English, Unit 14, Unit 15
Unit - 14
Expressing Ability
Reading I
Nepal Women’s National Football Team
A. Match the words in column A with their meanings in column B.
Answer π
Column A----------- Column B
a. popular ------------iv. liked by many
b. competition----------- v. a contest between teams
c. hat-tricks ------------------ii. three goals scored by the same player in a particular match
d. international -------------iii. between different countries
e. equal -----------------vii. the same level or ability
f. captain ----------vi. leader of a team
g. gender --------------i. girl or boy
B. Read the text and answer the following questions.
a. What is the Nepali women’s football team also called?
Answer π The Nepali women's football team is also called "Nepali Cheli's (Nepali Daughters)."
b. Why are they practising a lot?
Answer π They are practising a lot to help them play in the women's world cup.
c. Why is their motto important for women?
Answer π Their motto, "Football for Change," is important for women because it helps boys and girls feel equal when playing football.
d. Which countries did they beat in the South Asian Games?
Answer π In the South Asian Games, they beat Sri Lanka 8–0, won Afghanistan 13–0 and beat Pakistan 11–0.
e. Which player scored three hat-tricks?
Answer π Anu Lama scored three hat-tricks in the South Asian Games.
f. What is the name of the first captain of the female team?
Answer π Rama Singh was the first captain of the female team in the 1980s.
Writing
My father
B. Fill in the blanks with 'can' and 'can't' .
Answer π
a. We can't see the moon in the day.
b. A goat can climb a mountain.
c. I can go anywhere I like.
d. Can I help you?
e. A parrot can speak but it can't swim.
f. Babies can't read and write.
g. Ujjan is very large. He can't run fast.
h. Can dogs speak? No, they can't.
i. Can a cat climb a tree? Yes, it can.
j. We can't fight in the class.
Reading II
At a Library
A. Read the conversation and complete these sentences.
Answer π
a. The boy wants to borrow some books.
b. He has to fill in an application form to get the library card.
c. He can keep books for two weeks.
d. If he fails to bring the books back, he has to pay a fine of Rs. 5 a day.
e. They should switch off their mobile phones.
f. They can't bring food or drink in the library.
B. Write 'True' or 'False' for these statements.
a. The boy went to the library.
b. He needs to have a library card to borrow books.
c. He can borrow five books at a time.
d. He can bring his laptop in to the library.
e. He has to use headphones to listen to the music on the laptop.
Answer π
a. True
b. True
c. False (He can borrow up to six books)
d. True
e. True
Grammar II
B. Complete the sentences with could and couldn't and one of the verbs given.
Answer π
a. I couldn't go to school because I didn't have a school uniform.
b. Henry couldn't catch a fish even though he went fishing.
c. The girl climbed up the tree but couldn't get down.
d. Jack was very strong and could lift a heavy suitcase.
e. My sister was sad because she couldn't eat her ice-cream.
f. My little sister could read letters when she was three.
g. David couldn't sleep well last night because of the noise.
h. When Indu was a small kid, she couldn't use a computer.
i. My grandfather said he could climb mountains.
j. Pasang couldn't ride his motorcycle, so he used to walk to school.
Teacher Guide
14.2 Reading I
Reading I in this unit is a text ‘Nepal Women’s National Football Team’. This is an informative
text. Students are expected to read the text and generate their thoughts about women in football.
Objectives
a. Learn the words: popular, international, competitions, equal, gender, captain, hat-tricks
b. Read the text and do the comprehension tasks
c. Express and share thoughts about women playing football
Follow these steps:
a. Introduce the reading text by reading the title. Draw students’ attention to the picture given
in the pre-reading section and ask the first two signpost questions:
What are the people in the picture doing?
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Which gender (boys/girls) is playing football?
b. Students can answer these questions looking at the picture. Encourage them to speak in
response to the questions.
c. Then, ask the third signpost question: Nepal has a women’s football team. What are your
thoughts about it?
d. Encourage students to express their thoughts freely. You can ask them why they think so.
Accept all the responses and thank them for their responses.
e. Ask students to preview the words in red in the text.
f. Write these words on the board: popular, international, competition, equal, gender, captain,
hat-tricks.
g. Ask students if there are other words that are unfamiliar to them.
h. Then teach the meaning of the words with their correct pronunciation.
While-reading activities
a. Tell students to go through the text quickly to understand what the text is about. Encourage
them to understand the theme rather than any specific details in the first reading.
b. Ask them to express what they understood about the text in their own words.
c. Introduce Activity A, where students should match the words given under column A with
their definitions under column B.
d. Encourage students to go through the text again and underline the sentences in which the
particular words occur.
e. After they underline the sentences, encourage them to guess the definitions of the words
from the context.
f. Write the answers on the board and ask students to correct their work.
Answers
a. popular: liked by many
b. competition: a contest between teams
c. hat-tricks: three goals scored by the same player in a particular match
d. international: between different countries
e. equal: the same level or ability
f. captain: leader of a team
g. gender: girl or boy
For Activity B,
a. Students need to go through the reading text again to answer the questions.
b. Encourage students to find answers to the questions from a-f and write them in their
notebooks.
c. Go around the class and help students, if they need, making them read the particular
paragraph or even sentence and then write the answers.
d. Make sure that all the students have completed the task.
e. Have 6 students read the answers aloud in turn, each reading the answer to one question.
f. Provide feedback to students on their work.
g. Write the following answers on the board and let students correct their work:
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Answers
a. Nepali women’s football team is also called ‘Nepali chelis’ or ‘Nepali daughters’.
b. They are practicing a lot because it will help them play in the women’s world cup.
c. Their motto is important for women because it helps boys and girls feel equal when
playing football.
d. They beat Sri Lanka, Afghanistan, Pakistan, and India in the South Asian Games.
e. Anu Lama scored three hat-tricks.
f. The name of the first captain of the female team is Rama Singh.
Post-reading activities
a. Introduce task C in which students are required to express their thoughts about women’s
football.
b. Encourage them to think about the topic by asking some questions such as:
Do you think women’s football team is necessary? Why?
What is its importance?
c. Tell students to write some clues or points in their notebooks.
d. Select some students to express their thoughts by looking at the clues they have jotted down.
e. Provide feedback to them. You can also assign this task as homework.
14.3 Pronunciation
In this section, students will identify the sound /Ι:/ in the given words and practice the
pronunciation of those words.
Objective
Identify /Ι:/ sound in words and pronounce the words correctly
Materials
Recorded pronunciation of the given words
Follow these steps:
a. Ask students to try pronouncing the words: world, earth, work, occur, perfect, murder, bird,
earl, herb, superb, nursery, girl.
b. Ask them to guess what sound the letters in red make.
c. Either read the words correctly or play the recorded model pronunciation of the words. The
students will follow along till they grasp the correct pronunciation.
d. Ask students to pronounce the words on their own and give feedback.
e. Finally, ask students to find other words which contain the sound /Ι:/ from the reading text.
14.4 Writing
In this section, students will punctuate a paragraph, read a paragraph about someone’s father’s
abilities, and then write a paragraph about their own mother’s abilities.
Objectives
a. Use appropriate mechanics of writing and edit the given paragraph
b. Write a short paragraph describing mother’s abilities
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Follow these steps:
A. Write the following passage correctly. Add punctuation marks where necessary.
a. Present a sentence that has problems with capitalization, commas, question marks, etc., and
ask the students to identify the problems in it.
b. Remind the use of punctuation and capitalization briefly because they have already learned
the use of punctuation marks in the previous lessons.
c. Ask students to rewrite the paragraph in Activity A adding the punctuation marks and capital
letters wherever necessary.
d. Move around the class and observe how students are doing. Provide help if necessary.
e. Make sure that all students have completed the task.
f. Write the answer on the board and let students correct their work.
Answer
I have a small brother. His name is Bijay. He is 3 years old. He can do anything he
wants. I didn’t have such freedom when I was a small child. I didn’t tear books which
he can. I cannot take money from my father’s pocket but he can do it very often. I feel
jealous of him. How do you feel about your brother or sister?
H. Read the following paragraph.
a. Tell students that this is a text to read before writing. Inform them that they will produce a
similar paragraph after reading this one.
b. Ask students to read the paragraph slowly, internalizing how each sentence describes the
writer's father.
c. Tell them to be aware of how the writer expresses his/her father’s inabilities.
C. Now, write a similar paragraph about your mother; what she could (n't) do and what
she can (n't) do now.
a. Tell students that they are going to write a paragraph similar to the one given in Activity B.
b. Instruct them to write the title ‘My mother’ and write a paragraph following the format and
sentence structures from the paragraph they have just read.
c. Encourage them to write description of their mother.
d. Help students with language and vocabulary if needed.
e. Ask 2-3 students to read aloud their paragraphs.
f. Check the written work of the students and provide them with individual feedback.
14.5 Grammar I
In this section, students will practice the use of “can” and “can’t” to talk about people’s abilities
and inabilities.
Objective
Use can and can’t to talk about people’s abilities and inabilities
Follow these steps:
A. Study the sentences.
a. Tell students to look at the pictures given in the exercise and ask students what the people
are doing.
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b. Tell them to read four sentences given in the book and relate the sentences with the pictures.
c. Encourage students to find out the difference between ‘can’ and ‘can’t’ in terms of their
meaning.
d. Give more examples of the use of ‘can’ and ‘can’t’ with action verbs. Demonstrate actions
related to them. For example: I can close the door (go to the door and close it) but I can’t
touch the ceiling (stretch your hand towards the ceiling).
e. Make sure that everybody gets the idea that can is used to show ability and can’t is used to
show inability.
f. Make it clear that cannot (i.e., without contraction) and can’t (i.e. with contraction) make no
difference in meaning.
B. Fill in the blanks with ‘can’ and ‘can’t’.
a. Remind students of the difference between can and can’t.
b. Ask them to use can and can’t in the blank spaces.
c. If students find it difficult to supply can or can’t in the sentences, you can ask them
questions such as: Can you see the moon during daytime? Can a goat climb a mountain? Can
you go wherever you like?
d. Each student should respond to this task by writing in their notebook or in the textbook
itself.
e. Move around the class and monitor the students as they are working on the task.
f. Help them if they need help and provide feedback when they complete the task.
Answers
a. can’t b. can’t c. can d. can e. can... can’t
f. can’t g. can’t h. can… can’t i. can…can j. can’t
C. Go round the class. Ask and find out what your friends can and cannot do. Then, share
with your friends.
a. This task encourages students to use the modal verbs "can" and "can't" to talk about their
own abilities and inabilities, as well as the abilities and inabilities of others.
b. Tell half of the students to go to their friends with their notebooks and pens. They should
then ask their friends questions about their abilities and inabilities.
c. When they have written down at least five abilities and inabilities of their friend, they
should switch roles and let the other half of the students ask questions.
d. Choose some of the students to present their friend's abilities and inabilities to the class,
and provide them with feedback.
14.6 Listening
In this section, students will hear a man talking about tennis and they will complete the
comprehension tasks.
Objective
Listen to the audio and complete the comprehension tasks
Materials
Audio file and audio player
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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.
b. Elicit the responses such as: ‘tennis player’, ‘tennis’, ‘yes, I have’ or ‘no, I haven’t’.
B. Now, listen to the audio and fill in the blanks with one of the words given below.
a. Tell students that they are going to listen to a man talking about a tennis game.
b. Ask them to read the words in the box as well as the statements with blank statements given
in Activity B. Make sure that they understand the task clearly.
c. Play the audio and have students complete the sentences as they listen.
d. Provide a transcript of the listening text if anyone has hearing difficulties.
e. Go around the class and monitor whether all students are doing it right.
f. Play the audio again and let students review their answers.
g. You can play the audio more than twice if needed.
h. Ensure that all the students have corrected their answers.
Answers
a. playing b. racket c. good d. countries e. tournaments
C. Which sport do you like to play? Do you know how to play it? When did you start
playing it? How good do you think you are at playing it? Talk to your friends.
a. Get students in pairs. Tell them they are going to ask each other about their favourite sport.
b. Tell them that they can ask and answer some more questions than the ones given in Activity
C.
c. Allow them a couple of minutes to think about the questions. They can even write some
questions before they ask their friends.
d. Tell them to take turns to ask the questions and answer the questions.
e. Ensure students’ active involvement in the task and monitor their activities.
14.7 Reading II
This is the second reading text in Unit 14 where students read a conversation between a student
and a librarian and complete the comprehension tasks.
Objectives
a. Learn these words/phrases: borrow, application, fine, switched off
b. Read the conversation and do the comprehension tasks
Follow these steps:
Pre-reading activities
a. Introduce the reading text by reading the title. Draw students’ attention to the picture and ask
them what they can see in the picture.
b. Ask the signpost questions. Let students express their opinions freely and ask why they think
so.
c. Ask students to pay attention to the words in red in the text. Write these words/phrases on
the board: borrow, application, fine, switched off.
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d. Ask students if there are other words/phrases which are unfamiliar to them.
e. Pronounce the words/phrases correctly and ask students to follow you.
f. Read the sentences with these words/phrases from the textbook and ask students to guess the
meanings of the words.
g. Help students find the meanings of these words/phrases in the glossary.
h. Provide visual aids, examples, and definitions to help learners understand the meaning of
these words/phrases.
While-reading activities
a. Take the role of the librarian and assign the role of the student to one of the students and
read the conversation.
b. Select a pair of students and ask them to read the conversation assigning the roles of the
librarian and the student.
c. You can do this with a few more pairs.
d. Ask them to express what the conversation is about.
e. Introduce Activity A, where students should find out the appropriate words from the
conversation to complete the sentences. Encourage students to go back to the text and read
the part of the conversation where the words appear.
f. You can provide some clues by pointing to the line or paragraph in the text if they find it
difficult to get the word.
g. Make sure that all the students have completed the task.
Answers
a. borrow b. application c. two weeks d. five e. switch off f. food or drink
h. Introduce Activity B, where students need to go through the conversation again to decide
whether the given statements are true or false.
i. Tell students to go back to the conversation and find the part of the conversation which talks
about the given statements.
j. You can provide some clues by pointing to the line or paragraph if they find it difficult to get
the statement.
k. Make sure that all the students have completed the task.
Answers
a. True b. True c. False d. True e. True
Post-reading activities
a. Introduce Activity C in which students are required to visit their library and talk to the
librarian.
b. Set this task to be completed during their library hour.
c. Ask them to go to the library and talk to the librarian about the process of borrowing books
from their library.
14.8 Speaking
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This speaking section involves students in three different activities: practising the speech
bubbles, asking and answering questions about abilities, and talking about the abilities and
inabilities of various animals.
Objectives
a. Talk about one’s own abilities and inabilities
b. Talk about the abilities and inabilities of others
Follow these steps:
A. Act out these conversations.
a. Select three pairs of students randomly to read out the three sets of speech bubbles provided.
b. Have them perform the conversations in front of the classroom.
c. Instruct students to pay attention to the structures of the questions and responses used to talk
about the abilities and inabilities.
d. Elicit the following patterns:
Can you + action verb? (Question)
Yes, I can. (To show ability)
No, I can't. (To show inability)
e. Write these structures on the board.
f. Have students practise asking about abilities and inabilities in pairs. Encourage them to ask
as many questions as possible to their partners.
B. Work in pairs. Take turns to ask and answer questions. Answer using Yes, I can or No,
I can't.
a. Remind students of the structures for asking questions about abilities, expressing abilities,
and expressing inabilities that they learned in Activity A.
b. You can start by doing the first one as an example, and then ask students to do the same.
c. You can have students do a chain drill in which they have the opportunity to ask questions
and respond to questions. For example:
Teacher: Can you make furniture?
Student A: No, I can't. (Turning to their friend) Can you drive a bus?
Student B: No, I can't. (Turning to their friend) Can you do karate?
Student C: Yes, I can. (Turning to their friend) Can you read English?
Student D: Yes, I can. (Turning to their friend) Can you fly a kite?
d. Continue until all students get the opportunity to ask and respond to at least one question.
C. Talk about the following animals. Try making as many sentences as you can. Use can
or can't every time.
a. Write the example given in the book on the board.
b. Elicit some more abilities and inabilities of a horse and add to the example.
c. Encourage students to talk about abilities and inabilities of the given animals as in the
example.
d. Let them write some clues in their notebook before they speak.
e. Ask students, in turn, to speak about the abilities and inabilities of the animals given.
f. Provide feedback on students’ expressions.
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14.9 Grammar II
This is a grammar task in which students learn and practise talking about people’s past abilities
and inabilities using “could” and “couldn’t”.
Objective
Use “could” and “couldn’t” to talk about people’s past abilities and inabilities
Follow these steps:
A. Act out the following conversations.
a. Read aloud three pairs of conversations given in the book with pictures.
b. Tell students to read the conversations. Have three pairs of students act out the
conversations.
c. Encourage students to find out the structures of asking about abilities and responding to
them.
d. Remind them of the structure they learned in Grammar I and relate it to the one under
discussion. Make it clear to students that can/can't and could/couldn't are different only in
relation to time (i.e., present and past).
e. Give more examples of the use of could and couldn't with action verbs to talk about past
abilities and inabilities.
f. Make sure that everyone understands that could is used to show ability and couldn't is used
to show inability in the past.
B. Complete the sentences with could and couldn't and one of the verbs given.
a. Remind students the difference between could and couldn’t they have worked out in the
task before.
b. Instruct students to use could or couldn’t + one of the verbs/phrases given in the box.
c. Help them with some clues to identify whether they should write ability or inability in each
of the statements.
d. Each student should respond to this task by writing in their notebook or in the textbook
itself.
e. Monitor the class as students are writing.
f. Help them if they need and provide general feedback when they complete the task.
Answers
a. couldn’t go b. couldn’t catch c. couldn’t get down d. could lift e. couldn’t eat
f. couldn’t read g. couldn’t sleep h. couldn’t use i. could climb j. couldn’t ride
C. Go round the class with the following form. Ask questions to five of your friends to
find out at least two things they could or couldn't do in the past.
This task encourages students to use could and couldn't to talk about their own and others' past
abilities and inabilities.
a. Tell half of the total students to go to their friends with their notebooks and pens. Have
them ask their friends questions about their past abilities and inabilities.
b. When they have written at least five past abilities and inabilities of their friend, switch
roles and let the other half of the students ask questions to their friends.
c. Tell some of the students to present their friend's past abilities and inabilities to the class.
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d. Provide general feedback to the class.
14.10 Do it by yourself
This is a project where students ask questions about the present and past abilities of their family
members and share the information with their friends.
Objective
Express the present and past abilities and inabilities of one’s family members
Ask four questions to different family members about what they can do/can't do/could
do/couldn't do. Write them in the table like the one below and explain it to your friends.
Follow these steps:
a. Clarify the question and make sure students understand what they are supposed to do.
b. Assign this task as homework.
c. Ask students to list their family members in the first column and their present abilities,
present inabilities, past abilities, and past inabilities in the other columns respectively.
d. The next day, ask them to share the work with the class.
e. Provide feedback to students on their work.
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Unit - 15
Agreeing or Disagreeing
Reading I
A Lump of Gold
A. Learn these words/phrases and complete the sentences with them.
lump broke into wise moment loudly
Answer π
a. Wait for a moment. I'll be back.
b. A lump of clay is beside the lump of silver.
c. Don't shout loudly! The baby is sleeping.
d. Last night, a thief broke into our house and stole the money and the gold.
e. My father has stopped smoking. It was his wise decision.
B. What lesson did you learn from the story?
Answer π Money doesn’t make you happy.
C. Answer the following questions.
a. How many characters are there in the story? Who are they?
Answer π There are three characters in the story: the rich old man, the thief, and the wise woman.
b. What did the man sell?
Answer π The man sold his house, furniture, car, and clothes.
c. What did the man do with the lump of gold?
Answer π The man put the lump of gold on the table and looked at it every day.
d. Where did the thief put the lump of gold?
Answer π The man put the lump of gold on the table and looked at it every day.
e. What did the wise woman tell the old man to get?
Answer π The wise woman told the old man to get a big stone and put it on the table.
f. What did the old man think of himself?
Answer π The old man thought that he was very silly and that he didn't need a lump of gold to be happy.
Grammar I
C. Make yes/no questions based on these sentences.
Example:
She brought apples.
Did she bring apples?
a. My father is making a paper boat.
b. They are fighting.
c. Hemlata likes tea.
d. Our cat jumps very high.
e. I like learning English.
f. She has a beautiful pen.
g. The three boys had poor eyesight.
h. They lived in a village.
i. She bought some apples yesterday.
j. Sanjari has given me a pencil.
Answer π a. Is your father making a paper boat?
b. Are they fighting?
c. Does Hemlata like tea?
d. Does our cat jump very high?
e. Do you like learning English?
f. Does she have a beautiful pen?
g. Did the three boys have poor eyesight?
h. Did they live in a village?
i. Did she buy some apples yesterday?
j. Has Sanjari given you a pencil?
Reading II
Picnic
B. Fill in the blanks with suitable words from the poem.
Answer π
a. They will have some fruits and sweets.
b. They will go to the park or to the playground.
c. Grandmother and Grandad will go with them.
d. The ants ate all their biscuits.
C. Read the poem again and write True or False.
Answer π
a. False, they are planning for a picnic.
b. False, they are taking cheese and meats with them.
c. True, they want to go with Granny and Grandad.
d. False, they want to go with everyone.
e. True, they packed everything upside down.
Grammar II
A. Match the statements with their wh-questions.
Answer π
Column A ------------------------------- Column B
a. He is living in Dhangadhi.------- ii. Where is he living?
b. Monika speaks good English.----- iv. Who speaks good English?
c. Paru went to Bara yesterday. ---------v. When did Paru go?
d. Phurba will play badminton. ------i. What will Phurba play?
e. She was dancing on the stage. -----vi. Where was she dancing?
h. He went to the market to buy apples.------ iii. Why did he go to the market?
B. Make wh-questions for these statements.
a. My name is Tom.
b. I study in grade four.
c. I have five members in my family.
d. We live in a town.
e. I am writing a letter to my friend.
f. Hemlata has painted a picture.
Answer π
a. What is your name?
b. In which grade do you study?
c. How many members are there in your family?
d. Where do you live?
e. What are you writing to your friend?
f. What has Hemlata painted?
Writing II
Bringing Homemade Food to School
A. Read the following paragraph and look at the good things and bad things about home made food.
Answer π
Good things about homemade food:
Cheaper than fast food
More healthy
Helps create healthy eating habits
Opportunity to learn how to cook
Bad things about fast food:
Expensive
Unhealthy
Can lead to weight gain
Can cause health problems.
Teacher Help
15.2 Reading I
The first reading text in this unit is the story ‘A Lump of Gold’. This is a story with a moral. It
makes students think critically about the characters and activities.
Objectives
d. Learn the words: lump, broke into, loudly, wise, moment
e. Read the text and do the comprehension tasks
Follow these steps:
Pre-reading activities
a. Introduce the reading text by reading the title. Draw students’ attention to the picture and ask
them what they see in the picture.
b. Show the picture to the students and ask the three signpost questions:
What is there on the table?
Does the man look happy? Why?
Does the man love money? Why?
c. Accept all the answers from students and encourage them to explain why they think so.
d. Ask students to pay attention to the words in red. Write the words on the board.
e. Teach the words with correct pronunciation, meaning in context, and appropriate use.
While-reading activities
a. Read the text at a normal speed and ask students to point to the lines with their fingers.
b. Tell students to read the first and second paragraphs and ask the questions like:
Why was the man not happy?
Why did he need more money?
What things did he sell to get the money?
What did he buy with the money?
What do you think will happen next?
c. Now, ask them to read the remaining part of the story. Keep asking questions to make the
story interactive.
d. Finally, ask students what lesson the man learned at the end.
e. Add some more questions such as:
Do you agree with what the woman suggested?
f. Let students express their agreement and disagreement.
g. Introduce Activity A and remind the vocabulary they studied before reading the story. Ask
students to fill in the blank spaces with the correct words individually.
Activity B is related to understanding the theme of the story and critical thinking. Students are
required to choose one alternative as an answer to the given question.
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a. First, ask students to choose one alternative freely. If they choose alternative ‘a’ or ‘c’, take
them back to the last part of the story again and let them realize that alternative ‘b’ is the
correct one.
b. Moving to Activity C, ask the first question (a) and tell them to find the characters
mentioned in the story and write answer.
c. For other questions too, get them back to the story and require them to read the paragraph or
part of the story where they find the answer.
d. Facilitate students to find answers in paragraphs so that they write answers.
e. When they complete the work, let some students read out their answers to the class.
f. If a student's answer is wrong, correct the answer and explain why the answer is wrong.
g. Write the correct answers on the board so that students can check their work.
Post-reading activity
a. Ask the question given in Activity D as a post-reading question.
b. Let the students express their agreements and disagreements freely but ask them why they
agree or disagree.
c. Thank them for their responses.
15.3 Pronunciation
In this section, students will practice the pronunciation of the words with /ΙΚ/ sound
Objective
Pronounce the given words with /ΙΚ/ sound
Materials
Recorded pronunciation of the given words or digital dictionary with sound
A. Answers
a. moment
b. lump
c. loudly
d. broke into
e. wise
B. Answer
b. Money doesn’t make you happy
C. Answers
a. There are three characters in the story. They are: the rich man, the thief, and the wise
woman.
b. The man sold his house, furniture, car, and clothes.
c. The man put it on the table, looked at it, and became happy.
d. The thief put the lump of gold into his bag.
e. The wise woman told the old man to get a big stone.
f. The old man thought himself very silly.
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Follow these steps:
a. Ask students to look at the given words and read them aloud. Activation in the beginning
lets you know how students pronounce the words.
b. Pronounce the words or play the recorded pronunciation of the given words several times
and tell the students to follow the pronunciation till they are able to produce acceptable
pronunciation. You can also take the help of a digital dictionary.
c. Tell students to pay attention to the red letters in the words and ask them to find out what
various letters are related to the pronunciation of the sound /ΙΚ/.
d. Ask a few students to pronounce the words.
e. Finally, ask students to find other words in their book which contain the sound /ΙΚ/.
15.4 Grammar I
This section consists of the activities related to the formation of yes/no questions and responding
to them.
Objectives
a. Form yes/no questions
b. Respond to yes/no questions
Follow these steps:
A. Act out the following conversations.
a. Read aloud the first conversation as a model and try out the public pair technique to read it.
b. For this, take one role (i.e., asking the question) and ask one of the students to take another
role (i.e., responding to the question).
c. Next, switch the role and let the student ask the question this time.
d. Act out three other conversations with three other students.
e. Now, tell students to pay attention to the structures of the questions as well as their
responses. Let them find out the structures of wh-questions. To facilitate this process, ask
questions such as:
What do the questions start with? (auxiliary verb)
What verb is used when there is no auxiliary verb given? (do/does/did)
What comes after the auxiliary verb? (subject), etc.
f. Help students find out the structures of responses in a similar way.
g. Write down the structures of yes/no questions and their responses on the board:
Structure of yes/no question and the response
Question: Auxiliary verb+subject+main verb….?
Example: Do you want to improve your English?
Response: Yes + subject + auxiliary verb/ No + subject + auxiliary verb + not.
Example: Yes, I do.
B. Match the statements with their questions.
This is a practice exercise where students are expected to match the statements with their
corresponding yes/no questions. Based on the structure that they learned in Activity A, students
match the items.
a. Let students complete this task individually.
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b. They can draw lines in books with pencils to match the items or copy the answers in their
notebooks.
c. Write the correct answers on the board.
d. Give students the opportunity to check their answers by referring to the correct answers on
the board.
Answers
a. The bus leaves in an hour. iii. Does the bus leave in an hour?
b. It snowed a lot yesterday. iv. Did it snow a lot yesterday?
c. They look happy. ii. Do they look happy?
d. They are writing a book. v. Are they writing a book?
e. She is happy with him. vi. Is she happy with him?
f. We will leave early. i. Will we leave early?
C. Make yes/no questions based on these sentences.
a. Remind students of the structures they worked out in Activity A, and tell them to form
questions for the given statements.
b. Ask some of the students to read their questions.
c. You can write the questions on the board and tell them to compare theirs with the ones
written on the board.
d. If required, give them some more statements to practise, focusing on the areas of their
difficulties.
e. Present some more examples of statements with ‘some’, like the one in ‘statement-i’, which
should be changed into ‘any’ in question.
Answers
a. Is my father making a paper boat?
b. Are they fighting?
c. Does Hemlata like tea?
d. Does our cat jump very high?
e. Do I like learning English?
f. Does she have a beautiful pen?
g. Did the three boys have poor eyesight?
h. Did they live in the village?
i. Did she buy any apples yesterday?
j. Has Sanjari given me a pencil?
D. Copy at least five short statements from the story above and change them into yes/no
questions.
a. For this task, ask students to read the story ‘A Lump of Gold’ once again and write five
sentences from the story.
b. Make sure that they select simple sentences.
c. Now, tell them to change the statements into yes/no questions.
d. Help them find the statements and make yes/no questions from the statements.
15.5 Listening
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In this section, students will listen to a conversation between two customers in a restaurant and
complete the exercises that follow.
Objective
Listen to the conversation and extract the required information
Materials
Audio file and audio player
Follow these steps:
a. Ask students to look at the picture and answer the pre-listening questions. Encourage them
to make a guess by looking at the picture.
b. Elicit the responses such as: They are probably in a restaurant having something.
c. Tell students that they are going to listen to a conversation in which two customers in a
restaurant are talking about the services in the restaurant.
d. Tell them to read the statements from a-f given in the table. Allow them about two minutes
to read the statements. Make sure that they understand all the statements.
e. Instruct students to put a (√) mark in the box next to the statements, under the column
‘Agree’, if they agree with the given statement and put a (√) mark under the column
‘Disagree’, if they do not agree with the statement.
f. Play the audio for the first time.
g. Ask students who are talking in the audio and what they are talking about.
h. Play the audio for the second time. Let students complete the task as they are listening.
i. Go around the class and check whether all the students are involved in the assigned task.
j. Play the audio once more and let them review their answers.
k. Make sure that all the students have the correct answers.
Answers
a. Agree b. Disagree c. Agree d. Agree e. Agree f. Disagree
For Activity C,
a. Ask students if they have visited any tea shop or restaurant.
b. Ask them to talk about the tea shop/restaurant they visited.
c. Remind them to include the following points in their discussion:
The location of the tea shop/restaurant
What people can have there
The quality of the service provided
The politeness of the workers
Any other relevant information
d. Monitor the discussion to make sure that students are staying on topic.
e. Summarize the discussion by sharing your own experience of visiting a tea shop or a
restaurant.
15.6 Reading II
This is the second reading text in Unit 15. It is a poem entitled ‘Picnic’. Reading poem is
followed by three activities: finding out rhyming words, filling the blanks, and writing true/false.
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Objectives
a. Learn the words: pack, crisps, fun, upside
b. Recite the poem and find the rhyming words
c. Do the comprehension tasks
Follow these steps:
Pre-reading activities
a. Tell students to look at the picture and guess answers to the given pre-reading questions.
You can also add questions such as: Where do you think the people are? Do they look
happy?
b. Ask students to pay attention to the words in red in the poem.
c. Write these words on the board: pack, crisps, fun, upside.
d. Ask students if there are other new words in the poem.
e. Read the lines with these words from the poem and ask them to guess the meanings of the
words.
f. Help students find the meanings of these words in the glossary.
g. Provide visual aids, examples, and definitions to help learners understand the meaning of
the words.
.
While-reading activities
a. Recite the poem aloud with varying pitch, volume, gestures, and expressions. Ask students
to point to the lines as you read. This will help them to follow along and understand the text.
After you recite it, tell students to follow you.
b. Let them recite the poem aloud in groups. Aloud reading can be followed by some oral
question answer activities so as to drive students towards comprehension of the poem.
c. You can ask some general questions related to the title, writer, food items mentioned in the
poem, places mentioned in the poem, etc.
d. Introduce Activities A, B, and C.
e. Give clear instructions to students to complete each of these tasks.
f. If students have difficulties finding the answers, point out the related stanza/line of the poem
and help them respond to the task.
g. Write/display the correct answers on the board and let students correct their work.
A. Answers
a. sweets: meats b. park: dark c. fun: everyone d. down: brown
B. Answers
a. sweets b. playground c. grandad d. biscuits
C. Answers
False b. False c. False d. True e. True
15.7 Writing I
This is the first writing task in this unit. Students are required to make a plan for a picnic and
write a paragraph about it.
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Objectives
Write a paragraph about a possible picnic plan
Follow these steps:
a. Describe a picnic or any other fun activity you have had. Include the following points:
Where did you go?
Who did you go with?
What things did you take?
What activities did you do?
What did you enjoy the most?
What went horrible/bad?
b. Tell students that they are going make a plan to go on a picnic in a group and then write a
paragraph about the plan.
c. Form groups of students, each consisting of 4 or five members. Let each group choose a
person to write the things they discuss.
d. When discussion begins, ask the questions like what things they would like to take with
them, who they would like to go with, why they like to go with them, where they would like
to go, what they would like to eat, what activities they would like to do, and so on.
e. While answering these guiding questions, they will be able to produce a paragraph. Help
them with language and vocabulary, if they need.
f. Finally, each student from a group will present the group plan to the class.
g. You can assign the same task as homework to be done individually.
15.8 Speaking
This speaking section focuses on the language function of agreeing and disagreeing. There are
three activities: Acting out the conversation, reading language/expressions of agreeing and
disagreeing, and expressing agreements and disagreements on the given situations.
Objective
Express agreement and disagreement on given situations
Follow these steps:
A. Act out this conversation.
a. Instruct students to look at the picture in the book and ask them who the people in the
picture might be. They can read two names in the conversation and tell the answer.
b. Now, you can start acting out the dialogue. First, you take Emma’s role and ask one student
to take the mother’s role.
c. Second, you take the mother’s role and ask another student to take Emma’s role.
d. Divide the students into pairs and let them act out the conversation.
B. Look at some of the ways to agree and disagree.
a. Ask students to read the expressions related to expressing agreement and disagreement
under two columns ‘Ways to agree’ and ‘Ways to disagree’.
b. Present some real or imaginary situations.
c. Ask students to show their agreement or disagreement using the expressions given in the
exercise.
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C. Work in pairs. Agree or disagree with your friends in the following situations.
a. Ask students to read the example presented in the book.
b. Explain the ways to present the situations, beginning with: ‘Do you…?’ ‘Will you…?’
‘Let’s …’, and so on.
c. Form pairs of students. One presents the given situation/expression and the other expresses
his/her agreement or disagreement using the expressions learned in Activity B.
d. Listen to the students’ conversations and facilitate if they need.
e. Give general feedback after they perform the task.
15.9 Grammar II
This is the second grammar task in Unit 15. It is about the formation of wh-questions.
Objective
Form appropriate wh-questions for the given statements
Follow these steps:
A. Match the statements with their wh-questions.
a. Ask students to match the statements under column ‘A’ with their wh-questions under
column ‘B’. For this, you can ask the wh-questions given under column ‘B’ and ask students
to find their answers under column ‘A’ so that they can match the items easily.
b. Now, tell students to study the structures of the questions as well as their responses. Let
them find out the structures. To facilitate this process, ask questions such as:
What do the questions start with? (wh-words)
What follows the wh-words? (auxiliary verb)
What auxiliary verb is used when there is no auxiliary verb given in the statement?
(do/does/did)
What comes after the auxiliary verb? (subject), etc.
c. Write down the structures of wh-questions on the board:
Wh-word+auxiliary verb+subject+main verb….?
Example: What are you writing?
d. Give some more examples of the ‘Who...’ questions as given in question number ‘iv’ under
column ‘B’ and let them learn the structure of the question without auxiliary verb.
B. Make wh-questions for these statements.
This exercise gives students some statements to form wh-questions. Remind students of the
structures they learned in Activity A and tell them to form wh-questions accordingly.
a. Move around the class to help students, if they need.
b. Choose some of the students and ask them to read their questions to the class.
c. Write the wh-questions on the board and tell students to compare their responses with the
ones written on the board.
d. For further practice, give them some more statements to form wh-questions, focusing on the
areas of their difficulties.
e. Remind students to use the subject ‘you’ in wh-question if the answer/statement starts with
‘I’ or ‘we’.
Answers
a. What is your name?
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b. What grade do you study in?
c. How many members do you have in your family?
d. Where do you live?
e. What are you doing?
f. Who has painted a picture?
15.10 Writing II
In this section, students will read a paragraph and write a similar paragraph on a given topic.
Objectives
Write a paragraph expressing opinion about doing homework
Follow these steps:
A. Read the following paragraph and look at the good things and bad things about
homemade food.
a. Instruct students to read the paragraph and notice how the opinion is expressed in favour of
homemade food and against the use of fast food.
b. Also, inform them that they are reading this paragraph to write a similar paragraph later.
c. Focus on how to mention the advantages and disadvantages of the subject being discussed.
d. Make sure that students understand the ideas expressed in the paragraph.
B. Do you have homework every day? How do you feel about doing a lot of homework?
Write a paragraph.
a. This task aims to enable students to express their opinion on a topic freely. Before they start
writing, have students create a mind map of the good and bad aspects of homework.
b. Tell them to follow the structure of the writing they just read in Activity A.
c. When students start writing, keep asking them various guiding questions, moving around the
class.
d. Help the students with language and vocabulary if they need.
e. Make sure that all the students complete the task.
f. Have some students read their paragraphs to the class.
g. Check students’ written work and provide them with individual feedback.
5.11 Do it by yourself.
This is a project in which students work individually to collect community members' opinions on
whether children should help their parents with household chores.
Objective
Collect community members' opinions on a given topic
Follow these steps:
a. Explain the task clearly and ensure that students understand what they are supposed to do.
b. Ask them how they greet and start talking to the community people. Tell them the
appropriate way of beginning the conversation.
c. Remind them to take a pen and a notebook to write the people’s names and their opinions on
the given issue.
d. After a couple of days, have students present their findings to the class.
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e. Finally, summarize the community's opinion on involving the children in household chores,
based on the information presented by your students.
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