English, Unit 10, Unit 11
Unit - 10
Past Events
Reading I
Dinner with Father
B. Answer these questions.
a. Where did the son and his father have their dinner?
Answer π The son and his father had their dinner in a restaurant.
b. Did the father knowingly drop the food down his front? Why?
Answer π It is not specified in the story whether the father knowingly dropped the food down his front or not.
c. Why did the son take his father to the washroom?
Answer π The son took his father to the washroom to clean up the food particles and remove the stains from his shirt and trousers.
d. Why do you think everyone was silent in the restaurant?
Answer π Everyone was silent in the restaurant because they were impressed by the son's caring and respectful behavior towards his father.
e. What lesson did you learn from this story?
Answer π The lesson learned from this story is the importance of love, care, and respect for one's elders and the positive impact they can have on those around us. It also highlights the importance of being understanding and compassionate towards others, regardless of their appearance or behavior.
C. Put the events of the story in order.
Answer π
d. A son and his father went to a restaurant.
c. The father dropped some food down his clothes.
a. The son helped his father clean the clothes.
e. Another old man called the son.
b. The old man told the son that he had given a lesson for every son.
Writing I
Write 1 to 12 in the boxes to put the following sentences in order to make a story.
Answer π
d. A villager had a donkey.
c. One day, he loaded his donkey with salt and took his way to the town.
a. There was a stream on the way.
b. A good deal of salt was washed away and the donkey felt light.
g. The donkey took it as a good trick.
e. The donkey played the same trick and the load became lighter.
j. Next day, the villager again loaded the donkey with salt.
l. The donkey tried the same trick.
k. The master came to know its trick.
f. On the third day, he loaded the donkey with a bale of cotton.
h. The cotton load became heavier.
i. While crossing the stream, the donkey fell down.
Now, write the story in your notebook.
Once upon a time, a villager had a donkey that he used to carry goods to the town. One day, he loaded his donkey with salt and set off on his journey. On the way, there was a stream, and while crossing it, the donkey fell down. The good deal of salt was washed away, and the donkey felt light. The donkey took it as a good trick and played the same trick the next day when the villager loaded it with salt again.
The master of the donkey came to know about its trick, and on the third day, he loaded the donkey with a bale of cotton. The cotton load became heavier, and the donkey tried to play the same trick. However, the donkey fell down, and the cotton was ruined. The donkey learned its lesson that honesty is always the best policy.
The story teaches us that it is not good to cheat and deceive others to get what we want. We should be honest in our dealings and always do the right thing, even if it is not the easiest thing to do.
Grammar
B. Fill in the gaps with the past form of the verbs given in the brackets.
Answer π
a. I received your email this morning.
b. Purna gave a birthday party yesterday.
c. I heard a new song on the radio an hour ago.
d. My sister lost a room key last week.
e. I went to bed late last night.
f. Paras made a century in the final match.
g. Sandeep flew to India yesterday to play cricket.
h. My dad told them a nice story yesterday evening.
i. Susan came to Kathmandu ten years ago.
j. We spent the summer holiday in Dhangadi.
k. He called me just an hour ago.
Reading II
Telephones
C. Answer these questions.
a. Where was Alexander Graham Bell born?
Answer π Alexander Graham Bell was born in Scotland.
b. What were his childhood interests and hobbies?
Answer π Alexander Graham Bell was interested in music, poetry, and art as a young boy.
c. Why did he build a small workshop?
Answer π He built a small workshop because he continued his experiments with sound there.
d. Why did he go to Boston?
Answer π He went to Boston to teach hearing-impaired students.
e. What were his first words on the telephone?
Answer π The first words spoken on the telephone by Alexander Graham Bell were "Mr. Watson, come here. I want to see you."
Writing II
B. Rewrite these sentences using commas (,).
Answer π
a. February, March, and April are my favorite months.
b. Dilip, Ramu, Nabina, and Ramlakhan are my best friends.
c. In the winter, we need warm clothes.
d. My favorite colors are pink, blue, and green.
e. September 20, 2015, was an important day in the history of Nepal.
f. Ranjit, my brother, is a teacher.
g. Excuse me, can you help me?
h. Yes, you are right.
i. Hi, how are you?
j. Without water, life is impossible.
Teacher Help
10.5 Grammar
In this section, students will practise using the past form of verbs to make sentences in the past
tense.
Objective
Use correct verb forms to make sentences in past tense
Follow these steps:
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These sentences are from the story ‘Dinner with Father’. Fill in the spaces with missing
words.
a. Begin with the concept of regular verbs. Explain that verbs form the past tense by adding "ed"
to the end of the word. For example, the present tense verb "walk" becomes "walked" in the
past tense.
b.Present a list of verbs and their past forms used in the sentences. Show students some
examples of regular and irregular verbs.
c. Now, ask students to do Activity A. Ensure that they understand the task.
d.Ask them to read their answers aloud.
e. Write the answers on the board and allow students to correct their work.
Answers
a. A son took his father to a restaurant.
b. He dropped food on his shirt.
c. He removed the stains.
d. He combed his father's hair.
e. The son paid the bill.
B. Fill in the gaps with the past form of the verbs given in the brackets.
a. Present a list of these verbs on the board: receive, give, hear, lose, go, make, fly, tell, come,
spend, call.
b. Have students work with their partners to find the past forms of the verbs.
c. Now, ask them to fill in the blanks with the past form of the verbs given in the brackets.
d. Make sure that the students have the following answers:
Answers
a. I received (receive) your email this morning.
b. Purna gave (give) a birthday party yesterday.
c. I heard (hear) a new song on the radio an hour ago.
d. My sister lost (lose) a room key last week.
e. I went (go) to bed late last night.
f. Paras made (make) a century in the final match.
g. Sandeep flew (fly) to India yesterday to play cricket.
h. My dad told (tell) them a nice story yesterday evening.
i. Susan came (come) to Kathmandu ten years ago.
j. We spent (spend) the summer holiday in Dhangadi.
k. He called (call) me just an hour ago.
10.6 Listening
In this section, students will listen to a story about a thief and will complete the exercises.
Objective
Listen to the audio text and complete the comprehension tasks
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Materials
Audio file and audio player
Follow these steps:
A. Look at the picture and answer these questions.
a. Ask students to look at the picture and answer the pre-listening questions given in the
textbook. Elicit the responses such as:
Someone is sleeping in the first picture.
There is a thief coming in through the window at night.
b. Ask if students have experienced or witnessed an incident where a thief stole something.
Ask them when the incident happened and what objects the thief stole.
c. Listen to students' responses. Don't interrupt or correct them. This will encourage them to
speak freely. Encourage students to share their own experiences. This will help to create a
more engaging and interactive discussion.
B. Listen to the recording/audio and complete the sentences with the given words.
a. Tell students that they are going to listen to a story in the audio. Remind them that they will
listen to the audio three times.
b. Play the audio for the first time. Students are expected to get the gist of the story.
c. Ask the students what they heard in the story.
d. Tell them to go through the questions given in Activity B. Allow them 1 to 2 minutes to read
the questions. Make sure that they understand the questions.
e. Play the audio for the second time and ask them to write the answers to the questions.
f. Go around the class and observe whether all the students are doing it right.
g. Play the audio again. This time, let students correct their answers if required.
h. Make sure that all the students have got correct answers to the questions.
Answers
a. Emma was sleeping in the bedroom.
b. The thief came at midnight.
c. The thief first went into the kitchen
d. The noise made Emma wake up.
e. Emma went into the kitchen slowly.
C. Have you heard a story like this from either your family, friends or from a movie? Share
it with your friends.
a. Get the students in pairs and ask the question: Have you heard any story like this?
b. Have them think and share in pairs from their experiences.
c. Encourage students to respond. This will help everyone get involved in the post-listening
discussion.
10.7 Reading II
This is the second reading text in Unit 10. It is about the history of telephones.
Objectives
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a. Learn the words: Mobile phones, invented, interested in, affected, deaf, sound, voice,
experimented, workshop, hearing impaired, focused, invention, spoke.
b. Read the text and complete the comprehension tasks
Materials
Pictures, real objects
Follow these steps:
Pre-reading activities
a. Ask students the questions given in the pre-reading section.
b. Tell them to preview the given text.
c. Ask them what the text is about. Elicit the responses such as: This text is about the history of
telephones.
d. Write/show these words on the board: Mobile phones, invented, interested in, affected, deaf,
sound, voice, experimented, workshop, hearing impaired, focused, invention, spoke.
e. Have students practise the correct pronunciation of these words.
f. Present the word meanings with the help of real objects, pictures, and definitions. Encourage
students to use the words in sentences.
While-reading activities
a. Read the text aloud at a normal pace and with clear pronunciation.
b. Ask any two students to read the text aloud.
c. Ask the students to quickly scan the text and find out the following facts.
Who invented the telephone?
When did he become completely deaf?
Who was Helen Keller?
What did he say first on the telephone?
d. Elicit the responses like:
Alexander Graham Bell invented the telephone.
He became deaf after 12 years.
Hellen Keller was his student.
His first words were “Mr. Watson, come here. I want to see you.”
e. Discuss other facts mentioned in the text.
f. Have students read the text again and do Activity A. For this, let them work in groups.
g. Once they have completed the task, ask them to read their sentences.
h. Help them with example sentences such as the following:
Example Sentences
Mobile phones are used for communication.
There are more than six billion mobile phones in the world.
Alexander Graham Bell invented the telephone.
He taught hearing impaired students in the US.
We repair bikes in a workshop.
I experiment with different types of food for better health.
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For Activity B,
a. Tell students to read the question and work in pairs to find the possible answers from the
text. Ask them to complete the table with the correct information.
b. Move around the class and check whether any students are struggling to find the answers.
c. Identify struggling pairs and provide them with extra support while others work
independently.
d. Make the following table on the board and ask the students to correct their answers.
Events Year
Moved to Canada In 1870
Moved to Boston 1871
Focused more on experiment 1873
Invented telephone 1876
For Activity C,
a. Tell students to work in the same pairs to answer the questions from a-e.
b. Move around the class and monitor their performance.
c. Help them locate answers from the text and organize the answers in the correct way.
d. Once they complete the task, let some pairs read their answers to the class.
e. Write the correct answers on the board and tell students to check their answers.
Answers
a. Alexander Graham Bell was born in Scotland.
b. His childhood interests and hobbies were music, poetry, and art.
c. He built a small workshop to continue his experiment of sounds.
d. He went to Boston to teach hearing impaired students.
e. His first words on the telephone were “ Mr. Watson, come here. I want to see you.”
Post-reading activities
D. Have you or any of your family members or friends ever used a mobile phone? How did
you feel?
a. Start by sharing your own experience of using a mobile phone. This will help to make the
task clear for students and give them an idea of what to expect.
Ask students the following questions:
When did you first use a mobile phone?
Why did you like it?
What are the good things and bad things about using mobile phones?
b. Allow students a few minutes to think about their answers.
c. Have students share their experiences in turn.
10.8 Pronunciation II
This is a second pronunciation task in this unit where students will learn to pronounce the words
with the vowel /e/ in the word medial position.
Objective
Pronounce the words with the vowel /e/ in the word medial position
Materials
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Recorded pronunciation of the given words
Follow these steps:
a. Ask students to look at the list of the words in the exercise and ask them what sounds the red
letters might make.
b. Read these words aloud to provide an appropriate model: there, parents, where, care air,
share, chair, pair, rare, wear. You can also play a recording of the words.
c. Ask students to listen carefully and follow along.
d. Students will repeat the words several times until they grasp the correct pronunciation.
e. Pair up students and have them practise pronouncing the words together.
f. Move around the classroom and observe students while they are practising.
g. Help students with correct pronunciation if necessary.
10.9 Speaking
In this speaking activity, students will practise narrating the past events through a game.
Objectives
Ask and answer questions that demand the narration of events in the past
Materials
Textbook or enlarged copy of the chart from the book
A dice
[Prepare/collect the materials beforehand]
Follow these steps:
A. Work in pairs and take turns to ask and answer the questions.
a. Ask students what they did yesterday.
b. Write their responses on the board.
c. Get students into pairs.
d. Have them ask and answer the questions given in the book to each other.
e. Walk around the classroom and monitor their performance.
Example
Student A: What did you do yesterday?
Student B: I read a story. I found it very interesting.
Student B: Where did you go on your last holiday?
Student A: I didn’t go anywhere. I stayed at home.
B. Work in pairs. Take turns, roll a dice, and answer the questions.
a. Divide students into groups of 2-3.
b. Place the book flat on the desk and make small paper coins with each student’s name.
c. Have students get a dice and take turns to roll a dice.
d. Let them start from the bottom left corner and move the coins.
e. The student will answer the question as s/he reaches it.
f. Coins may move forward or get back to previous steps.
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g. The student who can answer the questions and reach the top right corner first becomes the
winner.
10. 10 Writing II
In this section, students will practice the use of commas and they will also write a short
paragraph describing a past event.
Objectives
Use comma appropriately
Write a short paragraph describing a past event
Materials
Flash cards with punctuation marks
Follow these steps:
A. Study the following examples. Notice the comma (,).
a. Ask students to study the examples and notice the use of commas.
b. Show flash cards with different punctuation marks and ask students to identify them.
c. Stick a card with ‘comma’ on the wall/board for explanation with examples.
d. Tell how commas play a role in listing words, and clauses.
e. Ask students to write one sentence using a comma in their notebooks and then read the
sentence aloud.
B. Rewrite the sentences using commas (,).
a. Have the students work individually to rewrite the sentences with commas in appropriate
places.
b. Write the correct answers on the board and let the students correct their answers.
Answers
a. February, March and April are my favourite months.
b. Dilip, Ramu, Nabina and Ramlakhan are my best friends.
c. In the winter, we need warm clothes.
d. My favourite colours are pink, blue and green.
e. September 20, 2015 was an important day in the history of Nepal.
f. Ranjit, my brother, is a teacher.
g. Excuse me, can you help me?
h. Yes, you are right.
i. Hi, how are you?
j. Without water, life is impossible.
For Activity C and Activity D,
a. Ask students to read the given paragraph about a birthday celebration.
b. Tell them to read the instructions for Activity D.
c. Tell them to recall their last birthday celebration.
d. Teach the keywords required to describe a birthday celebration such as: invited, arrived,
greeted, prepared, wished.
e. Write these words on the board.
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f. Ask them the questions like:
When did you celebrate your birthday?
Who was invited to the birthday?
What did you do at the birthday party?
g. Now, ask them to write a paragraph describing how they celebrated their last birthday.
h. Check their written work and provide them with individual feedback.
10.11 Do it by yourself.
This is a project in which students work individually to draw pictures of different mobile phones.
You can assign this task as homework.
Follow these steps:
a. Instruct students to prepare a chart with drawings and pictures of mobile phones.
b. Remind them about the proper size of a chart and pictures.
c. Ask them to demonstrate their chart in the classroom.
d. Let them observe each other’s work.
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Unit - 11
Giving Reasons
The Land of Nod
a. Find the missing letters of these words from the above song and read them aloud.
Answer π
i. abroad
ii. land
iii. streams
iv. dreams
Reading I
My Pet
A. Match the words on the left with the meanings on the right:
Answer π
A---------------------B
a. scared ------ iii. afraid
b. wiggled --------- iv. moved from side to side
c. sharpener ------------ ii. a tool that makes things sharp
d. scarf --------------- v. a piece of cloth that is worn around the neck
e. chased --------------- i. ran after somebody or something
B. Link the phrases on the left to the phrases on the right to make meaningful sentences.
Answer π
a. The shark wiggled his fin.
b. The neighbours became nervous.
c. Rover's teeth opened a can by smiling.
d. A scarf was tied around the neck of Rover.
C. Answer these questions.
a. Why was Peter first afraid of the shark?
Answer π Peter was first afraid of the shark because when the shark swam up to their boat, it had more teeth in its mouth than a tree has leaves.
b. What name did Peter give to the shark?
Answer π Peter named the shark Rover.
c. How did Peter and the shark give services to their neighbours?
Answer π Peter and the shark went door to door to share its services as a knife sharpener and a can opener. Its teeth were so sharp that it could open a can by smiling at it and sharpen a knife by licking it.
d. Why did Peter tie a red scarf around the neck of the shark?
Answer π Peter tied a red scarf around the neck of the shark so that no one would confuse it with another less friendly shark.
e. Why did the shark chase the boats?
Answer π The shark chased the boats because it loved them so much.
Grammar I
C. Change the following into negative sentences.
Answer π
a. My parents didn't take me to the theatre last Friday.
b. We didn't watch the cricket match yesterday.
c. They didn't play volleyball after school.
d. My uncle didn't return home from India three days ago.
e. I didn't see a tiger in the zoo.
Grammar II
B. Choose the correct words from the brackets to make meaningful sentences.
Answer π
a. A cat entered the room and ate the fish.
b. I am tired because I didn’t sleep well last night.
c. I was very hungry but I had no money.
d. Mary saw a doctor last week because she was sick.
e. People wear warm clothes in Dolpa because it is cold there.
f. She got a lower grade in science but she got a higher grade in English.
g. She didn’t receive my phone call because she was busy yesterday.
h. I asked for directions and managed to reach your home.
i. The ball looks nice but I don’t like it.
j. I returned home and watched TV for an hour.
Teacher help
11.2 Reading I
This is the first reading text in Unit 11. It is a text about a strange pet.
Objectives
a. Learn the words: share, pet, scarred, wiggling, nervous, sharpener, opener, licking, scarf,
chased.
b. Read the text and do the comprehension tasks
Materials
An enlarged picture of a shark (or a picture on your mobile phone)
Follow these steps:
Pre-reading activities
a. Show the picture of a shark to students. Ask some questions like:
What do you see in the picture?
What do you know about sharks?
b. Ask students to read the pre-reading questions given in the textbook and discuss the answers
to those questions with their partners.
c. Tell them that they are going to read a text about Peter and his pet shark.
d. Write these words in red on the board: share, pet, scarred, wiggling, nervous, sharpener,
opener, licking, scarf, chased.
e. Ask students to guess their meanings from context.
f. Clarify the meaning of the words with the help of definitions, pictures, examples, or actions.
While-reading activities
a. Read aloud the text for the first time.
b. Then, divide the class into four groups as there are four paragraphs in the text. Number the
paragraphs 1, 2, 3, and 4.
c. Get four strips of paper with the numbers 1, 2, 3, and 4 written on them. Fold the papers and
ask each group to pick up one.
d. Now, ask each group to read the paragraph they have been assigned and discuss it.
e. Then, have one member from each group explain the paragraph to the whole class. Start
from paragraph 1.
f. Once all the groups have explained the paragraphs assigned to them, tell the complete story
once again covering the information missed by any of the groups.
g. Ask the students to read Activity A and Activity B and do the tasks individually. Make sure
that they understand the tasks.
h. When they complete the work, have some students read out their answers to the class.
i. Write the right answers on the board and let students correct their work.
j. Have students work in pairs. Ask them to read the questions from a-e given in Activity C.
k. Assign one question to each pair and tell them to find the answer to the question.
l. Move around the classroom and monitor whether students need help to find out the answer
from the text. If so, help them find the answer from the text and organize the information in
a sentence.
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m. Let all the pairs read their answers. Correct their answers if necessary.
A. Answers
a. scared: afraid
b. wiggled: moved from side to side
c. sharpener: a tool that makes things sharp
d. scarf: a piece of cloth that is worn around the neck
e. chased: ran after somebody or something
B. Answers
a. The shark – wiggled his fin.
b. The neighbours – became nervous.
c. Rover’s teeth – opened a can by smiling
d. A scarf– was tied around the neck of Rover.
C. Answers
a. Peter was afraid of the shark because he had many teeth in his mouth.
b. Peter named him Rover.
c. Peter and the shark went door to door to share his services as a knife sharpener and a can
opener.
d. Peter tied a red scarf around the neck of the shark so that no one would confuse him with
another less friendly shark.
e. The shark chased the boats because he loved them so much.
Post-reading activities
a. Once again, show the pictures of different animals that you showed in the ‘Getting
started’ section to students.
b. Get them to share any interesting stories about their pet with their friends.
c. Encourage students to respond. This will help everyone get involved in the post-reading
discussion.
11.4 Writing
In this section, section will write a paragraph about their favourite pet.
Objective
Write a paragraph about a favourite pet
Follow these steps:
a. Tell students to read the paragraph given in the writing section.
b. Ask them what information about the pet they found in the paragraph.
c. Write their responses on the board.
d. Check whether their responses cover the answers to the following questions:
What is the pet's name?
What kind of pet is it?
What does the pet look like?
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What does the pet do?
What does the writer like about their pet?
e. Instruct students to write a similar paragraph about their favourite pet.
f. Provide the following clues:
What is the name of the pet?
What does it look like?
What does it like to eat?
Where does it live?
How do you take care of it?
How do you spend your free time with it?
g. Now, tell students to write a similar paragraph about their favourite pet using the clues
given above.
h. When they complete the work, ask them to compare their work with their friends and ask
a couple of students to read aloud their answers.
i. Check students’ written work and provide them with individual feedback.
11.3 Pronunciation
In this section, students will practise pronouncing the vowel sounds /ΙΛ/ and /ΙΙͺ/ in the words.
Objective
Identify the vowel sounds /ΙΛ/ and /ΙΙͺ/ in the given words
Materials
Word chart with the words given in the book
Follow these steps:
a. First, pronounce the four words in the first row and tell students to repeat them after you.
The words have /ΙΛ/ sound. Let them follow you until they grasp the correct pronunciation of
the words.
b. Later, pronounce the four words in the second row and tell students to repeat them after you.
The words have /ΙΙͺ/ sound. Let them follow you until they grasp the correct pronunciation of
the words.
c. Pair up students and have them practise pronouncing the words together.
d. Ask students if they know any other words with these two sounds.
11.5 Grammar
This grammar section is about the use of simple past tense.
Objectives
a. Change the sentences from simple present tense into the simple past tense
b. Change the affirmative sentences in simple present tense into the negative sentences in
simple past tense
Follow these steps:
A. Study the following example sentences.
a. Ask students to read the set of sentences given in the book.
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b. Then ask them to explain the differences in the structure of two sets of sentences.
c. Let them remember how they formed the past form of the verbs in the previous unit.
d. Write some sentences in simple present tense on the board and ask students to transform
them into simple past tense. Write their responses on the board.
e. Correct their responses if necessary.
f. Give them some more example sentences in simple present tense related to their everyday
life. Encourage them to transform them into simple past tense.
g. Now, instruct them to transform the sentences in Activity B into simple past tense.
h. When they finish, tell them to exchange their notebook with their partners sitting next to
them and compare their answers.
i. Write the answers on the board and let the students correct their work.
Answers
a. They completed their classwork.
b. They washed their hands before lunch.
c. The boys performed on the stage.
d. Raju took a bath after dinner.
e. An ambulance took the patients to hospital.
f. The girls went to the beach on holiday.
g. Girls dropped litter into the dustbin.
h. The driver drove the bus to the station.
i. Paul gave a gift to Durga.
C. Change the following into negative sentences.
a. Make a table on the board. Write a few sentences in simple past tense on the left column and
their negative forms on the right column.
b. Invite some students to the front and ask them to underline the verbs in both types of
sentences.
c. Now, explain with sufficient examples how the negative form of each sentence is made.
Focus on the change in the form of verbs and the use of contractions.
d. Tell them that the first set of sentences are in positive or affirmative form and the second set
of sentences are in negative form.
e. Ask students to work in pairs and change the sentences in Activity C into negative.
f. Write the answers on the board and let students correct their work.
Answers
a. My parents didn’t take me to the theatre last Friday.
b. We didn’t watch the cricket match yesterday.
c. They didn’t play volleyball after school.
d. My uncle didn’t return home from India three days ago.
e. I didn’t see a tiger in the zoo.
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11.6 Listening
In this section, students will hear a man’s opinion about keeping dogs as pets.
Objective
Listen to the audio and do the comprehension tasks
Materials
Audio file and audio player
Follow these steps:
A. Answer these questions.
a. Ask students to look at the picture and answer the pre-reading questions given in the
textbook.
b. Elicit the responses such as: The dogs safeguard our house. Some people are dog lovers, etc.
B. Listen to the audio and fill in the blanks with the correct words.
a. Tell students that they are going to hear a man’s opinion regarding keeping dogs as pets.
b. Tell them to go through the questions given in Activity B. Allow them 2-3 minutes to read
the questions.
c. Play the audio and ask students to complete the sentences.
d. Go around the class and check whether all the students have written the answers.
e. Play the audio again and let them check their answers.
f. Play the audio for the third time, if required.
g. Ask 2-3 students to read out their answers to the class.
h. Make sure that all the students have correct answers.
Answers
a. pretty b. member c. stranger d. dangerous e. children
C. Do you know anything else about dogs? Tell your friends.
a. Let students talk in pairs about dogs.
b. Move around the class and listen to the students talking to each other.
c. Appreciate their attempt to speak and encourage them to talk.
d. Provide them feedback if necessary.
11.7 Reading II
This is the second reading text in this unit. It includes three short messages.
Objectives
a. Learn the words: begun, sincere, glad, suspended, instead
b. Learn the template of short messages
c. Read the text and answer the questions based on it
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Follow these steps:
Pre-reading activities
a. Ask students to read the pre-reading questions given in the text.
b. Tell them that they are going to read a text with short messages.
c. Write these words on the board: begun, sincere, glad, suspended, instead.
d. Tell students to scan the text and find these words in the text.
e. Help them find the words in the text and guess their meanings.
f. Follow the Meaning Form Pronunciation model to teach the words.
While- reading activities
a. Read aloud the first text and ask students what they understood from the text.
b. Ask them the text related questions such as:
Who was with Bonu?
Why is Bonu writing the text?
Who are the addresser and the addressee?
c. Likewise, read aloud the second and the third texts followed by text-related questions. Later,
ask students to share their understanding of the texts.
d. Tell them to notice the similarity in the template of the messages.
e. Ask students to do Activity A. They need to choose and match two parts of the sentences.
f. Have one student read aloud his/her answers.
g. Ask the other students whether his/her answers are right or wrong. If they say that the
answer is wrong, ask them to tell the right answer.
Answers
a. Bonu – thanks her friend.
b. Principal – welcomes the students.
c. Rachana – leaves a message.
d. Rosy – is Sapana’s friend.
B. Answer these questions.
a. Tell students to look at the questions given in Activity B. Make sure that they understand all
the questions.
b. Find the answer to the first question together. For this, read the question and ask students to
find the answer to this question from the text.
c. Organize the information in sentence/s and write the answer to the question on the board.
d. Now, ask the students to read the rest of the questions from b-e and find the answers to the
questions from the text. Assign this activity as an individual task.
e. Move around the classroom and identify struggling readers. Provide them with extra support
while others work independently.
f. When students complete the task, write the answers on the board and let students correct
their answers.
Answers
a. Yes, Bonu is grateful to Roma because she was always with her when no one was with
her.
b. The principal is feeling happy because all of the students are there.
c. The principal tells the students not to fear.
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d. The music class was cancelled because the teacher was not well.
e. The next music class is on Sunday.
C. Post-reading activities
Post-reading activity is not given in the textbook. Therefore, think of some situations from our
daily life. Ask the students to write short messages. For Example: Imagine that your brother is
getting married next month and you have a pre-wedding gathering at home this Saturday. Write a
message to your best friend inviting him to the gathering.
11.8 Speaking
This section emphasizes the language function: giving reasons. There are two activities: read and
act, use speaking cards and take turns to give reasons.
Objective
Provide reasons for the given situations
Follow these steps:
A. Read and act.
Tell students to read the expressions given in the boxes.
Ask them to focus on the words in red, ‘because’ and ‘so’. Write these words on the board.
Ask them the purpose of the words in red in the sentences.
Explain that these are reason connectives.
For clarity, present the given expressions in the following way.
Results Connectives Reasons
The school was closed last
Sunday
because it was a public holiday.
I spend most of the time listening
to music
because it is my holiday.
I bought a T-shirt, I took it back
to the shop
because there was a hole on it.
I was absent yesterday. so I was at my uncle’s wedding.
We left the movie at the interval so The movie was boring
B. Work in groups. Use the speaking cards and take turns to give reasons.
a. Tell students to read the instructions for Activity B. Tell them that they will work in groups
or pairs to give reasons.
b. Prepare nine speaking cards as there are nine sentences reflecting consequences or
situations.
c. Pair up students and tell them to practise giving reasons to the given statements using
‘because’ or ‘so’.
d. Students will practise giving reasons in pairs and then present in front of the classroom.
e. Provide feedback to each pair after they present.
Possible Answers (From top left to right)
1. I got up late today because I didn’t hear the alarm.
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2. I missed you a lot because you didn’t come to the party yesterday.
3. I love spring season because it time for budding and blooming.
4. I enjoy folk dance so I played folk music.
5. Norbu and Sonam are always together because they are best friends.
6. I wore new clothes because I wanted to try them out.
7. I couldn’t sleep last night because I slept a lot during the daytime.
8. My brother and I went to a river last Saturday because it was a holiday.
9. I love sarangi so I bought one yesterday.
11.9 Writing II
In this section, students will write a paragraph on their favourite festival.
Objectives
Write a paragraph about a favourite festival with some reasons
Follow these steps:
a. Ask students to read the instruction first.
b. Ask students to tell the name of their favourite festivals. List the festivals on the board.
c. Write these key points on the board:
Name of favourite festival
The month you celebrate it
Things you do during the festival
Reason/s you like it
d. Let students speak about their favourite festivals in groups.
e. When they finish, tell them to share their work with the whole class and check if they have
used the clues and reason connectives.
f. Now, tell them to write a paragraph about the festival. You can assign this activity as
homework.
g. Provide individual feedback on this written work.
11.10 Grammar II
It is the second grammar task in Unit 11. It is about the use of the connectives ‘and’, ‘but’, and
‘because’.
Objectives
a. Make correct use of ‘and’ for connecting two related ideas
b. Make correct use of ‘but’ for connecting two conflicting or opposite ideas
c. Make correct use of ‘because’ for connecting reasons and results
Follow these steps:
A. Study the following example sentences.
a. Ask students to read all the sentences given in Activity A.
b. Then ask them to differentiate why the sentences use different connectives ‘and’, ‘but’, and
‘because’ in the sentences.
c. Listen to their oral responses and correct them if they are wrong.
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d. With sufficient examples, clarify that ‘and’ is used for connecting two related ideas, ‘but’ is
used for connecting two conflicting or opposite ideas, and ‘because’ is used for connecting
reasons and results.
B. Choose the correct words from the brackets to make meaningful sentences.
a. Ask students to read the sentences from a-j.
b. Tell them to choose the correct connectives to make meaningful sentences.
c. Ask them to read their answers in turn.
d. Write the answers on the board and let the students correct their work.
Answers
a. and b. because c. but d. because e. because
f. but g. because h. and i. but j. and
11.11 Do it by yourself.
This is a project where students design a thank-you note for their friends.
Objective
Design a thank-you note
Follow these steps:
a. Divide the class into different groups of up to five students. Name each group.
b. Ask each group to think of a reason for designing a thank-you note.
c. Ask them to read the note written by Bonu in Reading II.
d. Now, tell them to design a similar thank-you note for their friend
e. Remind them to include a greeting, a message, and a closing in their note.
f. Later, ask them to display their work on the activity board and provide feedback if
necessary.
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