English, Unit 12, Unit 13
Unit - 12
Popular Places and People
Reading I
Namche Bazaar
A. Match the words on the left with their meanings on the right.
Answer π
a. gateway ----- a place where you can go through
b. encircled ------ surrounded by something
c. essential ----------- a basic but important thing
d. ethnic ------------- belonging to people that have a common culture
e. showcase ------------ to present the good quality of something
f. artifact ------------- an object that was made in the past
B. Match the information in column A with their matching information from column B.
Answer π
Column A -------------------Column B
a. Namche Bazaar -------------------- iii. a gateway to Mount Everest
b. The height of Namche Bazaar - iv. 3440 metres
c. The Sherpa museum ------------ i. past physical memories
d. Photographs - -------------------ii. the life of Sherpa's before tourism
C. Answer these questions about Namche Bazaar.
a. What can a person see from Namche Bazaar?
Answer πA person can see the beautiful views of the Himalayan range, including the amazing view of Mount Everest, along with other beautiful mountain peaks from Namche Bazaar.
b. Where is it situated?
Answer πNamche Bazaar is situated on the slope of a mountain in the Khumbu Pasang Lhamu Rural Municipality of Solukhumbu district, in the north of eastern Nepal.
c. What new experience does it give to the visitors?
Answer πNamche Bazaar offers a quiet and silent environment, which is a new experience for the visitors.
d. Who stays there for two days?
Answer πMany Everest Base Camp goers stay in Namche Bazaar for at least two days before continuing their journey.
e. Why is the Sherpa culture museum one of the attractions for visitors?
Answer π The Sherpa culture museum is one of the attractions for visitors because it contains all sorts of past physical memories of the Sherpa community, and provides an opportunity to learn about the historical background of the Sherpa ethnic group, observe the life of the Sherpas before tourism took over the Khumbu region, and see old artifacts and items used by the Sherpas. The building of the museum itself showcases traditional Sherpa designs and architecture.
Grammar I
B. Choose appropriate adjectives from below and fill in the gaps.
Answer π
a. A hungry boy is crying.
b. My sister wore a fancy dress on her birthday.
c. There was a terrible accident on the road.
d. Priya looks so beautiful in that red sari.
e. Binod is a successful businessman.
f. I love soft pillow.
g. You look so sad today. What happened?
h. We decorated our room with colourful balloons.
i. She has gone to a salon to make her curly hair straight.
D. Fill in the blanks with this/that/these/those.
Answer π
a. Can you help me to carry that suitcase?
b. Look at these earrings. I bought them yesterday.
c. That house over there is old, but it is very attractive.
d. I like these shoes, please pack them.
e. Those people are talking loudly there. I don’t know the reason.
f. Wear that helmet, not this one. It is so strong.
g. Look at those mountains, they are so beautiful.
h. That cloud looks like a bird.
Reading II
Charlie Chaplin
A. The letters of the words below are jumbled. Figure out what the words are and write them.
Answer π
a. comic
b. circus
c. character
d. professional
e. creative
f. produce
Grammar II
B. Rewrite the sentences below using the verbs in the brackets. Use the present continuous tense.
Answer π
a. My father is talking on the phone right now.
b. Mohan is working on a project nowadays.
c. The children are playing in the playground now.
d. Some people are waiting outside to meet you.
e. Karma and Sipora are singing on the stage.
f. The kids are watching the cartoon now.
g. Don’t cross the road. A bus is coming.
h. Look! The old man is carrying a heavy bag.
i. Pratik is having a bath. He can’t receive your call.
j. It’s a lovely day, the Sun is shining.
k. Please come here, I am standing in front of the pond.
l. Look! The dog is chasing a cat.
C. Study the examples below. Write negative sentences and yes/no questions for the following statements.
Example:
They are swimming in the pool at the moment.
Negative : They are not swimming in the pool at the moment.
Question : Are they swimming in the pool at the moment?
a. Negative: Jasita is not listening to music now.
Question: Is Jasita listening to music now?
b. Negative: You are not spending a lot of money nowadays.
Question: Are you spending a lot of money nowadays?
c. Negative: Anupama is not flying a kite now.
Question: Is Anupama flying a kite now?
d. Negative: Biraj is not drawing a picture.
Question: Is Biraj drawing a picture?
e. Negative: The kids are not hiding behind the tree now.
Question: Are the kids hiding behind the tree now?
Teacher Help
12.2 Reading I
The first reading text describes Namche Bazar and Sherpa culture.
Objectives
a. Learn the words: gateway, slope, encircled, silent, amazing, essentials, museum, artifacts,
photographs, architecture, showcase
b. Read the text and do the comprehension tasks
Follow these steps:
Pre-reading activities
a. Tell the students to look at the first picture and ask them “Which place is this?”
b. Elicit the response: Namche Bazaar.
c. Tell them to look at the second and third pictures and ask the same question again.
d. Elicit the responses: “Mount Everest” and “traditional Sherpa items”.
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e. Introduce the reading text with questions like: Have you heard about Namche Bazaar?
Where is it located? What is it famous for?
f. List these words on the board: gateway, slope, encircled, silent, amazing, essentials,
museum, artifacts, photographs, architecture, showcase.
g. Ask students to check the meanings in the glossary.
h. Provide examples and meanings of the words and show the pictures for further clarification.
While-reading activities
a. Model the reading with proper tone, stress, and fluency. Ask students to follow along by
pointing to the lines of the text as you read.
b. Have 3 students read the text aloud in turn, each reading one paragraph.
c. Next, ask students to read the text in pairs and do Activity A. When they finish, write the
answers on the board and ask students to check their answers.
d. Ask students to work in the same pairs and match the information in Activity B
e. Make sure all students are involved in the matching activity.
f. Let them read their answers aloud and correct them if necessary.
A. Answers
a. gateway: a place where you can go through
b. encircled: surrounded by something
c. essential: a basic but important thing
d. ethnic: belonging to people that have a common culture
e. showcase: to represent the good quality of something
f. artifact: an object that was made in the past
B. Answers
a. Namche Bazaar: a gateway to Mount Everest
b. The height of Namche Bazaar: 3440 metres
c. The Sherpa museum: past physical memories
d. Photographs: the life of Sherpas before tourism
For Activity C,
a. Tell students to read the questions from a-e in Activity C. Make sure that they understand all
the questions.
b. Find the answer to the first question together. For this, read the question “What can a person
see from Namche Bazaar?”
c. Ask students to look at the first paragraph of the text and find the answer to this question.
Once they have identified the information in the text, organize the information into a
sentence as “A person can see beautiful views of the Himalayan range from Namche
Bazaar.” Write the answer on the board.
d. Now, have students read the rest of the questions from b-e and find the answers to the
questions from the text in a similar way. Assign this activity as an individual task.
e. Move around the classroom and help students find the answers from the text and organize
the information to make meaningful sentences.
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f. When they have finished, write the answers on the board and let students correct their
answers.
Answers
a. A person can see beautiful views of the Himalayan range from Namche Bazaar.
b. It is situated in Khumbu Pasang Lhamu Rural Municipality of Solukhumbu District.
c. The visitors experience a quiet and silent environment.
d. The Everest Base Camp goers stay there for two days.
e. The Sherpa culture museum is one of the attractions for visitors because one can
learn about the historical background of the Sherpa ethnic group.
12.3 Pronunciation
In this section, students will identify the sound ‘/ΙͺΙ/’ in the given words.
Objective
Identify /ΙͺΙ/ sound in given words and pronounce the words correctly
Materials
Recorded pronunciation of the given words
Follow these steps:
a. Tell students to look at the list of words given in the exercise. Let them pronounce the
words.
b. Ask them what sounds the red letters might make.
c. Model the pronunciation of these words: here, beard, clear, ear, fear, gear, near, tear. You
can also play a recording of these words. Tell students to listen carefully.
Students should follow along until they have grasped the correct pronunciation of these
words.
d. Pair students up and have them practise pronouncing the words together.
e. Ask students to identify other words with /ΙͺΙ/ sound from the reading text.
12.4 Writing I
Students will write a paragraph describing their village or town with the help of the given words
and phrases.
Objectives
a. Learn some words used for describing a village or a town
b. Write a paragraph describing a village or a town
Follow these steps:
a. Write these words and phrases on the board: small, big, beautiful, interesting,
temple/monastery, mosque, church school, library, hospital, park, pond, next to, to the south,
to the north, to the west, to the east.
b. Describe your own village or town using some of these words and phrases.
c. Ask students to write a paragraph describing their town or village using the words in a
similar way. You can also assign this task as homework.
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d. Let students read aloud their paragraphs in turn.
e. Provide individual feedback on their written work.
Sample Paragraph
My Village
I live in a small beautiful village. It is located in a peaceful setting. There is a temple and
a school nearby. To the south, there is a beautiful lake. To the north, there is a river. The
village is home to many people. I love my village.
12.5 Grammar I
In this section, students will learn the use of adjectives to describe nouns and pronouns.
Objective
Use adjectives to describe nouns and pronouns
Materials
Flash/word cards
Follow these steps:
A. Study these sentences.
a. Have students read the sentences and note the words in red.
b. Ask them to identify the relationship between the words in red and the words that follow
them.
c. Write these phrases on the board: funny story, purple handkerchief, loud music, beautiful
house, difficult task.
d. Explain that the words in red are adjectives. They describe the nouns and pronouns.
e. Provide sufficient examples to help students understand this concept.
f. Prepare separate word cards for each adjective and noun pair. Place the cards in a box.
g. Ask students to take one of the cards. For example, one student takes the word ‘funny’ and
the other takes the word ‘story’.
h. Instruct students to go around the classroom and find their partner to match the adjective
with a noun.
i. Ask each pair to read the adjective and the noun aloud.
j. Ask students to come up with other adjective-noun pairs.
B. Choose appropriate adjectives from below and fill in the gaps.
a. Read aloud the in blue and explain their meanings.
b. Ask students to identify the nouns such as boy, dress, accident, etc. in the given sentences.
c. Ask them to choose the appropriate adjectives to describe those nouns.
d. Write the answers on the board and let students correct their work if necessary.
Answers
a. A hungry boy is crying.
b. My sister wore a fancy dress on her birthday.
c. There was a terrible accident on the road.
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d. Priya looks so beautiful in that red sari.
e. Binod is a successful businessman.
f. I love soft pillows.
g. You look so sad today. What happened?
h. We decorated our room with colourful balloons.
i. She has gone to a salon to make her curly hair straight.
C. Study the sentences.
a. Ask students to read the sentences and notice these words highlighted in red: this, that, these,
those.
b. Ask them to identify which objects in the pictures are nearer and farther from the sentences.
c. With the help of the given pictures and the sentences, explain the use of these determiners:
this, that, these, those.
d. Remind students to use ‘this’ for a nearer single object, ‘that’ for the object that is far,
‘these’ as a plural of ‘this’, and ‘those’ as a plural of ‘that’.
e. Demonstrate the use of these determiners with the help of classroom objects like markers,
whiteboard, benches, posters, charts, walls, etc.
D. Fill in the blanks with this /that/ these/ those.
a. First, tell students to read all the sentences.
b. Ask them to fill in the blanks with this/that/these/those.
c. Tell them to read aloud their answers in turn.
d. Correct their answers if they are wrong.
Answers
a. this b. these c. that d. these e. those f. this g. those h. that
12.6 Listening
In this section, students will listen to a woman describing Sagarmatha National Park.
Objective
Listen to the conversation and complete the comprehension tasks
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.
b. Ask them the questions in the pre-listening section.
c. Encourage students to respond. This will help everyone get involved in the pre-listening
discussion.
d. Elicit the answers like: This is a picture of mountains, Mount Everest, the Himalayas, etc.
B. Listen to the audio and complete the sentences with the given words.
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a. Tell students that they are going to listen to a description of Sagarmatha National Park.
b. Tell them to go through the questions from a-e given in Activity B. Allow them 2 -3 minutes
to read the questions.
c. Inform them that the audio will be played more than once.
d. Play the audio and tell them to complete the sentences with the correct words. Provide a
transcript if anyone has hearing difficulty.
e. Go around the class and monitor whether all the students are involved in the assigned task.
f. Play the audio again and let them review their answers.
g. If they are still unable to come up with a correct answer, play the audio for the third time.
h. Move around the classroom and ensure that all the students have corrected their answers.
Answers
a. northeast b. home c. entry d. 60 kilometres e. community
C. What other information different from the above, have you heard about Sagarmatha
National Park? Write as much as you can.
a. Divide students into groups.
b. Instruct them to find out more information about Sagarmatha National Park from different
sources such as books, brochures, websites, etc.
c. Ask students to prepare a presentation including the park’s history, location, wildlife, and
other details.
d. Ask them to give a group presentation about what they learned.
e. Provide feedback on their work.
12.7 Reading II
This is the second reading text in Unit 12. It is a biography of a famous person.
Objectives
a. Learn the words: filmmakers, comic, productive, creative, debut, professional,
performances, occurred, directed, produced, character
b. Read and extract the required information from the text
Follow these steps:
Pre-reading activities
a. Tell students to look at the first picture and ask them: Who do you think the man in the
picture is? Why do you think he is famous?
b. Elicit the responses: He is an actor/comedian/ Charlie Chaplin.
c. Introduce the reading text with some common information about Charlie Chaplin. Ask these
questions to students: Have you watched his movies? How does he look? What makes you
laugh? Where is he from?
d. Write these words on the board: filmmakers, comic, productive, creative, debut,
professional, performances, occurred, directed, produced, character
e. Pronounce the words correctly and ask students to follow you.
f. Read the sentences with these words from the textbook and ask students to guess the
meanings of the words.
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g. Help students find the meanings of these words in the glossary.
h. Provide visual aids, examples, and definitions to help learners understand the meaning of
these words.
While-reading activities
a. Model the reading: Read the text aloud with proper pause and fluency, and ask students to
follow along by pointing to the lines as you read. This will help them to understand the text.
b. Have 3-5 students read the text aloud turn by turn. This will help them to practice reading
aloud and to improve their fluency.
c. Make the text clear to students with simplified language and with key points to make it
easier for students to understand.
d. Ask students self-made questions to check their understanding of the text. This will help
them to identify any areas where they need further clarification. Here is an example of a
self-made question that you can ask students: When did Charlie Chaplin go to the United
States of America?
A. The letters of the words below are jumbled. Figure out what the words are and write
them.
a. Ask the students to read the text once more.
b. Have them work in pairs or small groups to unscramble the letters to form words. This will
help students to collaborate and to learn from each other.
c. Once students have unscrambled the letters, ask each pair or group to read out the words
with their spellings.
d. Now, ask the students to use each of these words in their own sentences. This will help them
understand the meaning of the words and use them correctly.
e. Students will read their answers aloud to the class.
f. Provide feedback to students on their work.
Answers
a. comic b. occur c. character d. professional e. creative f. produce
Example Sentences
a. comic - I like to read comic books.
b. occur - Dashain festival mostly occurs in October.
c. character - Chaplin is the main character in this movie.
d. professional - I want to be professional.
e. creative - Chaplin was a creative person.
f. produce - Chicken produces eggs.
B. Read the text again and complete the fact file with information about Charlie
Chaplin.
a. Explain the concept of a fact file to the students.
b. Include this information: Fact files are short reports that tell you about something. Fact
files can be about people, places, or things. They include important information about the
subject, like their name, when they were born, where they are from, and what they do.
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Fact files are simple and easy to read and understand. They can be used to share
information about a topic quickly and concisely.
c. Ask the students to read the text about Charlie Chaplin again.
d. Now, have them complete the fact file with information from the text.
e. Have some students read aloud their answers. When students read aloud their answers,
encourage them to speak clearly and slowly so that everyone can understand.
f. If a student's answer is wrong, correct the answer and explain why the answer is wrong.
g. Encourage other students to correct their own answers if they find that their answers are
wrong.
Answers
Name: Charlie
Surname: Chaplin
Date of Birth: April 16, 1889
The age when he made his first stage debut: five.
The film he produced in 1940: The Great Dictator.
The character he played most: The Little Tramp.
Died at the age of: 75 in 1977.
Post-reading activities
C. Choose one of the actors in the Nepali film industry. Share what you like about her/him.
a. Ask students to talk about one of the actors in the Nepali film industry. Tell them to include
similar information given in the text above.
b. Help them with a few clues such as:
born in the year……….
also known as ……….
spent the childhood in……….
made the first debut in……….
became a famous actor in……….
most well-regarded movies are……….
12.8 Speaking
This speaking section requires students to look at the pictures and describe the people.
Objective
Describe people based on their physical appearances
Materials
Pictures/drawings or real people
Follow these steps:
A. Read the description of the girl in the picture.
a. Have students silently read the description of the girl given in Activity A.
b. Prepare some questions about the name, age, hair type, colour of the eyes, clothes, and
nature of the girl in the picture.
c. Ask the questions to students.
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d. Tell them to notice the words used to describe the physical appearance, clothes, and nature
of the girl.
e. Now, have them work in pairs. Tell them to take turns to describe the people in the pictures.
Remind them to talk about height, body build, age, hair colour, hair length, facial features,
clothes, etc.
f. Move around the classroom and listen to them while they are speaking. Help them if needed.
12.9 Grammar II
This grammar section introduces students to the present continuous tense. Students are required
to study the examples and complete the exercises.
Objectives
a. Learn the structure of the sentences in present continuous tense
b. Transform the affirmative statements in present continuous tense into negative statements
and yes/no questions
Follow these steps:
For Activity A and Activity B,
a. Ask students to study the sentences given in Activity A. Tell them to pay attention to the
words in red in the sentences in the book.
b. Make more sentences in present continuous tense and let students notice the similarity in the
structure of the sentences.
c. Explain them the structure of sentences in present continuous tense, including the use of
“is/are” with different subjects followed by the -ing form of verbs.
d. Write a few more sentences on the board and show them how verbs are changed into ‘ing’
forms. Show with examples that some verbs such as “travel” get double consonants, while
others, such as “move” lose the “e”, (etc.)
e. Ask students to make sentences about the activities happening right now in the classroom
using present continuous tense. For example, “We are learning English”.
f. Let them read the sentences aloud.
g. Correct the sentences if necessary.
h. Now, instruct students to rewrite the sentences in Activity B using the verbs in the brackets.
i. Write the answers on the board and have students correct their answers.
Answers
a. My father is talking on the phone right now. (talk)
b. Mohan is working on a project nowadays. (work)
c. The children are playing in the playground now. (play)
d. Some people are waiting outside to meet you. (wait)
e. Karma and Sipora are singing on the stage. (sing)
f. The kids are playing the cartoon now. (watch)
g. Don’t cross the road. A bus is coming. (come)
h. Look! The old man is carrying a heavy bag. (carry)
i. Pratik is having a bath. He can’t receive your call. (have)
j. It’s a lovely day, the Sun is shining (shine)
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k. Please come here, I am standing in front of the pond. (stand)
l. Look! The dog is chasing a cat. (chase)
C. Study the examples below. Write negative sentences and yes/no questions for the
following statements.
a. Ask students to study the examples given in the book carefully.
b. On the board, write more sentences in present continuous tense along with their negative
forms and yes/no questions.
c. Let students see how the negative statements and yes/no questions of the affirmative
sentences in present continuous tense are formed.
d. Explain with examples, the basic rules used to transform affirmative sentence in the present
continuous tense into negative and yes/no question.
e. Now, ask them to write the negative sentences and yes/no questions for the statements given
in Activity C.
f. Finally, write the answers on the board and ask students to check their answers.
Answers
a. Jasita is not listening to music now.
Is Jasita listening to music now?
b. You are not spending a lot of money nowadays.
Are you spending a lot of money nowadays?
c. Anupama is not flying a kite now.
Is Anupama flying a kite now?
d. Biraj is not drawing a picture.
Is Biraj drawing a picture?
e. The kids are not hiding behind the tree now.
Are the kids hiding behind the tree now?
12.10 Writing II
There are three tasks in this writing section. Students are required to study the description of a
picture. Later, they are required to write a description of a picture and a person.
Objectives
a. Write a description of a picture using present continuous tense
b. Write a description of a person
Follow these steps:
For Activity A, Activity B, and Activity C,
a. Tell students to look at the picture in Activity A and ask them to describe the activities going
on in the picture.
b. Ask one of the students to read the text aloud.
c. Ask students to underline the structure ‘is/are+verb-ing’ in the text. Tell them to pay
attention to the underlined structures.
d. Have them read the instructions given in Activity B.
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e. Tell them to look at the picture and talk about the activities going on. For example, “A man
and woman are sitting on a bench”.
f. Now, ask students to write the sentences on their notebooks. Let them read aloud their
sentences. Provide them feedback.
g. Next, instruct students to draw a picture of a friend or a family member. Then, ask them to
write a paragraph to describe him/her.
h. Provide them with the following clues: He/she is…(name)…… S/he has……….
hair/eyes/nose/mouth. S/he is ……
i. Check their written work and provide them with individual feedback.
Sample Paragraph for Activity B
This is a beautiful children's park. It is a nice place to enjoy the holidays. The children are
playing many games. Some children are skipping. Two boys are playing football. A man is
walking a dog. A man and woman are sitting on a bench. Some school children are having
ice creams. Two children are flying kites. Two kids are playing seesaw.
12.11 Do it by yourself.
This is a project where students have to draw a picture of a famous place and write a short
description of it. You can assign this task as homework.
Objective
Write a short description of a place
Follow these steps:
a. Ask students to read the instructions carefully. Make sure that they understood what they are
supposed to do.
b. Have them do the task themselves with their own effort.
c. For samples and examples, ask them to go through the internet or take help from their elders.
d. Students will draw the place and write a short description of it on a chart paper.
e. The next day, have them display their work to the class.
f. Instruct students to observe each other's work and provide feedback to each other.
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Unit - 13
Hobbies and Interests
Fill in the missing information. Choose one word from the brackets.
Answer π
a. Having a hobby is exciting.
b. Hobbies are for everyone.
c. Some people watch stars at night.
d. The poem suggests us to try some interesting new hobbies.
A. Choose and write the correct answer.
Answer π
a. i. She gets up early to run before work.
b. ii. She occasionally skis in winter.
c. iii. She usually goes horseback riding on Sundays.
d. ii. Rarely
e. ii. She seldom watches TV.
f. ii. She goes to the gym.
Grammar I
A. Complete these sentences. Use the words from the reading text above.
Answer π
a. She doesn't often have time to ski.
b. She doesn't have much extra money.
c. She isn't often alone.
C. Change the following sentences into negative sentences.
Example:
They talk a lot.
They don’t talk a lot.
a. He tells a lie.
b. They speak Tamang fluently.
c. They talk to one another.
d. She earned a lot of money last month.
e. Sunita has two brothers.
f. Nitesh did his homework.
g. Suvan watches TV in the evening.
h. My mother gets up early.
i. Niru gave me a beautiful notebook.
Answer π
a. He doesn't tell a lie.
b. They don't speak Tamang fluently.
c. They don't talk to one another.
d. She didn't earn a lot of money last month.
e. Sunita doesn't have two brothers.
f. Nitesh didn't do his homework.
g. Suvan doesn't watch TV in the evening.
h. My mother doesn't get up early.
i. Niru didn't give me a beautiful notebook.
Reading II
A Creative Hobby
A. Learn these words and complete the sentences with them.
Answer π
a. "Reena was born to a typical Nepali family."
b. "Saturday is the weekend in Nepal."
c. "There's a quiz competition at our school."
d. "We went on a trip to the mountains during the holiday."
e. "The unit of currency in the UK is pound."
B. Write True or False for the following statements.
a. Megan usually does her homework in the evening.
b. Megan likes listening to music.
c. The Young Chef of Britain Competition is only for British young people.
d. The competitors have to cook a meal for a family.
e. Each competitor can spend 15 pounds or more.
f. The prize is to learn more about Italian cooking in Britain.
Answer π
a. False
b. Find out yourself
c. True
d. False
e. True
f. False
C. Answer these questions.
a. What does Megan like doing in her free time?
Answer π Megan loves cooking in her free time.
b. How much money can the chefs spend on food?
Answer π The chefs can't spend more than 15 pounds on food.
c. What is Megan doing now?
Answer π Megan is currently practicing for the Young Chef of Britain Competition.
d. What main meal is Megan preparing?
Answer π Megan is preparing paella as the main meal.
Grammar II
B. Complete the following sentences with the verbs given in the brackets. Use like/ hate/love + present participle.
Example: I (dance).
I love dancing.
Answer π
a. The old lady loves walking long distances.
b. The baby loves watching cartoons.
c. Students hate reading English.
d. The workmen hate working a lot.
e. Ali hates asking others for their money.
f. She loves going swimming every Saturday.
g. Manu hates visiting doctors.
h. Christina loves caring for flowers in the garden.
More solution update soon..........
Teacher Help
13.3 Pronunciation
In this section, students will learn the vowel sounds /Ιͺ/ and /i:/ in words.
Objective
Identify the vowel sounds /Ιͺ/ and /i:/ in the given words and pronounce the words correctly
Materials
Word chart that contains a list of words given in the Pronunciation section
Follow these steps:
a. Pronounce the words given in the exercise. Tell students to pay attention to the letters in red
in each of these words. The words have /Ιͺ/ and /i:/ sounds.
b. Ask students to repeat the words after you.
c. Explain the position of the tongue. The /Ιͺ/ sound is a high-front vowel, which means that the
tongue should be positioned high in the mouth, towards the front. Then tell them that /Ιͺ// is a
short vowel produced without extra effort. Pronounce some words like ‘thin, bin, tin’.
d. Tell them that /i:/ is a long vowel that is produced with the mouth spread. Tell them to say
‘cheese’. Help them learn how the sound is pronounced.
e. Repetition is key to learning any new sound, so give your students plenty of opportunities to
practice pronouncing the sounds.
13.4 Grammar I
This grammar section requires students to change the affirmative sentences into negative ones.
Objective
Change the affirmative sentences into negative
Follow these steps:
For Activities A and B,
a. Ask students to read the text once again. Let them find the missing words and fill in the
blanks.
b. Let 2-3 students read the sentences aloud.
c. Correct their answers if necessary.
d. Write the right answers on the board and let students correct their work.
Answers
a. doesn’t often have. b. doesn’t have c. isn’t
e. Ask students to read the instructions for Activity B. Have them work individually.
f. Their answers may vary. Welcome their varied answers, but you could ask for the reason,
for example, “Why do you like coffee?” or ‘Why don’t you like coffee?”.
For Activity C,
a. Make a table on the board. Write a few simple affirmative sentences on the left and their
negative forms on the right.
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b. Use real-world examples. While teaching grade 4 students about negative sentences, try to
use examples that they can relate to. For example, you could talk about things that they are
not allowed to do or things that they do not like.
c. Explain with sufficient examples that negative sentences are formed by adding ‘not’ after
auxiliary verbs. And if the sentences lack auxiliary verbs, we add ‘do/does/did’ before not.
Example sentences
1. She is working hard. She isn’t working hard.
2. Dina has finished his lunch. Dina hasn’t finished his lunch.
3. Kuber comes late. Kuber doesn’t come late.
4. Hamid wanted water. Hamid didn’t want water.
d. Now, have the students work in pairs to change the given sentences into negative.
e. When they finish, have some students read aloud their answers.
f. If a student's answer is wrong, correct the answer and explain why the answer is wrong.
g. Tell other students to correct their own answers if they find that their answers are wrong.
Answers
a. He doesn’t tell a lie.
b. They don’t speak Tamang fluently.
c. They don’t talk to one another.
d. She didn’t earn a lot of money last month.
e. Sunita doesn’t have two brothers.
f. Nitesh didn’t do his homework.
g. Suvan doesn’t watch TV in the morning.
h. My mother doesn’t get up early.
i. Niru didn’t give me a beautiful notebook.
13.5 Listening
This is a listening task where students will listen to a person’s opinion about gardening and they
will do the exercises that follow.
Objective
Listen to a person’s opinion on a topic and do the comprehension tasks
Materials
Audio file and audio player, transcript of the recorded material
Follow these steps:
A. Look at the picture and guess the answers.
a. Ask students to look at the picture given in the pre-listening section and guess the answers to
the given questions.
b. Ask one or two interested students to describe the pictures to the class.
B. Listen to the recording and tick the correct answer.
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a. Tell students that they are going to listen to a person’s opinion.
b. Ask them to go through the multiple-choice questions from a-e. Tell them that they will need
to listen to the audio and then choose the correct answers.
c. Play the audio and ask the students to choose the correct answers.
d. Walk around the classroom and check that all students have chosen the answers.
e. Play the audio again and let students review their answers.
f. Go around the classroom and make sure that all the students are doing the task.
g. If students are still unable to come up with correct answers, play the audio a third time and
let them correct their answers.
h. Move around the classroom and ensure that all students have corrected their answers.
Answers
a. nature b. Gardening c. excited d. practical e. shops f. Earth
C. Do you love planting vegetables and flowers in the garden? Talk about positive and
negative things about gardening.
a. This is a post-listening activity. Ask students to talk in pairs about the positive and
negative aspects of gardening based on the information from the listening text, their own
experiences, and their understanding.
b. Go around the class and monitor whether all the students are involved in the pair work.
c. Write the positive and negative aspects shared by the students on the board drawing a
table.
d. Summarize the discussion by sharing your own experiences about gardening.
13.6 Reading II
This is the second reading text in Unit 13. It is about a girl’s hobby.
Objectives
a. Learn the words: creative, typical, weekend, competition, pounds, trip
b. Read the given text and answer the questions based on it
Follow these steps:
Pre-reading activities
a. Discuss the pre-reading questions given in the textbook.
b. Write these words on the board: typical, weekend, competition, pounds, trip.
c. Pronounce the words and ask students to follow you.
d. Read the sentences with these words from the textbook and ask students to guess the
meanings of the words.
e. Tell students to look for the words in a dictionary or the glossary at the end of the book.
f. Provide visual aids, examples, synonyms, antonyms, and definitions to help students
understand the meaning of these words.
g. Ask them to use these words in their own sentences.
While-reading activities
a. Read aloud the text and ask students to listen carefully.
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b. Divide the class into three groups as there are three paragraphs in the text. Number the
paragraphs 1, 2, and 3.
c. Get three pieces of paper with the numbers (1, 2, 3) written on them. Fold the papers and
have each group pick one.
d. Ask each group to read the paragraph they have been assigned.
e. Have one member from each group explain the paragraph to the whole class, starting
with paragraph 1.
f. Once all the groups have explained the paragraphs assigned to them, Explain the
complete text once again, covering any information that was missed.
g. Have the students read Activities A, B, and C and do the tasks individually. Make sure
that they understand the tasks.
h. When they have completed the work, have some students read out their answers to the
class.
i. If a student's answer is wrong, correct the answer and explain why it is wrong.
j. Write the correct answers on the board and let students correct their work.
A. Answers
a. typical
b. weekend
c. competition
d. trip
e. pound
B. Answers
a. True b. False c. True d. False e. False f. False
C. Answers
a. Megan likes cooking in her free time.
b. The chefs can spend maximum of 15 pounds on food.
c. Megan is practising cooking for the competition in the kitchen.
d. Megan is preparing paella, a Spanish rice dish.
Post-reading activity
D. What do you like doing in your free time? Talk to your friends. Find out whose hobby
is the most creative.
a. Start by asking students what they like doing during their free time. You can ask them to
share their hobbies turn by turn, or you can have them write their hobbies on a piece of
paper.
b. Once you have a list of all the students' hobbies, write them on the board.
c. Next, ask students to decide which of the activities is the most creative.
d. Have them discuss this in small groups, or you can have a class discussion.
e. Or, let students vote for the most creative hobby.
f. Once students have decided on the most creative hobby, ask them why they think it is the
most creative one.
13.7 Grammar II
In this section, students will practice using verbs that express likes and dislikes.
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Objective
Make correct use of verbs that express likes and dislikes with the present participle form of verbs
Follow these steps:
For Activity A,
a. Instruct students to study the sentences in Activity A and pay attention to the verbs in red.
b. Ask students what they like/dislike, reminding them to respond using the structure:
like/don't like/love/hate + present participle.
c. Write students' responses on the board.
d. Explain with examples that love/like/hate are the verbs of likes and dislikes. These verbs are
followed by the -ing form of the verbs.
For Activity B,
a. Instruct students to read the incomplete sentences given in the exercise.
b. Tell students to complete the sentences individually based on the structure introduced in
Activity A.
c. Have some students read aloud their answers.
d. If a student's answer is wrong, correct the answer and explain why the answer is wrong.
e. Encourage other students to correct their own answers if they find that their answers are
wrong.
f. Encourage students to ask questions if they are unsure about a particular answer.
For Activity C,
a. Instruct students to read the example given in the exercise.
b. Tell them to write sentences about themselves using the clues from a-g.
c. Again, have some students read aloud their answers.
d. If a student's answer is wrong, correct the answer and explain why the answer is wrong.
B. Answers
a. hates walking
b. loves watching
c. like/love reading
d. hate working
e. likes asking
f. loves swimming
g. likes visiting
h. loves caring
C. Answers
a. I like playing marbles/I don’t like playing marbles.
b. I like washing clothes/I don’t like washing clothes.
c. I like getting up early/I don’t like getting up early.
d. I love singing English songs/I don’t love singing English songs.
e. I love being alone/I don’t love being alone.
f. I like doing a lot of homework/I don’t like doing much homework.
g. I like talking a bath/I don’t like talking a bath.
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13. 8 Speaking
In this section, students will express their own or someone else’s likes and dislikes using the
structure they learned in the grammar section.
Objective
Express likes/dislikes using the given structure
Follow these steps:
For activity A,
a. Ask students to look at the pictures and make guesses about what the people in the pictures
like doing.
b. Appreciate their guesses. Their guesses could be:
The girl likes anchoring/singing.
The girls like doing homework together.
The man loves dancing.
For Activity B,
a. Have students work in pairs and take turns talking about the given situations.
b. Move around the classroom to make sure that students are engaged in the assigned task.
c. Provide feedback on their performance.
Answers
a. My sister doesn’t like dancing.
b. I love reading comics.
c. Ellen hates telling lies.
d. My friend likes playing football.
e. Pasang doesn’t like painting.
f. Khusi hates going shopping.
g. Anjali likes grazing cattle.
h. Mingma loves listening to old songs.
i. Sanket hates preparing tea.
j. Batuk loves going shopping.
For Activity C,
a. Divide students into groups of four.
b. Instruct each group to make four cards of the same size.
c. Ask them to write about their likes and dislikes on those cards.
d. Tell them to stick the cards on the activity board/wall in alphabetical order by their names.
e. Now, ask one of the students to read out the content written on the cards.
13.9 Writing
This section requires students to punctuate a passage. Students will also write a similar
paragraph after reading a paragraph on ‘My Hobby’.
Objectives
a. Punctuate a paragraph
b. Write a short paragraph about a hobby
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Follow these steps:
A. Punctuate (.,?, !, ,, capital letters) the following passage.
a. Have students silently study the given paragraph.
b. Then, ask them to identify the missing punctuation marks and capital letters in the
paragraph.
c. Now, have them write the paragraph on their notebooks correctly.
d. Divide them into pairs and have them compare their work with their partner's work.
e. Have them correct their work on their own.
f. Write the paragraph on the board with the correct punctuation marks and capital letters.
g. Have the students correct their answers.
Answer
Hi, everyone! I have a sister. Her name is Sindhu. She is 6 years old. She likes eating icecream but she doesn’t like eating pizza. She loves to watch TV. Her favourite programmes
are Motu-Patlu and Lok Dohari. She hates reading books but enjoys listening to stories. Do
you have a brother or a sister that is similar?
B. Read the following paragraph on ‘My Hobby’.
a. Tell students to read the paragraph on ‘My Hobby’ given in the exercise.
b. Ask them to underline the keywords and phrases used to describe the likes and dislikes.
c. After they are done, write the following questions on the board and ask these questions to
students:
What is the narrator’s hobby?
What does s/he want to do?
How does s/he do that?
What are the impacts of his/her hobby in life?
Mention if s/he has other hobbies too, etc.
C. What is your favourite hobby? Write a similar paragraph about your hobby.
a. After students have finished reading the text and the questions as clues, have them
compose a paragraph based on the clues.
b. Make sure that everyone is involved in writing.
c. Have students read their paragraphs to the class.
d. Check students' written work and provide them with individual feedback.
13.10 Do it by yourself.
This is a project where students ask all of their family members about their hobbies and fill out
the table. You can also assign this activity as homework.
a. Ask students to study the table carefully.
b. Remind them that they need to express the likes/dislike in present participle form, i.e., the
verb-ing form.
c. Check students' written work and provide them with individual feedback.
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