brother like to swim in the beach? Yes, his brother likes to swim in the beach. No, his brother doesn’t like to swim in the beach. c. Does it snow in winter? Yes, it snows in winter. No, it doesn’t snow in winter. d. Do we have to study for an English test? Yes, we have to study for an English test. No, we don’t have to study for an English test. e. Does our class start at 3 o’clock? Yes, our class starts at 3 o’clock. No, our class doesn’t start at 3 o’clock. f. Do birds eat insects? Yes, birds eat insects. No, birds don’t eat insects. g. Do they work hard? Yes, they work hard. No, they don’t work hard.
EER Teacher's Resource Book 123 Unit Review
Recall what you have learned.
Vocabulary
Study the words given below. Underline all the nouns, circle all the verbs and use the adjectives in your own sentences. Nouns: expectancy barrio battle sidelines faucet truce ammunition driveway rage mercy snicker
Verbs: spit mimic amuse swallow dash apologize hobble howl stutter crumble pelt stomp insist bawl amass gag retreat nag
Adjectives: I have a stiff neck. The fox hid in the hollow tree. The candy I had in my pocket went mushy in the sun. I am utterly exhausted. I was alarmed with her scream. Sabin is a self-centered boy.
Grammar
1. Fill in the blanks with somebody, something, nobody, nothing, anybody, anything. a. something b. anything c. anybody d. nothing e. nobody
124 EER Teacher's Resource Book 2. Combine the pair of sentences using too + adjective. a. The pie is too hot to eat. b. He’s too scared to move. c. He’s too busy to take a break. d. It’s too early (for him) to go to bed. e. That chair is too heavy for him to lift. f. I am too tired to do my homework. g. It’s too cold to go out. h. Harry’s too sick to leave the hospital.
3. Change the statements into Yes/No questions and answer them. a. Does he love this town? Yes, he loves this town. No, he doesn’t love this town. b. Do they like soccer? Yes, they like soccer. No, they don’t like soccer. c. Are they nice? Yes, they are nice. No, they aren’t nice. d. Does she ride a car? Yes, she rides a car. No, she doesn’t ride a car. e. Does he wake up early? Yes, he wakes up early. No, he doesn’t wake up early. f. Does he visit his grandma every year? Yes, he visits his grandma every year. No, he doesn’t visit his grandma every year.
EER Teacher's Resource Book 125 Unit Three Human Relationships
Lesson 1 Rachel and Lucy
Vocabulary
1. Supply the correct word for the descriptions given below: to take a deep breath: sigh a good time: blast effort: endeavour a friend made through letters: pen-pal gather: receive: acquire cry out suddenly: exclaim unhappy: in tension: upset move up and down: pace go to another place to live: move
2. Work in groups. Find as many synonyms as you can of the words given below: upset: unhappy troubled distressed disturbed exclaimed: shout yell shriek cry acquired: obtained got gained received endeavour: try attempt aim venture
3. The words pace, sigh and blast can be used both as a noun and a verb. Find both the meanings of each word and use them in sentences of your own. Word Meaning Sentence pace (verb) move He paced up and down. pace (noun) speed He walked at a fast pace. sigh (verb) to take a deep breath He sank into a chair and sighed with relief. sigh (noun) deep breath He took a sigh of relief. blast (verb) explode The terrorists exploded a bomb. blast (noun) good time We had a blast last weekend.
126 EER Teacher's Resource Book 4. Use the following words in sentences of your own: a. Mukul is very upset today. b. “It’s not fair,” she exclaimed. c. We have moved to a new place. d. I managed to acquire all the books. e. He endeavoured to help me out.
1. Write True or False. a. False b. True c. False d. True e. False f. True g. True h. False i. True
2. Answer the following questions. a. They went to the park, dance class, and school. During summer they swam at the local swimming pool. b. Rachel’s mom was upset because they were moving away. c. Lucy became upset when she heard the sad news. d. Lucy’s mother suggested them to write to each other every day. e. They missed each other very much. f. They went to college when they grew up. g. She had a great experience in Italy. h. The girls made their friendship stronger by writing longer and longer letters.
Listening
Listen to the speaker carefully and choose the correct answer. a. world b. together c. college d. touch
Listen to the text again and mark the sentences True or False. a. True b. True c. True d. False e. True f. True
EER Teacher's Resource Book 127 Grammar
1. Complete the sentences below using the simple future forms of the verbs in brackets. a. will know b. will go c. will regret d. will never know e. will be f. will be g. will give h. will write i. will not permit j. will not pass
2. Make the following sentences negative. a. We won’t travel to the Mars. b. Bibek won’t have lunch with me tomorrow. c. I won’t play football with you. d. Mr Rai won’t work in a library. e. They won’t have a party next week. f. The party won’t start at 7:30. g. Sujal won’t go to the disco tonight. h. I won’t travel to Antarctica.
Lesson 2 Roadside Locksmith
Vocabulary
1. Match the words with their meanings. wares: things/goods for sale tilted: slant glare: excessive heat, light heaped: piled rusty: marked with rust; reddish fret: worry
4. Use the following words in your own sentences: Traders in the street market displayed their wares. The chair tilted backward.
128 EER Teacher's Resource Book The locksmith sat in the sun’s glare. The waste heaped on the roadside. The door hinge has gone rusty. She frets so much about everyting.
Comprehension
1. Write True or False against the statements below. a. True b. False c. False d. False e. True
2. Complete the given lines with words from the poem. a. wares b. tilted…glare c. heaped d. locked e. friendly
3. Answer the following questions. a. The locksmith sits on the roadside. b. He has his wares with him. c. A tilted black umbrella blocks the sun’s glare. d. There is a mountain of master keys on the ground. e. Some keys are dull, some old, some rusty and some gold. f. The locksmith has the answer to every locked door. g. You don’t need to be sad because he’ll find a friendly lock for a lonely and lost key.
4. Discuss these questions and answer. a. The locksmith sits on the roadside because he is poor and hopes people to give him work. b. He helps other people by opening every locked door and finding a friendly lock to a lonely and lost key. c. The locksmith lives a hard life and I feel sympathy/pity for him.
Sense the rhythm. b. A poem is rhythmic, musical and pictorial. d. Poets make repetitions of sounds and words to create music.
EER Teacher's Resource Book 129 Listening
Write True or False. a. True b. False c. True d. False e. True
Choose the correct answer. a. Manager b. Saturday c. Many people will be at the store looking for furniture. d. No
Grammar
1. Write has or have. a. I have b. You have c. We have d. He has e. She has f. It has g. They have h. Rabi and Rina have
2. Choose the correct answer. a. have b. has c. has d. have e. Have f. have g. has h. Have
Lesson 3 The Chief and the Thief
Lead-in
A pie is a bakery item. How many other bakery items can you name? bread bun brownie cookie
Vocabulary
1. Fill in the blank and spell the given words. chief grieve grief prize ribbon husband ingredients
130 EER Teacher's Resource Book 2. Choose words from the box that mean the following: fruit baked in a dish with pastry : pie great sadness, sorrow : grief competition : contest proof : clue money that should be given to somebody : due things used to make something : ingredients draw in a game : tie
Comprehension
1. Put a tick in front of the correct answer. A. He liked to make pies. B. a pie from the chief’s house C. to share first placed
2. Write True or False against the following statements: a. False b. True c. True d. False e. False
3. Answer the following questions. a. The play was about an Indian chief who liked to make pies. b. The Indian chief was sad because a thief took a pie from the chief’s house. c. The chief and the thief decided to have a cooking contest. d. The chief won the contest. e. No, he didn’t tell the truth to his wife. f. The wife knew that the thief was not telling the truth because there was no prize money or ribbon for a prize. g. The wife asked for the money that was due as he had borrowed her money to buy ingredients needed for the pie.
EER Teacher's Resource Book 131 Listening
Listen to the text and fill in the blanks with the correct words. The chief and the thief decided to have a cooking contest to see who could make the best pie. The chief made a pie. The thief made a pie. The thief wanted to tie for the first place with the chief. But the chief made the best pie and won the prize.
Grammar
Tick all the naming words. box girl pillow rug goat water sun lamp pencil towel man boy kite book sky desk song monkey money
Now put each noun in the correct group: Persons/Animals Places Things goat; girl; monkey; sky box; pencil; kite; song; water; towel; book; man; boy pillow; sun; money; rug; lamp; desk
Unit Review
Recall what you have learned.
A. Vocabulary Study the words given below. Circle the adjectives, underline all the verbs and use the nouns in your own sentences. Adjectives: separate tilted upset rusty Verbs: pace acquire exclaim grieve move fret
Sentences may vary.
132 EER Teacher's Resource Book B. Grammar
1. Put the words in the correct order. a. Will you go out tonight? b. Will Binod go dancing tomorrow? c. They will get married in June. d. It won’t be cold next week. e. Will she travel by car?
2. Fill in the blanks with have or has. a. has b. have c. have d. have e. Have f. Has
EER Teacher's Resource Book 133 Unit Four Nature and Ecology
Lesson 1 The Wind
Vocabulary
1. Match the given words with their meanings below: to throw, to lift: toss to move something by air blow a thing or device that blows: blower an animal: beast
2. Answers may vary. teacher, worker, doer, publisher, writer, lifter, burner, learner, eater, manager
3. Answers may vary. smarter, bigger, faster, harder, wetter
Comprehension
1. Write True or False. a. True b. False c. True d. True e. False
2. Answers may vary.
3. Answers may vary.
Grammar
1. Read and circle all the personal pronouns. It is my birthday! It is sunny and hot. My parents haven’t gone to work. They are at home. We are having a party. My sister gave me a great present. She gave me a new skateboard. My best friend is coming. He likes skateboarding too.
2. Read the sentence. Circle the correct answer. a. It b. I c. It’s d. It e. She f. They
3. Answers may vary. 134 EER Teacher's Resource Book Lesson 2 Planet Earth amazing: causing wonder; very surprising; very good marine: of or relating to sea water absorb: to take in atmosphere: the gases surrounding the earth; environment pesticide: anything which kills or controls insects
2. Answers may vary. fantastic, marvelous, wonderful
3. Can you think of a word to replace rubbish? Give other words that give the same or similar meaning. WASTE TRASH GARBAGE JUNK REFUSE LITTER
4. Answers may vary.
Comprehension
Circle the correct answer: a. animals b. oxygen c. millions d. sun e. freezing f. ice g. ocean h. drink
2. How are we damaging the different environments? Find the mistake, underline it and write the correct word. a. trees b. forests c. eat d. hotter e. factories f. 50
3. Answers may vary.
4. Answers may vary.
5. Answers may vary.
EER Teacher's Resource Book 135 Grammar
1. Put in am/is/are. a. Is b. Are c. Is d. Are e. Are f. Am g. Is h. Is i. Is j. Are
2. Make the negative with ‘be’. a. am not b. isn’t c. aren’t d. isn’t e. aren’t
3. Make a wh-question with ‘be’. a. Where is Sujal? b. Why are they hungry? c. Where are we? d. Who are you? e. Why is he late?
Lesson 3 Why Does the Sun Follow You?
Vocabulary
1. Match the words on the left with their meaning on the right. noticed: saw, felt strangely: surprisingly equator: an imaginary circle around the earth rotate: to spin, turn, or revolve; go around axis: an imaginary line around which an object spins hemisphere: half of the sphere, earth
136 EER Teacher's Resource Book 2. When you add ‘dis’ in front of ‘appear’, you get disappear. Do the same with: disagree, disbelieve, disclose, discontinue, discount, discover, dishonest, disobey, disobedient, disrespect Sentences may vary.
3. Telephone is a compound word having ‘tele’ and ‘phone’ as its parts. Add ‘tele’ in front of: Telecast, telefilm, telegram, telegraph, telescope, television Sentences may vary
4. When we combine ‘over’ and ‘head’ we get the word ‘overhead’. Combine the following pairs to get new words: overcome overcrowded overflow overload overseas overstay overtake overtime overuse overweight
5. Answers may vary.
Comprehension
1. Fill in the blanks with the correct words: a. visible b. range c. disappear d. widens e. Further
2. Answers may vary.
3. Answers may vary.
Grammar
1. Choose the correct form of the following verbs. a. plays b. drink c. opens d. closes e. causes
2. Make these sentences negative. a. I don’t eat pizza. b. My brother doesn’t study Chinese. c. We don’t play computer games. d. Himesh doesn’t like sport. e. They don’t drink water. EER Teacher's Resource Book 137 3. Write the questions in correct order. Then write short answers. a. Does your teacher speak English? Yes, he does. b. Does your mother use a computer? Yes, she does. c. Does your teacher ask a lot of questions? d. Do you copy CDs and DVDs? No, I don’t.
Unit Review Vocabulary
1. Study the words given below. Circle all the nouns, underline all the adjectives and use the verbs in your own sentences. Nouns: beast, atmosphere, pesticides, journey, equator, hemisphere, rotation, axis, horizon Adjectives: amazing, marine, visible, parallel, imaginary, incredible Sentences may vary.
2. Answers may vary.
Grammar
1. Fill in the blanks with correct pronouns to replace the words in brackets. a. He b. It c. They d. It e. We f. They g. He h. She
2. Make a question with ‘be’. b. Are they hungry? c. Are we late? d. Are you tired? e. Is she a teacher?
3. Put the simple present forms of the verbs into the gaps. a. call b. dreams c. look d. comes e. meet f. repairs g. say h. sits
4. Rewrite the sentences with the new subject given in brackets. a. I like to eat ice-cream. b. Suman goes to the zoo every Saturday. c. Rupak plays football well. d. They speak English well. e. My sister likes to draw pictures. f. Pinky plays games every day. 138 EER Teacher's Resource Book Unit Five Humour and Fantasy
Lesson 1 My Frog
Vocabulary organic: natural; produced without artificial chemicals hipster: cool, fashionable, modern dude: word to call someone “man” smog: smoke and fog (pollution) endangered: at risk; about to die out
Comprehension a. The frog is very fashionable and modern. b. Wants to reduce pollution. c. He is just a frog. d. He is proud of saving the environment. e. It is very natural to save the planet.
2. Answers may vary.
3. Answers may vary.
4. Answers may vary.
Grammar
1. Complete sentences using should or shouldn’t. a. should b. should c. shouldn’t d. should e. shouldn’t
2. Answers may vary.
3. Complete the sentences with ‘should’ or ‘must.’ a. should b. should c. must d. should e. should f. should g. should h. must
EER Teacher's Resource Book 139 Lesson 2 No News
Vocabulary recuperate: regain health after a sickness occur: take place; happen anxious: feeling or showing worry horseflesh: horse meat spark: a small fiery particle thrown off a fire completely: totally coffin: a wooden box to keep a dead body shock: surprise; something unexpected choir: group of church singers
3. Add ‘-ed’ to the following verbs. helped, asked, enjoyed, pulled, floated, looked, hopped, wagged, dozed, jogged
Comprehension
1. Write True or False. a. False b. False c. True d. False e. True
2. Answers may vary.
3. Answers may vary.
Grammar
Fill up the chart below with missing version – positive, negative or question. 1. You have seen the movie. / You haven’t seen the movie. 2. They have finished the lunch. / … / Have they finished the lunch? 3. … / It hasn’t happened yet. / Has it happened yet? 4. We have seen her today / … / Have we seen her today? 5. You have always played the piano / You have never played the piano / … 6. …/ She did not study Japanese, English, and German / Did she study Japanese, English, and German? 7. The exam has started already / … / Has the exam started yet?
140 EER Teacher's Resource Book Lesson 3 The Adventure of Peter Rabbit
Lead in Down Across 1 whale 4 elephant 2 tiger 5 shark 3 kangaroo 7 monkey 6 zebra 8 rabbit
Grammar
1. Choose the correct words or phrases. a. played b. have painted c. went d. met e. have never visited f. have forgotten g. Did you win h. have not eaten
2. Complete the paragraph with the correct form of the verb in the brackets. a. has bought b. bought c. carried d. covered e. has sent f. has begun
Unit Review Vocabulary Nouns: hipster, smog, species, climate, absence, barn, coffin, choir Adjectives: organic, endangered, anxious Sentences may vary. Grammar
1. Fill in the blanks with ‘must’ or ‘should/ought to’. a. should b. ought to c. should d. should e. ought to f. should g. ought to h. should i. Should
2. Put the verbs into the correct form (present perfect tense). b. have bought c. haven’t planned d. have you been e. has written f. hasn’t met g. Have you been h. hasn’t started
3. Fill in the blanks with the correct option. a. died b. left c. have known d. have read e. had f. heard g. was h. felt EER Teacher's Resource Book 141 Book Five
Like in Book 4, Book 5 includes a range of interesting and stimulating readings grouped under five thematic units—Home and School, Fantasy and Magic, Adventure and Education, Wit and Humour, Science and Environment. The carefully graded lessons connect to students’ age-specific psycho-social mindset and invite students to think through a range of issues they experience in their own lives.
Unit 1: Home and School The first lesson “To Young Reader,” a poem by noted African American poet, Gwendolyn Brooks, explores the values of books and reading. The poem celebrates literacy and importance of instilling positive values of reading in young readers showing how books are healing, imaginative, adventurous, and so on. The second lesson “Before Breakfast,” another classical piece of children’s literature takes students back to childhood and familiar space of home and hearth. It celebrates life and children’s sensibility towards life, and upholds the value of positivity, and optimism. The story also voices against animal cruelty, something teachers can build the class around. The final lesson “My Garden” allows children to celebrate the beauty, of nature and encourages them maintain a closer relationship with her. The lesson builds upon detailed activities as well as the joy one gets from being among the plants and flowers. As the garden is an extension of home space, the lesson builds upon the idea of home a place of love and care introduced in previous grades.
Unit 2: Fantasy and Magic The lessons included in this unit—“Up in the Air,” “Dinner Together,” and “Berries of Love”—take children to the world of sci-fi, imagination, and magic. Children usually love being imaginative and creative and hence this unit addresses students’ sense of curiosity and role play. The first lesson “Up in the Air” presents typical excitement children usually experience while flying in a plane. The lesson works through the innate fantasy of flying that has spurred human imagination for ages. The second lesson “Dinner Together” shows a child’s perceptive nature and curiosity as the narrator thinks of the spider and its web. The key here is the sense of empathy the narrator extends to an insect and imaginatively celebrates the feeling of solidarity. The story “Berries of Love” is a typical folk tale that teaches the value of love and communication and how happiness ultimately comes through despair, frustration, and struggle as a prize to adore and live by.
Unit 3: Adventure and Education In the lesson “Cooking Camp,” Anil, a student, takes up the adventure of participating in a cooking camp and raises money by selling home-made parathas. His success depended on being inventive, original, and creative. The story upholds the value of
142 EER Teacher's Resource Book being patient and persistent to become successful. The second lesson “The Master’s Mistake” brings up a typical school-side story of a boy trapped between sibling obligation and his duty to the school teacher. It also sheds light on the effects of peer pressure on children and throws light on student-teacher relationship as well. The final lesson “The Sidewalk Racer,” a concrete poem by Lillian Morrison, takes up the most popular adventure of urban kids, the sidewalk racing and digs into children’s psychological state of being adventurous, daring, and risk-taking. The racing itself symbolizes freedom, individuality, motion, and progress.
Unit 4: Wit and Humour The unit begins with a funny poem “The Grumble Family” and sets the tone for the rest of the unit. The anonymous poem presents a lively picture of a family in which nothing goes right and no one seems to accept what they have. The final outcome is laughter and appreciation of inventive use of language in the poem. The second story “Brer Rabbit and Brer Lion” belongs to the African tradition of trickster tales, in which a physically weak animal outwits a more powerful one. As such, these stories are wonderful tales of survival, where the chance of surviving the odd depends on the inventiveness and creativity of the character. Children by nature appreciate such tales as they root for the underdogs. The final story “Wailing Well” has the theme of “dare”, a very popular game that children enjoy playing. The story leads towards overcoming the fear and facing the reality. The story explodes with a humorous discovery prepared through an intense sense of fear and daring.
Unit 5: Science and Environment The three lessons—“The Useless,” “Brother Wolf,” and “The Butterfly in a Bottle”— all deal with the central theme of caring and preserving the planet earth and her species. The poem “Useless,” by the great Chinese philosopher also known by the name “Zhuangzi”, satirizes the human tendency of taking notice of only those things in nature that are of use for us. The poem reveals that all the things—living and non- living—in the world have their own purpose of being and we must appreciate the value of everything the nature gives us. The second story “Brother Wolf” uses the perspective of a Wolf who addresses humans as “brother” and laments the fact how wolves were left behind and often destroyed by human greed. The story pathetically presents an alternative view on nature and human tendency to destroy nature. The final story “The Butterfly in a Bottle,” told by a student named Poltu, showsthe narrator’s growing realization that every living being on the earth has the right to live. The struggle, dilemma, and indecision the narrator undergoes before finally setting the butterfly free is also a story of compassion and love.
EER Teacher's Resource Book 143 Unit One Home and School
Lesson 1 To Young Readers
Vocabulary
Match the words in column A with their correct meaning in column B. voyage: a long journey involving travel by sea or in space nutrition: healthy food healing: helping in recovery of health nourish: a person, animal or plant provided with the food and care that they need to live, grow, and be healthy riches: large amount of money, wealth, etc redeemer: someone or something that rescues one; a word used by Christians for referring to Jesus Christ hellelujah: word used by Christians for praying to God
2. Work in groups and supply as many synonyms for voyage as possible. journey/travel/tour/trip/trek/excursion/expedition
3. Use the following words in sentences of your own. voyages: Books offer us voyages to different parts of the world. ripe: A ripe mango is sweet. redeemers: Books can act like redeemers as they raise hope in sad readers. healing: Good words have a healing effect on our health. nutrition: Reading supplies nutrition to our mind/brain. nourished: His mind has been nourished with good books. riches: Books can guide you to the riches. feast: We had a good feast yesterday. launch: Our school will soon launch a mobile library. applaud: Everyone applauds good books.
144 EER Teacher's Resource Book Comprehension a. According to the poet, good books are: 1. bandages 2. voyages 3. linkages to light 4. keys and hammers 5. ripe redeemers 6. dials and bells 7. healing hallelujah 8. good nutrition b. They have been compared with bandages, voyages and linkages to light. c. They are compared with keys and hammers, ripe redeemers, dials and bells and healing hallelujah. d. In the final stanza, good books are compared with good nutrition. e. A reader is a guest as he is served with riches of the feast. f. The riches of the feast nourish the reader to lift, to launch, and to applaud the world. g. Good books work like bandages for a sick person. That means they relieve our suffering. They take us on voyages to different parts of the world and they are the sources of light or they give us knowledge. They are like keys and hammers or they serve as tools in our live. And they are ripe redeemers that rescue us from difficulties. They are not only like dials and bells helping us to keep pace with time but also heal our soul. Good books offer us nutrition to live a healthy life.
Listen to the record again and attempt the exercise below. a. beautiful thing b. very clever c. reading a painting d. scenes and images e. change our feelings f. study and read
Grammar
1. Each of these sentences contains a collective noun. Circle the correct option. a. pile b. audience c. army d. team e. council f. family
2. Write collective noun on the line that best fits in the sentence. a. team b. crew c. family d. army e. herd f. swarm
EER Teacher's Resource Book 145 3. Complete the following sentences using appropriate verbs or nouns. a. is…was b. is…It/are...They c. are d. is e. are f. is…It g. are h. are
Lesson 2 Before Breakfast
Lead-in
Name the pictures below with the words in the box. chopper shovel hoe mallot pick plough wheelbarrow watering can
Coffee is a hot drink. How many other hot/cold drinks can you name? Hot drinks: tea hot chocolate hot lemon Cold drinks: Coke juice mineral water
Bacon is a meat food item. How many other meat food items can you name? Chicken chili Chicken nuggets Chicken burger Fried chicken Meat ball Mutton curry Mutton sekuwa
Vocabulary
1. Match the words with their correct meanings. wobble: move or cause to move unsteadily from side to side approach: come near or nearer to in distance or time ax: a tool used for cutting down trees and cutting up large pieces of wood hoghouse: a house for hogs/pigs queer: strange, odd runt: the smallest and weakest animal of a litter injustice: failure to treat someone fairly and to respect their rights weakling: a person or animal that is physically weak
146 EER Teacher's Resource Book 2. Use words from the box to form compound words used in the lesson. hoghouse untimely injustice springtime unfair outdoors newborn upstairs yourself
3. When we add ‘ness’ to ‘foolish’ we get the word ‘foolishness’. How many similar words can you form with ‘ness’ at the end. awareness boldness brightness closeness deafness fairness goodness happiness illness kindness loneliness politeness
4. Use the following phrases in sentences of your own. set the table: Can you help me to set the table? amount to anything: He’s lazy, and he’ll never amount to anything. do away with: She tried to do away with herself. catch up with: Most late beginners will catch up with their friends. can’t help: I can’t help eating so much. look up at someone: Would you please look up at me while I am talking to you? take one’s eyes off: I’m telling you, I couldn’t take my eyes off her.
Comprehension
1. Write True or False against the following statements. a. False b. True c. True d. True e. True
2. Answer the following questions in your own words. a. Papa was going to the hoghouse. b. He was carrying an ax to kill the runt pig. c. Fern reacted angrily when she knew why Papa was carrying the ax. d. Papa told her that he knew more about raising a litter of pigs and asked her to control herself. e. Fern said what Papa was doing was unfair. She said it was a terrible case of injustice. f. Papa finally promised to bring the runt home. g. Fern felt very happy at the end.
EER Teacher's Resource Book 147 3. Discuss these questions and answer. a. It was indeed a case of injustice. It was no fault of the runt to be small at birth. As a farmer, it was Mr Arabal’s responsibility to take care of the runt. b. The animals too have the right to life and we should give them a chance to live.
Lesson 3 My Garden
Vocabulary
Match the words with their meanings. flutter: to move through the air with short, quick, light movements; fly sting: a sharp burning pain caused by a bite of an insect pit: stone/seed of a fruit imprint: a mark that an object makes on a surface toss: to throw something unearth: find, discover; pull out glisten: shine chirp: to produce a shirt high sound lush: very green and healthy
2. The passage contains a lot of words that appeal to our sense of sight and sound. List five words each that appeal to each sense. Sight lush green foliage honeysuckle vines plump red tomatoes long green beans shiny chili peppers round purple eggplant Sound hummed chirped buzzed rustled squelch
148 EER Teacher's Resource Book Discuss the meaning of the following phrases and use them in your own sentences. hum with: The classroom hummed with different activities as usual. sprawl out: I need more space so I can sprawl out. toss into: I tossed the wood into fire. brush sth off: I brushed off the crumbs off my shirt. brush against: I brushed against the freshly painted wall as I passed. bend down: I bent down to get the ball out from under the bed. ooze out: Some blood oozed out of his nose. spread across: Our family is spread all across Nepal. see through: We can all see through your trick. next to: Who sits next to you in class? flutter away: The bird fluttered away from the nest. run out: He ran out of the house suddenly.
Comprehension
1. Write True or False against the given statements. a. False b. True c. False d. True e. False
2. Answer the following questions. a. It was late evening. He says the garden hummed with songs of summer twilight. b. The garden had plants of all sizes: tall, short, thick, thin and climbing. Some plants had flowers. Others bowed with plump red tomatoes, long green beans, shiny chili peppers, or round purple eggplants. c. He had planted a peach pit hoping a tree full of juicy peaches would grow. d. He didn’t go close to honeysuckle vines fearing a bee sting. e. His mother would cook garden dinner.
3. Discuss the questions and answer them. a. The speaker must be 10-12 years old. The way he describes the garden and behaves gives us an idea about his age. b. He seems to like his garden very much and doesn’t want to harm/damage the plants there.
EER Teacher's Resource Book 149 Listening
Listen to the record and choose the correct answer. a. ii b. iii c. ii
Listen to the record again and write True or False. a. True b. False c. False d. True e. True f. False
Grammar
1. Work in groups and list all the adjectives from the first three paragraphs. Use them in sentences of your own. lush green thick soft red tall short thin plump long shiny round purple Ask the children to make sentences. Help them if they have difficulty.
2. Circle the adjectives in each sentences below. a. cute b. thick c. beautiful d. happy e. little f. pretty g. orange/new h. tall i. happy j. blue/high
3. Circle the adjectives. eager quiet thin low famous clever handsome odd shallow rich long gentle thankful
4. Complete the sentences using the adjectives from above. a. odd b. eager c. handsome d. clever e. shallow f. thin g. rich h. thankful i. long j. quiet k. gentle l. low
150 EER Teacher's Resource Book Unit Review
A. Vocabulary
1. ‘Squelch’ and ‘Snip’ are words from “My Garden” that are used to name different sounds. Which sound do each of these words indicate? Achoo: sound of a sneeze Sizzle: hissing sound of cooking or frying food Swish: sound of fast movement of something in air Vroom: sound made by a motor at high speed Gulp: sound of eating or drinking something quickly Phew: sound you make when you feel relief
2. Match the words in A with those in B to derive compound words. outfit paper boat windmill hand bag rattle snake
B. Comprehension
Answer the following questions from the unit you have just completed. a. Mr Arable wanted to kill the runt pig because he thought it would be a cause of trouble for him. b. Fern told him that it would be injustice to kill the runt pig just because it was small at birth. c. It was a tiny white pig and looked absolutely perfect. d. Mr Arable did want to kill the pig. He told Fern that a weakling would make trouble. e. The poem is titled “To Young Readers” as it describes the importance of books and reading in the lives of people, particularly children. f. Reading a good book can be a voyage as it can take/transport us to different places. g. Good books are like friends that can give us consolation during hard times.
EER Teacher's Resource Book 151 C. Grammar and Structure
1. Circle the adjectives in each sentence, then rewrite the sentence by making each noun plural. a. little/runty: Little girls are one thing, little runty pigs are another. b. newborn: There, inside, looking up at her, were the newborn pigs. c. red/dewy/green: Red ladybugs sat on dewy green bean leaves. d. small/orange: I pulled a few clumps and unearthed small orange carrots. e. wet/taller My arms brushed against the wet leaves of tomato plants taller than my knees.
2. Choose the best option for each sentence. a. could b. can/can’t c. Could d. May e. couldn’t/can f. wasn’t able to g. Can
152 EER Teacher's Resource Book Unit Two Fantasy and Magic
Lesson 1 Up in the Air
Lead-in
2. Think of the following words used in the conversation. What does each word mean? ticket: a piece of paper that shows you have paid for a journey on a train, plane, etc aisle seat: seat on the side of the passage baggage: the suitcases, bags, etc in which you carry your possessions when you travel carry-on bag: the bag you can carry yourself during a flight boarding pass: a pass that each passenger has to show before they are allowed to get on a plane or a ship
3. Work in groups and discuss the meaning of ‘journey’ and ‘adventure’. How are the two words related? Journey means an occasion when you travel from one place to another, especially when there is a long distance between the places. Adventure means an exciting, unusual, and sometimes dangerous experience. So sometimes your journey can be an adventure.
Vocabulary
Work in groups and fill in the blanks to find synonyms of journey and adventure. Journey Travel Voyage Excursion Tour Adventure Exploit Feat Enterprise Venture
Now use these words in your own sentences. I want to travel all across the world. Who wants to go on a voyage to the United States? The teacher took us on an excursion.
EER Teacher's Resource Book 153 I want to go on a long tour of the country. Please tell us about your exploits while travelling through Africa. Climbing Mount Everest is a great feat. It needs enterprise and imagination to be successful in life. What is your new venture this year?
Use the following phrases in sentences of your own. soar through: The aircraft soared through the sky. look around: Do you want to look around the place/school? check in: We just checked into the airport. walk through: Would you like to walk through the town? come through: We came through Itahari to Biratnagar. line up: All children must line up when the whistle goes. Speed up: Nepal government must speed up development works.
Comprehension
1. Write True or False against the following statements. a. True b. True c. False d. True e. False f. True g. False
2. Answer the following questions. a. Kurt was excited because it was the day he was going to fly for the first time in his life. b. Kurt felt the car ride took too long because he could not wait to get to the airport and see this adventure through. c. Kurt helped his mother load the trolley neatly and pushed it towards the terminal building. d. The terminal building was massive and it was filled with hundreds of people looking around and rushing to get wherever they were going. e. Motehr asked Joachim to help lift the bags onto the scale so that they could get weighed and checked in. No, he didn’t. f. He felt a little nervous as he had never gone through security checks. g. Kurt clenched his mother’s hand out of fear.
154 EER Teacher's Resource Book 3. Discuss and answer. a. Obviously, Kurt. He is helpful and likable. b. Ask children to do it.
Listening
Listen to the record again and choose True or False. a. False b. True c. False d. True e. True f. False
Grammar
1. Put the verbs into the correct form. Use going to. a. It is going to rain. b. They are going to eat noodles. c. I am going to wear blue dress tonight. d. We are not going to help you. e. Jenish is not going to walk home. f. You are going to cook dinner. g. Shivani is not going to share her biscuits. h. They are going to leave the house. i. She is going to take part in the contest. j. I am not going to spend my holiday at home this year.
2. Write what these people are going to do. a. I am going to take a shower. b. We are going to take rest. c. He is going to drink a glass of water. d. They are going to watch TV. e. I am going to take her to the doctor. f. I am going to give you something to eat. g. I am going to give you some medicine. h. They are going to bump into each other.
EER Teacher's Resource Book 155 3. Write sentences in going to future. a. He is going to get up early. He is not going to get up early. Is he going to get up early? b. They are going to do their best. They are not going to do their best. Are they going to do their best? c. You are going to learn Chinese. You are not going to learn Chinese. Are you going to learn Chinese?
Lesson 2 Dinner Together
Vocabulary
1. Match the words below with their correct meanings. invisible: which cannot be seen with our eyes speck: a very small spot or mark barbecue: a meal at which meat and other food is cooked and eaten outside glisten: shine because of being wet or being covered with oil
2. Blue-gray and six-footed are compound words that work as adjectives. Use the items in the box to form similar compounds. man eating long lasting densely populated good looking three storey second week smoke free eight hour 300-page old fashioned brightly lit English speaking mouth watering world famous second last twenty minute Other combinations are possible.
3. When we add ‘in’ to the front of ‘visible’, we get the word invisible. Work in groups and form 10 words adding ‘in’ to other words. inactive incorrect incomplete indirect ineffective informal inhuman insufficient invalid invisible
156 EER Teacher's Resource Book Use these words in sentences of your own. We had a barbecue last Friday. She was tiny, but she had a very loud voice. Can you draw a straight line? There was not a speck of dust anywhere. Her eyes glistened with tears. Did you like that movie about the invisible man?
Comprehension
1. Write True or False against the statements below. a. False b. True c. False d. True e. False f. True
2. Answer the following questions. a. The speaker is at the barbecue. b. He is waiting for sausages and hot dogs to eat. c. He sees a spider. d. It is walking down from the sky. e. No, it doesn’t. f. It has a silver speck at its mouth. g. It is climbing the invisible ladder.
3. Sense the rhythm. a. The repetition of words creates rhythm/music in the poem. b. They might stand for six legs of the spider. c. Yes: blue-gray smoke, tiny spider walking down from the sky, silver speck glistening at its mouth, etc.
Listening
Fill in the blanks with the words you wrote down. a. scary b. species c. poisons d. kill e. monsters f. shiver g. environment
EER Teacher's Resource Book 157 Listen to the record again and answer the following questions. a. He thinks spiders are scary creatures. b. He thinks they are mad. c. Spiders are good at tidying up the environment.
Grammar
1. Give the correct gerund form of these verbs. a. painting b. listening c. playing d. setting e. visiting f. dancing g. reading h. laughing i. being j. drinking
2. Complete the sentences with the gerund form of the verbs in brackets. a. dancing b. singing c. playing d. swimming e. smoking f. being a scientist g. making new h. going i. cooking
3. Is the gerund in the following sentences/questions used as a subject, object or as a complement? a. subject b. object c. subject d. subject e. object f. subject g. complement h. object i. complement j. complement
4. Make sentences using the –ing words below. a. Eating fruit is good for health. b. Reading adds to your knowledge. c. Do you like playing? d. Stop acting and behave like a good child. e. Writing a good essay is not easy. f. Drawing is my hobby.
Lesson 3 Berries of Love
Lead-in These are words from the story that you have going to read next. Discuss what is common among them. They are all abstract nouns. They name different emotions that we experience.
158 EER Teacher's Resource Book Now, use the words to label the pictures below. anger grief despair peace happiness love pain
Vocabulary
1. Choose the correct word for each definition below. very much dearly strong feeling of sadness: grief complete loss or absence of hope: despair a supernatural being: spirit to look at something or someone for a long time: gaze a narrow path: trail completely; totally: entirely go hit or press something so hard that you damage or destroy it: crush
2. Aroma means good smell. How many synonyms of aroma can you think of? smell odour fragrance
3. What does ‘entirely’ mean? How many synonyms of the word can you think of? totally completely wholly fully
4. Use the following words in sentences of your own to express feelings.
Comprehension
1. Use the words in the box to fill in the blanks in the sentences below. a. quarreled b. grief c. missed d. spirit e. attempts f. aroma g. stopped h. home
2. Put the sentences in the correct order to get the gist of the story. a. 7 b. 3 c. 1 d. 4 e. 8 f. 5 g. 2 h. 6
EER Teacher's Resource Book 159 3. Answer the following questions in your own words. a. There was no concrete region for them to quarrel. b. The pain grew with every word spoken. c. He felt very lonely and unhappy. He felt grief and despair. d. The spirit heard the man cry and came to his house. He wanted to help the man. e. He decided to go after the woman and try to make her slow her steps. f. No, he did not. g. The aroma of the crushed berries of love made the woman slow down her footsteps. h. At last, she stopped for her husband, who was coming behind and together they picked berries and ate them. Finally, they returned to their home, where they lived out their days in peace, happiness, and love.
Listening
Listen to the record again and write True or False. a. to love b. emotion c. forever d. instant e. blindly
Grammar
1. Form abstract nouns from the following adjectives. long: length strong: strength wide: width young: youth cruel: cruelty bitter: bitterness wise: wisdom good: goodness vacant: vacancy sweet: sweetness human: humanity free: freedom proud: pride brave: bravery dark: darkness poor: poverty just: justice ignorant: ignorance
160 EER Teacher's Resource Book 2. Now form abstract nouns from these verbs and nouns. Verbs Nouns know: knowledge child: childhood speak: speech brother: brotherhood think: thought mother: motherhood marry: marriage leader: leadership grow: growth friend: friendship fly: flight neighbor: neighbourhood die: death man: manhood
3. Is the coloured noun something you can see, hear, touch, taste, or smell? If not, it is an abstract noun. Circle only the abstract nouns. a. trust b. bravery c. love d. fear e. pride f. anger g. peace h. wisdom i. confidence
Unit Review
Recall what you have learned.
A. Vocabulary
1. Match the words with their synonyms. Then write one other synonym. peace: tranquility calmness red: crimson maroon happy: joyful gay quiet: silence peace angry: furious annoyed rival: competitor contestant
2. Write a single word for each of the definitions below. a. steward/airhostess b. soar c. barbeque d. gaze e. despair f. grief
EER Teacher's Resource Book 161 B. Comprehension
1. Answer the following questions. a. The poem may have been called “Dinner Together” indicating to the barbecue and the spider’s coming down to the ground for food hunt. b. The words “down” and “line” have been written in separate lines perhaps to indicate the short and long steps of the spider. c. According to the story, strawberries are berries of love because they played a vital role in the reunion of the first man and the first woman who had quarreled and separated. d. Yes, he was. When the plane taxied towards the runway, he clenched his mother’s hand. 2. Rearrange the sentences in the correct order. Write numbers 1-6 in the blank spaces. a. 2 b. 6 c. 1 d. 5 e. 3 f. 4
C. Grammar and Structure
1. Change the sentences using the gerund of the highlighted word. a. Writing letters to her mother gives satisfaction to Mina. b. Baking cakes is Priti’s hobby. c. Playing football is not an activity he likes. d. Not getting any sleep last night made him tired. e. Participating in many activities makes her always busy.
2. Fill in the blanks with the words in brackets, using will or be going to. a. will be b. are going to move c. is going to rain d. will faint e. will be f. are going to buy g. will give
162 EER Teacher's Resource Book Unit Three Adventure and Education
Lesson 1 Cooking Camp
Vocabulary
2. Complete the paragraph, using the phrases from the box. “How can I pull it off in just two hours I have left with?”… Rajan got irritated and hung up the phone silently cursing his friend. All his friend can think of is go camping and have fun and a lot of eating. Rajan decided he would skip the adventure as he is on a diet following the Doctor’s advice to keep himself healthy. His mom was rushing in the kitchen. She needed to get to work and drop him to school on the way.
Comprehension
1. Fill in the blanks with the correct words from the box. a. froze b. dreams c. knocked d. returned e. try f. dismissively g. fancy h. readily i. ordered
Answer the following questions. a. Anil felt paralyzed when he saw the flyer for cooking camp. b. He got to work the next day to make money and go to the Cooking Camp. He made cookies. c. He stacked the cookies into cellophane bags, tied a ribbon around each bag with a tag that read Anil’s Gourmet Cookies and knocked door-to- door, trying to sell them. d. No they didn’t buy them. e. Nanima suggested him they could try Puri’s. f. No, he didn’t. He waved his hand dismissively saying he did not want any sweets. g. Anil felt disheartened. Then he made fancy parathas. h. No, he didn’t. It took much effort from Nanima and Anil before he agreed to keep them. i. Kids loved Anil’s parathas and Puri ordered for fifty parathas each week. So Anil’s dream to go on Cooking Camp was fulfilled.
EER Teacher's Resource Book 163 Listening
Listen to the record again and write True or False. a. True b. False c. True d. False e. False f. True
Listen to the record again and fill in the blanks. a. delicious b. addition c. dishes d. hot…cold
Grammar
1. Fill in the blanks with may be or maybe. a. Maybe b. may be c. Maybe d. maybe e. may be f. Maybe g. Maybe h. may be i. may be j. Maybe
2. Consider the situation to help you fill in the blank with maybe or may be. a. may be b. Maybe c. may be d. Maybe e. may be f. may be g. Maybe h. may be
Lesson 2 The Master’s Mistake
2. Match the following phrases with their meaning. stay away: not to attend something wait for: wait until an event occurs come over: to change one’s position cop out: to accept guilt or to avoid getting involved stand up for: to defend oneself or others hurry on: to rush things sit up: to sit up steal away: leave secretively give way: to yield to continued persuasion bend down: bend one’s leg to lower the position
164 EER Teacher's Resource Book 3. Use the following phrases in your own sentences. The government should not give way to terrorism. Don’t cop out on your promise to help me. Why don’t you come over to my house this weekend? Children should stay away from bad company. We should learn to stand up for ourselves.
Comprehension
1. Mark the following statements True or False. a. False b. True c. True d. False e. True f. True g. False h. True i. True j. False k. True
2. Answer the following questions. a. He went swimming. b. The master wrote a not to William’s father, and gave it to William’s brother Joe to carry home. c. Bill told Joe not to give the note to father. d. Joe said he must give it to father as he had promised to the master. e. Bill put pressure on Joe by applying emotional blackmail. f. Joe threw the note away finally. g. Bill felt troubled for breaching the master’s trust and not giving the note to father. h. Bill intended to go and recover the note next morning. i. The rotten timber gave way and he fell into the shaft/hole. j. He was recovered and the two brothers became intimate once again.
Listening
Listen to the record and write True or False. a. True b. False c. True d. True e. False f. False g. True
EER Teacher's Resource Book 165 Grammar
1. Complete the following sentences with will/would as appropriate. a. will repeat b. would help c. would take d. will sleep e. will be able f. Would g. Would h. will not come
2. Complete the sentences with will or would and other necessary information. a. If I have time, I will come to your office. b. I would like some coffee, please. c. I promise I will buy you a gift. d. I did not expect that my dad would be angry. e. I hope we will complete the work on time. f. Do you think they would help us if we asked them? g. I’m not sure whether I will come back tomorrow.
3. Choose the correct answer. a. be b. he’d c. wouldn’t d. played (not play) e. would f. I’d g. like h. he would
4. Read the sentences and decide whether the gap should be filled with ‘will’ or ‘would’. a. Would b. will c. will d. would e. will f. wouldn’t g. won’t h. would
166 EER Teacher's Resource Book Lesson 3 The Sidewalk Racer
Vocabulary
1. Match the words with their correct meanings. whir: to make a fast repeated quiet sound sway: to move or swing gently from side to side sail: a large piece of strong cloth fixed to a tall poll on a boat swerve: to change direction suddenly sailor: someone who works on a boat or ship asphalt: a black sticky substance that is used for making roads; tar skim: to move quickly over the surface of something
2. Sailor and driver are nouns derived from verbs ‘sail’ and ‘drive’. How many similar nouns can you derive from verbs? act-actor clean-cleaner dance-dancer farm-farmer manage-manager paint-painter read-reader teach-teacher write-writer
3. Study the words below. Now, put them in the correct column. Nouns Verbs Adjectives asphalt (can also be adjective) skim whirring sailor swerve automobile sway sail (can also be verb) curve
4. Use the words below in your own sentences. I saw the birds skim the tops of the waves. Asphalt is used to build the roads. A truck swerved across the road. Her mouth curved in a smile. He is easily swayed by the people. I could not hear anything because of the whirring fan.
EER Teacher's Resource Book 167 Does anyone like to grow into a sailor? All the sails of the boat were unfurled. Automobiles have become very common these days.
4. How many smaller words cay you derive from the letters in ‘asphalt’? as at ash has hat lap pat tap last path salt atlas
Comprehension
1. Write True or False against the statement. a. True b. False c. False d. True
2. Answer the following questions. a. He is most probably a young boy skating on the sidewalk in a carefree manner. b. He skates like anything. c. He compares himself with a racing boat and a speeding automobile. d. The theme of the poem is the oneness of the speaker and the skateboard. e. I am the engine that gives power to the skateboard, which has no use without me.
3. Discuss and answer. a. The visual image of the poem represents a person who is riding on a skateboard. b. It is free verse. It has no rhyme scheme. c. It creates a feeling of respect for the superb racer. The reader wishes to do the same. d. The sail and the sailor and driver and the wheel have been given human qualities.
168 EER Teacher's Resource Book Listening
Choose the correct option to fill in the blanks. a. roller-skating b. August 4 c. casually d. rink e. 10 to 12 f. 11 pm g. chatting h. splits
Listen to the record again and answer these questions. a. Jay Z is Beyonce’s husband. b. She is best known for the song ‘Formation’.
Grammar
1. Circle the action verb in each sentence. a. write b. led c. passed d. jump e. cheer
2. Rewrite each sentence with a verb from the word bank below. a. run b. play c. jump d. hit e. walk
3. Underline the action verb. Then write another sentence using the same action verb. a. write: Write an essay on your school. b. led: My Dad led me to the market. c. passed: The racer passed the baton his friend. d. jump: It is foolish to jump off a cliff. e. cheered: We cheered for our school team. f. gathered: He gathered all his books and kept them on the shelf. g. bought: We bought a new TV set. h. went: We went to the market to buy some fruit. i. washed: I washed my hands before meal.
EER Teacher's Resource Book 169 Unit Review
Recall what you have learned.
A. Vocabulary
1. Which words mean the following? Write and then locate them in the word search puzzle below. a. culinary b. asphalt c. swerve d. fossicker e. firm
2. Use the following phrases in your own sentences. His aching legs gave way, and he almost fell. Learn to stand up for yourself. I never thought we’d stage this play, but somehow we pulled it off. I tried to talk to her, but she hung up. The truck picked up speed slowly. You won’t let me down, will you?
B. Comprehension
a. Everybody is after fast food. It relates to the fact that people don’t have time or interest to cook their own food and may totally forget to cook one day.
b. He wants to go to cooking camp. He plans to make it true by working hard.
c. Joe could not say “no” to Bill’s request because he blackmailed him emotionally.
d. He does not like to sleep. He feels better and wants to get up.
e. Bill is a boy who does not seem to be serious about studies. One day he stayed away from school and went swimming. He guessed rightly that the teacher must have written a note to his father. He knew this would put him in trouble and coaxed Joe not to give it to father. He blackmailed him so much that Joe threw away the note. But when he knew that his act disturbed Joe, he went to recover the note and fell into a shaft accidently. 170 EER Teacher's Resource Book He took the risk for his brother. This shows that Bill is true to his word to his brother that he could do anything for him. The story portrays that Bill is a good boy at heart.
f. The expression “asphalt sea” refers to asphalt/roads everywhere.“Asphalt river”, “ribbon of concrete” “nerve of the city”, etc.
C. Grammar and Structure
1. Complete the conditional sentences using will/would (or won’t/wouldn’t) and if/unless. a. I won’t tell you the story unless you let me speak. b. Unless you do your homework, you won’t get a good grade. c. I thought I would miss the bus if I talked to you. d. She will have to come tomorrow if she wants to be absent for five days straight. e. Who would want a puppy? f. If I were you, I would just tell her the truth.
2. Choose the correct option to indicate promise/offer/decision. a. Shall I make you a sandwich? b. I’ll help you with your homework. c. My dad won’t give me more money. d. I won’t have cake, I’ll have fruit. e. Will you always love me? f. We won’t go by taxi tonight.
EER Teacher's Resource Book 171 Unit Four Wit and Humour
Lesson 1 The Grumble Family
Vocabulary
2. The word “jumble” rhymes with “grumble”. meet street feet greet beside satisfied decide divide humble grumble mumble tumble ways stays bays days name same fame game cold scold bold hold
Comprehension
Answer the questions. a. Nobody likes to meet the family because they only complain and grumble. b. No. It is a satire on people who always complain about things and are never satisfied. c. They often grumble about weather, rain, sun. Even when they are pleased with everything they say they have nothing to grumble about. d. Nobody would like to admit that they belong to the Grumble Family. e. No they don’t. f. The worst thing is if anyone stays with them for long enough, he/she would learn their ways and begin to grumble. g. We should not complain and grumble about things in our life.
Listening
Listen to the record and complete the following paragraph. My family lives in Melbourne. There are six people in my family. My mother and father live in a large house. The house has four bedrooms and a big backyard. There are flowers in the front yard. My older brother, Alan, is married with two children. My younger brother, Bill, and my sister, Sue, live at home. My father works in an office in Belmore. He is a manager. My mother works at home and looks after the house. I am very lucky to have a wonderful family.
172 EER Teacher's Resource Book Grammar
1. Make a noun from the word in brackets to fill in the gap. a. achievement b. agreement c. amazement d. appearance e. assistance f. appreciation g. choice
2. Some words function both as a “noun” and “verb”. Decide whether the coloured words are verbs or nouns. a. verb b. noun c. noun d. verb e. noun f. verb g. verb h. noun
Lesson 2 Brer Rabbit and Brer Lion
Lead-in
What are these animals called? Match the animals with their collective names. Animals that live in water: Aquatic animals Animals that live on trees: Arboreal animals Animals that live on land: Terrestrial animals Animals that live on both land and water: Amphibians Animals that spend much of their time in air: Aerial animals
Vocabularyv
1. Choose the correct phrasal verb above and complete the sentences below. a. mess up with b. ran up to c. pick up
2. The verb “run” is frequently used as a phrasal verb. Choose the correct phrasal verb from the box and complete the sentences below. Check the meaning in the dictionary, if you need. a. run through b. ran after c. run for d. ran into e. ran away f. run out of g. ran over
EER Teacher's Resource Book 173 Comprehension
1. Answer the following questions. a. Brer Rabbit started running fearing that a tree might fall on him because of the wind. b. The Rabbit told the Lion that a hurricane was coming. c. The Rabbit suggested the Lion lay down on the ground. But the Lion said the wind might pick him up and blow away. So the Rabbit asked him to hug a tree. d. The Lion feared the wind might blow all day into the night. e. The Rabbit tied the Lion and helped him to hug the tree. f. When the animals saw that the Rabbit had tied the Lion to a tree, they didn’t dare to mess with him.
2. Reflect, discuss and answer. a. Brer Rabbit is more likable because he is a clever character. b. If I were the Lion, I would think carefully about the consequence of being tied to a tree. c. The story gives us a lesson that we should think carefully before we do something or agree to follow someone’s suggestion.
Listening
Write True or False. a. True b. False c. True d. False e. True
Listen to the record again and answer the questions below. a. She was sleeping. b. He was going out of the window. c. He had dark hair and a medium build. d. He was wearing a blue shirt. e. He knocked down the refrigerator. f. He stole all the food. g. It was very bizarre.
174 EER Teacher's Resource Book Grammar
1. Complete the text below with so/such. Findland is so nice place to go on winter holidays. The winter there is so mild and welcoming. You can do snowboarding, skating or any other winter sport; there are so many possibilities. We found such a lovely hotel, and it was so short walk to the skiing slope. Well, winter season in Finland is not so cheap as we expected, but we had such a great time there. It is so tempting to come there every winter, again and again.
2. Rephrase the sentences to replace “such” with “so” and vice versa. a. You have so big and comfortable house. b. This is such a unique and expensive watch. c. You have such an untidy room which is not cozy either. d. She is so lovely kitten. I just love her. e. It was such a difficult question. I could hardly answer it.
3. Complete the sentences with so, too, or very. a. so b. too c. so d. very e. too f. very g. so h. so
Lesson 3 The Wailing Well
Vocabulary
2. The word “taunt” nearly means to tease somebody. And “praise” nearly means the opposite of taunt. Study the word-web of words similar to “taunt” below. And compose a similar word-web for the word “praise” next to it. applaud cheer hail laud
Comprehension
1. Decide if the statements below are True or False. a. False b. True c. True d. False e. False f. True g. False h. True i. Troll
EER Teacher's Resource Book 175 2. Answer the questions. a. Charlie couldn’t pass up Eric’s dare. b. Eric wanted Charlie to look into the “Wailing Well”. c. She wouldn’t admit that she was scared because she was known as the toughest kid. d. Charlie pushed through the crowd and marched towards the “Wailing Well”. e. He gulped and Charlie knew that Eric wasn’t as tough as he showed. f. A stray cat had jumped on the edge of the well and something pulled it inside. It happened so fast that no one saw what had done it. But now a horrible wailing came from the well and people said there was a troll in the well.
Listening
Listen to the conversation between Dad and Daughter. Then, decide if the following statements are True or False. a. False b. False c. True d. False e. False f. True g. False
Listen to the conversation again. Circle the correct meaning of each word or phrase as used in the conversation. spot: a place or a site relive: live in the same way again make me: require me to do something in the second thought: after I think about it for a minute I realize…
Grammar
1. Suppose you are in the following situations. Make two quick decisions each. a. I think I’ll go to the zoo. I think I’ll go shopping. b. I think I’ll go to see the doctor. I think I’ll take some medicine. c. I think I’ll begin preparing for the exams. I think I’ll stop watching TV. d. I think I’ll take some rest. I think I’ll relax. e. I think I’ll stay indoors. I think I’ll have some sleep.
176 EER Teacher's Resource Book 2. Now decide not to do something with the expression ‘I don’t think I’ll…’ I don’t think I’ll go to the party. I don’t think I’ll spend the money. I don’t think I’ll get up early. I don’t think I’ll wash the dishes. I don’t think I’ll come to your place. I don’t think I’ll take part in the dance competition.
3. Answer the following questions as in the example. a. I am thinking of going out to the market. I intend to go to a party. b. I am going to take a hot shower. I am planning to bathe my child. c. I am thinking of painting the wall. I am intending to paint a picture.
Unit Review
Recall what you have learned.
A. Vocabulary
1. Fill in the blanks with appropriate forms of the given phrasal verbs. a. met up with b. ran into c. messing with d. dies down e. setting off
2. Circle the correct word to complete each sentence. a. bare b. aunt c. ball d. knew e. grown f. loan g. peace h. rode i. passed j. steel
Comprehension a. He means to say that the tendency to grumble is easily transferred to persons who come across people with such habit. b. The Grumble family mostly complain about the weather.
EER Teacher's Resource Book 177 c. Brer Rabbit outsmarts Brer Lion by telling him to hug a tree to save himself from a hurricane. d. Once there was a rabbit named Brer Rabbit. One day a great wind blew on the ground and on the tops of the trees. He thought a tree might fall on him, so he started running to safety. However, suddenly he came across a lion who roared why he was in a hurry. So he told Brer Lion that a hurricane was coming and he was running to save his life. This made the lion frightened as he was heavy and could not run. Brer Rabbit told Brer Lion to hug a tree and tied him to it. After a while Brer Lion got tired of hugging the tree. And there was no sign of hurricane. The lion asked the rabbit to untie him but he said he was afraid to do so. The lion became furious and roared like anything and all the animals in the jungle came to see what had happened. When they saw what Brer Rabbit had done to Brer Lion, they didn’t dare to mess with him again. e. Eric acted like a tough child. He challenged his friends to dare this or that thing. But he himself was not as tough as he showed himself to be. He was exposed when he dared Charlie to look into the well. Charlie took up the challenge and not only found out the truth about the wailing well but also rescued the cat trapped there. She was known as the toughest kid in grade five and she proved it with her bold act. f. Because they wanted to make fun of the idea that there was a troll in the well.
Grammar and Structure
1. Use such, too, so, or very. a. so b. such c. too d. very e. so f. such
2. Choose –ing form or to infinitive of the verbs to complete the following sentences. a. having b. taking c. to enroll d. answering e. talking f. retaking g. to stand up h. to choose
178 EER Teacher's Resource Book Unit Five Science and Environment
Lesson 1 The Useless
Vocabulary
2. Add two more words to complete the list below. able ability activity equality evade evasion inclusion revision reduce reduction attraction solution
Comprehension
1. Complete the following. a. guru and a disciple/ teacher and a student b. useless c. useful d. appreciate useless things
2. Answer the questions. a. Because he thinks Chung’s teaching is centred on what has no use. b. No, he is not. Because if we have no appreciation for what has no use, we cannot begin to talk about what can be used. c. He says the earth is broad and vast, but a man uses only a few inches of all this expanse to stand. d. He makes a point that humans don’t need the entire earth to live. e. We learn that even things that have no immediate use are necessary for our existence.
Listening
Listen to the conversation between Mina and the Store Clerk. Choose the right answer. a. Salesberry b. Two c. a smaller size d. try on clothes e. buy the sweater f. she will write a check instead g. a school lunch card
EER Teacher's Resource Book 179 Grammar
1. Put in the verbs in brackets and form conditional sentences. a. will do b. will help c. rains d. learn e. would pass f. sold g. would invite
2. Use the main clauses in the box to complete the if clauses below. a. he’ll never take and umbrella with him b. he would know about the history test c. he will get fat d. it would not smell in our room e. he would be in the school team f. he could be better in Social Studies g. his neighbours would not be angry with him h. he can save money i. the air in the room would be better j. his parents would buy him a new one
Lesson 2 Brother Wolf
Vocabulary
Add two words formed with each prefix to the list of words below. Also, make sentences using them. im+polite impolite imperfect impossible dis+honest dishonest disappear disagree il+legal illegal illiterate illegible I don’t like impolite persons. We live in an imperfect world. Nothing is impossible in life. Never be dishonest. They disappeared in the distance. You can always disagree with me.
180 EER Teacher's Resource Book To take drugs is illegal. Many people in Nepal are still illiterate. Your handwriting is illegible. I would like you to write legibly.
Comprehension
1. Answer the questions. a. The narrator of the story is a wolf. b. It speaks to man/human beings. c. It claims to have witnessed man’s discovery of fire and strange tools. d. Wolves and humans existed together for a long time. e. Because humans had a close link with wolves in the past. f. Humans have not only moved away from the forests but also destroyed them and killed the wolves. So they have become strangers to wolves. g. Dogs are the tame ones. Other domestic animals are also tame ones. He says the tame ones have lost their spirit to live in the wild.
2. Reflect, discuss and answer. a. The writer is trying to suggest that wild animals and humans are like cousins. They are dependent on each other. b. If humans don’t protect the environment, they will invite risk to their own lives. c. All animals in nature, like humans, have their own importance in the ecosystem. If any species disappear, the entire ecosystem will be disturbed and the humans will be affected too.
Listening
Listen to the conversation between Diana and Doug. Then, decide if the following statements are True or False. a. True b. True c. False d. False e. True f. False
Listen to the conversation again and fill in the gaps. a. gorgeous b. KFC c. Murray d. Frisbee…a softball e. some napkins f. thunder
EER Teacher's Resource Book 181 Grammar 1. For each of the following sentences, choose either “used to” or “would”. If both are possible, use “would”. a. would b. used to c. used go d. would e. used to f. used to g. would h. used to
Lesson 3 The Butterfly in a Bottle
Vocabulary
2. The word “butterfly” is a compound word. It means the word is a compound of two words – butter and fly. a. Match the words on the left with the words on the right and form meaningful compound words. baseball butterfly babysitter earthquake eyeball bookcase underdog football b. Complete the sentences choosing the right compound word from the list you have made above. i. butterfly ii. bookcase iii. baseball iv. eyeball v. underdog vi. earthquake vii. babysitter viii. Football
Comprehension
1. Decide if the statements below are True or False. a. False, it was only a dream. b. False c. True d. False e. False f. True g. True h. True
2. Answer the questions. a. Poltu caught the butterfly for his biology project in school. b. Because he had won the football match and was getting ready to receive the trophy. c. He anticipated them to come up with diagrams from their books. d. He wanted to do something different that would be interesting. e. It had red, green and blue wings. It looked beautiful when it fluttered its wings. f. Lack of water and fresh air almost killed the butterfly. g. He poured a little water from the drinking-glass into the jar. h. It was set free and went back to where it belonged.
182 EER Teacher's Resource Book 3. Reflect, discuss and answer. a. No, I don’t think it’s a good idea. b. If I were Poltu, I wouldn’t catch the butterfly in the first place. To catch it is to violate its freedom. c. We learn that we should let all the creatures live where they belong.
Listening
Listen to the conversation. Decide whether the following statements are True or False. a. False b. False c. False d. True e. True f. False g. False
Grammar
1. Write “while” or “when”. a. when b. While c. while d. when e. while f. when g. while h. when
2. Write the correct form of the verbs. a. travelling b. fell down c. broke d. was not looking e. died f. was sleeping g. heard h. called
Unit Review
Recall what you have learned.
A. Vocabulary
1. Use the following words in sentences of your own. I am in a dreadful situation. Don’t make any mischief. He had to exert all his strength to move the stone. I am planning to exhibit all my art works. We went in search of the treasure. He stared into the impenetrable darkness. His wife’s death left a void in his life. He’s an absolute fool.
EER Teacher's Resource Book 183 2. For each suffix given below, list at least three words. -tion position pollution solution -dom freedom kingdom wisdom -ful beautiful dreadful careful -ency currency tendency dependency
B. Comprehension a. It means humans domesticated the animals that used to be wild for meat. b. The wolf implies that they didn’t. He says they lost their spirit to live freely in the wild. c. Even things that we don’t use are indirectly related to things we use. d. We shouldn’t destroy things that we think are of no use for us. e. Things we are using cease to serve any purpose when they are detached from things we don’t use. It means we should give equal importance to things we are not using. f. Poltu was a curious child who wanted to do something different as a student. He caught a butterfly to take it to school as a part of his biology project. His initiative made the class very interesting. He felt like a star for being treated like royalty. But when he found the butterfly motionless during the night, he felt worried about its life. So he took the butterfly out and released it. When the butterfly was gone, he missed it but he felt happy that he had sent the butterfly back to where it belonged.
C. Grammar and Structure
1. Write the correct form of the verbs. a. play b. danced c. was cooking d. were… would e. writes…gets/wrote…got
2. Complete the sentences, using when, while, during or as. a. during b. when c. while d. during e. while f. when g. as
184 EER Teacher's Resource Book