English, Unit 2, Unit 3
Unit - 2
Personal Belongings
Question: What sounds do these animals make?
Answer π
dog ------------- woof
cat -------------- meow
mouse -----------squeak
bird ------------- tweet
fish ------------ glub
Personal Belongings
A. Learn these words.
Now, complete the sentences with the above words.
Answer π
a. A wonderful natural way to relieve stress is meditation.
b. My father is a professional football player.
c. My sister has a laptop. It is the latest model on the market.
d. The internet speed is very slow.
e. This is my cat. It is a pet animal.
f. The trumpet is one of the famous musical instruments.
B. What do they own? Complete the table.
Answer π
Person Belonging
Rajesh Cat
Shambhu Trumpet
Mary Laptop
C. Write 'True' or 'False' for the statements.
Answer π
a. Billy is a pet cat. True
b. Billy is very friendly with other people. False
c. Shambhu is a musician by profession. True
d. Mary has a trumpet. False
e. Mary takes care of her laptop. True
D. Answer the following questions.
a. Why does Billy love Rajesh?
Answer π Billy loves Rajesh because he is Rajesh's favourite pet.
b. Why does Rajesh play with Billy?
Answer π Rajesh plays with Billy to relieve his stress and forget everything.
c. Who does the trumpet belong to? Where is it made?
Answer π The trumpet belongs to Shambhu and it is made in America.
d. What facilities does Mary's laptop have?
Answer π Mary's laptop has an internet connection and a DVD player.
A. Study the following thank-you note and answer the questions.
a. Who is thanking Tom?
Answer π Jerry is thanking Tom.
b. Why has Jerry thanked Tom?
Answer π Jerry has thanked Tom for the beautiful poster.
c. Does Jerry like the poster?
Answer π Yes, Jerry likes the poster.
d. Where has Jerry stuck the poster?
Answer π Jerry has stuck the poster on his room wall.
B. Your friend has given you a storybook. You like it very much. Now, write a thank-you note to your friend. Use the given outline.
Answer π
Dear Ram,
Thank you so much for the wonderful and interesting storybook. I really like it and it is truly a great gift. I have already started reading it and I am enjoying every moment of it.
Thank you again.
Love,
Hari
B. Complete the sentences with the words given in the box. You can use some words more than once.
Answer π
a. You have a book. Your book is new.
b. He has a pillow. His pillow is soft.
c. She has a dog. Her dog is small.
d. We have a parrot. Our parrot is beautiful.
e. You have a house. Your house looks nice.
f. They are their bags.
g. This is my laptop, not yours.
h. That is my pen, not her pen.
i. Wash your hands.
j. Is that her wallet?
k. It is a cat. Its teeth are very sharp.
l. She has got a cat. It’s hers cat.
m. May I borrow your pencil? I broke mine.
n. I found my key, but Mary couldn’t find hers.
o. This book must be yours. Your name is written on its cover page.
The Young Fox
A. Read the poem and identify the rhyming words for the following.
Answer π
The rhyming words for "head" are "near" and "shed."
The rhyming words for "ear" are "near."
The rhyming words for "tells" are "smells."
The rhyming words for "right" are "night."
The rhyming words for "leaps" are "creeps."
B. Match the words in column ‘A’ with their meanings from column ‘B’.
Answer π
Column 'A' ----------Column 'B'
a. poke ----------------iii. bring some parts outside
b. sniff --------------vi. draw up air audibly
c. peer --------------v. look with concentration
d. creep --------------ii. move slowly and carefully
e. leap ----------------iv. jump across
f. den------------------ i. home to a fox
C. Write True or False for the statements.
Answer π
Statement: The young fox pokes its head out of its den in the day time.
Answer: False
Statement: The fox uses its sharp eyes to watch for dangers in the night.
Answer: True
Statement: The fox has a poor sense of smell.
Answer: False
Statement: The fox leaps and creeps across the fields only if it senses danger.
Answer: False (It leaps and creeps across the fields only if it senses it's safe)
D. Work in pairs. What does the fox look like? Talk about the fox in the poem.
Answer π The fox in the poem is described as a young fox. It is depicted as having sharp eyes, a sharp nose, and pointed ears. These features suggest that the fox is alert, cautious, and aware of its surroundings. It is described as poking its head out of its den at night to listen for any danger, sniffing the air for any dangerous smells, and peering from left to right to watch for movements. If it senses it's safe, it then leaps and creeps across the fields. Based on this description, we can imagine the fox as a small, agile, and curious creature with keen senses.
B. Work in pairs. Talk to your friend as in the example.
Example:
A: Whose books are they?
B: They are not mine.
A: We found these books on your table.
Answer π
a. A: Whose mobile is this?
B: This is not mine. This is also not yours.
A: I found it on the floor.
b. A: Whose pens are these?
B: These are not mine. These are also not yours.
A: I found them on the desk.
Grammar II
C. Now, complete the sentences with the words given below. You can repeat some of them.
Answer π
a. Look at the blue dress. It is beautiful.
b. My sister is coming to see me tonight. She will be here at 7:00 p.m.
c. My name is Andrew. I am your English teacher.
d. Jane’s parents can’t come to the party. They are in New York.
e. I am Mark and this is my wife, Jane. We are your neighbours.
f. We are going to the cinema. Do you want to come with us?
g. This is Mark’s telephone number. Call him if you need any help.
h. The neighbours are making a lot of noise. I am going to ask them to stop.
A. Fix the mistakes in the following sentences. Each sentence has one mistake.
Example:
How old are you.
How old are you?
Answer π
a. Incorrect: This is Mr. Wilson
Correct: This is Mr. Wilson.
b. Incorrect: The book is yellow'
Correct: The book is yellow.
c. Incorrect: i am twelve years old.
Correct: I am twelve years old.
d. Incorrect: My baby sister is very cute?
Correct: My baby sister is very cute.
e. Incorrect: What do you eat.
Correct: What do you eat?
f. Incorrect: his mother cooks dinner.
Correct: His mother cooks dinner.
B. You visited your best friend yesterday. You saw many playthings in his/her house. Now, write a message to another friend about the playthings you saw. Include these in your message.
Answer π
"Hey there! I just visited my best friend yesterday and I saw so many cool playthings in his/her house. There were dolls, toy cars, building blocks, and even a miniature kitchen set. All of these playthings belonged to his/her younger sibling. Do I have any of these at my home? Unfortunately, no, I don't have any of these playthings. But I wish I had some too, they were so much fun to play with!"
Do it by yourself.
Visit two of your close friends and make a list of things they have at their home. Use the given table.
Answer π
Name What does she/he have? How did she/he get it?
Nita laptop a birthday gift
Jack gaming console, large screen TV, comfortable couch saved up and bought it with his own money
Sarah collection of books, musical instruments, a painting by a local artist inherited from her grandfather who was an artist, bought the musical instruments from a store, won the painting at an art fair
Teacher Help
2.1 Getting Started
This is the first task of the lesson. There are two subtasks. Follow the procedures given below to facilitate these tasks. Learn a familiar and simple tune that you can apply to the song for task B before the class starts. The song might also be available on YouTube.
Objectives
- Use the words/expressions that can be used to express possessions.
- Sing the song in tune.
Follow these steps:
A. Look at the pictures below and guess what these people are saying.
- Show students the pictures given in the textbook, and ask:
- Who do you think the people are?
- What things do they possess?
- Elicit the responses like:
- He is a businessman. He has a key.
- She is a mother. She has a child.
- The man and woman have a dog.
- Further, ask students what these people might be saying.
- Elicit the responses like: I have a car. This is my key.
- Now, ask the students to make a list of things they possess. Have them work in pairs and instruct them to express their possessions by using ‘have’. For example, ‘I have a new bag. I have got a pet. I have a/an ........’.
- Move around the class and monitor whether they are talking in a right way.
- Ask some pairs to share their expressions with the whole class.
- Listen to them and provide feedback.
B. Listen and sing.
- Have students share what pets they own and the sounds they make.
- Ask students to identify the pictures in the song.
- First, sing the song line by line slowly and clap along.
- Have students follow you to build up fluency in singing.
- Have students sing the song in the whole class or in groups of four or five.
- Once they learn the tune, sing the song together for fun. Ask and discuss how they felt listening to and singing the song.
- Ask students to match the animals with their respective sounds.
Answers
- dog- woof
- cat- meow
- mouse- squeak
- bird- tweet
- fish- glub
2.2 Reading I
The first reading text in this unit is about personal belongings. Students will learn how to describe their personal belongings.
Objectives
- Learn the words: pet, relieves, professional, trumpet, internet
- Read the text and do the comprehension tasks
Follow these steps:
Pre-reading activities
- Introduce the reading text with the title. Instruct students to raise their hand if they know what their belongings are.
- Ask students to identify the pictures in the text and describe them.
- Discuss the pre-reading questions:
- What things do you see?
- Do you have any of them at home?
- Do you like any of them? Why?
- Listen to students' responses without correcting them. Encourage them to speak freely.
- Ask students to preview the words in red.
- Write the following words on the board: pet, relieves, professional, trumpet, laptop, internet.
- Pronounce the words correctly and ask students to repeat after you.
- Read the sentences with these words from the textbook and ask students to guess the meanings of the words.
- Help students find the meanings of these words in the glossary.
- Provide visual aids, examples, and definitions to help learners understand the meaning of these words.
- Make sure that they understand the meaning of these words, their spelling, and their pronunciation.
While-reading activities
- Tell students there are three persons in the texts. Ask them to find out those three names and underline them.
- Ask one question for each paragraph. Have students tell the owner of the cat, trumpet, and the laptop.
- Now, read the text for the first time at a normal speed and ask the students to point to the lines with their fingers.
- Divide students into groups of three. Instruct each member to read one paragraph.
- Identify struggling readers and provide them with individualized reading practice while others read independently.
- Ask students some comprehension questions to be answered orally. For example, "Who is Billy?", "Whose eyes are green?", and "What does a musician do?".
- Have students read Task A. Make sure they understand the task. Then, ask them to fill in the blanks to complete the sentences with the given words.
Answers a. relieve b. professional c. laptop d. internet e. pet f. trumpet
For Activities B, C, and D,
- Tell students to read the text and complete the table in Activity B.
- Ask 1 or 2 students to read aloud their answers.
- Correct them if necessary, and tell the rest of the students to correct their answers accordingly.
- Ask students to read the statements from ‘a to e’ in Activity C and write ‘true’ or ‘false’ for each statement.
- When they complete the task, pair up students so that they can check each other's answers.
- Now, tell them to read the questions from ‘a-d’ given in Activity D.
- Ask students to work in the same pairs to find the answers to each question. This will help them practice working together and learning from each other.
- Go around the class and check whether all the students are involved in the assigned task.
- Identify struggling pairs and provide them with support. Help them locate the answers in the text and organize the information to form a complete answer.
- Have some students read aloud their answers.
- If a student's answer is incorrect, provide the correct answer and explain why the original answer was incorrect.
- Display/write the correct answers on the board so that students can compare and correct their answers.
B. Answers
- Rajesh-cat
- Shambhu-trumpet
- Mary-laptop
C. Answers a. TRUE b. FALSE c. TRUE. d. FALSE e. TRUE
D. Answers a. Billy loves Rajesh because Billy is Rajesh’s favourite pet. b. Rajesh plays with Billy to relieve his stress. c. The trumpet belongs to Shambhu. It is made in America. d. Marry’s laptop has an internet connection and a DVD player.
Post-reading activity
- Talk about one of your favorite things that you own. For example, you could talk about your diary.
- You could say, "The most favorite thing I own is my diary. I got it on my birthday. I write about important events in my life in it. This diary is my friend to share how I feel."
- Instruct the students to talk about their favorite thing in a similar way.
- Have them talk about it with their friends in a group.
2.3 Pronunciation I
In this section, students will identify the sound /ΙΛ/ in the given words and pronounce those words.
Objective Identify /ΙΛ/ sound in words and pronounce them correctly
Materials
- Recorded pronunciation of the given words
Follow these steps:
- Play the recorded pronunciation of the words given in the exercise, or read the words aloud and ask students to listen carefully.
- Have students follow along until they grasp the correct pronunciation of the words.
- Ask students what sound the letters in red make.
- Pair students up and have them practice pronouncing the words together.
- Instruct them to find other words with the sound /a:/ from the text.
- Finally, have students read the words to the class.
2.4 Writing
This section is related to understanding and composing a thank you note.
Objective Write a thank you note to a friend using the given clues
Follow these steps:
A. Study the following thank-you note and answer the questions.
- Ask the students to scan thank-you note. Ask them what the text is about.
- Ask one of the students to read the text loudly.
- Now, tell all the students to read the text silently.
- Check understanding by asking a few questions such as:
- Who is writing the message?
- Where do we write the sender’s name in a thank-you note?
- What is the message?
- Who is the receiver?
- Where do we write the receiver’s name?
- Is a thank-you note long or short?
- Now, tell students to read the text silently and answer the comprehension questions in Activity A.
- Have some students read aloud their answers.
- Display/write the correct answers on the board so that students can compare and correct their answers.
Answers a. Jerry is thanking Tom. b. Jerry has thanked Tom for the beautiful poster. c. Yes, Jerry likes the poster. d. Jerry has stuck the poster on the wall of his room.
B. Your friend has given you a storybook. You like it very much. Now, write a thank-you note to your friend. Use the given outline.
- Instruct students to work individually and write a thank-you note following the similar format they read above.
- This task can be assigned as homework. Check the homework the following day.
- Identify any errors and provide individual feedback to students.
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Unit - 3
Rules and Timetables
Reading I
A. Complete the sentences with the correct words.
Answer π
a. Our school has a five-minute break after the second period.
b. We use a globe in our Geography class.
c. There will be an assembly before class starts.
d. Do you have a registration card?
e. We are reading about the History of ancient Nepali society.
B. Answer the questions.
a. What class is Kevin in?
Answer π Kevin is in class 4B.
b. What lessons does he have on Tuesday?
Answer π On Tuesday, Kevin has English, Maths, and History.
c. Does he have any lessons on Sunday?
Answer π No, he does not have any lessons on Sunday.
d. How long is the lunch break?
Answer π The lunch break is 1 hour long, from 1:00-2:00.
e. What day is the Piano class on?
Answer π The Piano class is on Friday after school.
C. Read the timetable again. Write True or False in the boxes.
a. Kevin doesn't go to school on Saturday.
Answer π True
b. The school starts every day at 8:00 a.m.
Answer π False
c. Kevin has classes twice a week after school.
Answer π True
d. He has a Citizenship class once a week.
Answer π True
Grammar I
B. Rearrange the words to make meaningful sentences.
Answer π
a. We sometimes go swimming at the weekends.
b. I am never late for school.
c. My mother usually makes my bed.
d. Bikash is often late for school.
e. Reeta never drinks coffee in the evening.
f. Pratik usually helps his friends with homework.
g. My grandfather always goes for a walk in the evening.
h. They often go to the movies on Saturdays.
i. She always complains about her son.
C. Write sentences about something that:
a. You always do.
b. You usually do.
c. You often don't do.
d. You sometimes do.
e. You never do.
Answer π
a. I always respond to user's queries in a timely manner.
b. I usually provide helpful and informative answers to user's questions.
c. I often don't have the ability to perform physical tasks as I am a virtual language model.
d. I sometimes participate in trivia games or discussions with users.
e. do yourself
Reading II
A. Fill in the blanks with the correct words from the text above.
Answer π
a. The above text shows the library rules of a school.
b. The library opens for 5 days a week.
c. The library is closed on Saturdays.
d. Students can take away 2 books at a time.
e. Students must take care of the books.
B. Are these statements True or False? Write True or False in the boxes.
a. You can use the library computers for personal reasons.
Answer π False
b. You cannot eat anything in the library.
Answer π True
c. You need an identity card to use the library.
Answer π True
d. The library is open till 4. p.m. on Fridays.
Answer π False
e. You can't use your mobile phones inside the library.
Answer π True
C. What are the rules for your school library? Complete the table.
Answer π
Things you are allowed to do:
Borrow books
Use the library computers for school work
Read books and study
Quietly work or study
Things you are not allowed to do:
Eat or drink inside the library
Run or shout
Use mobile phones
Damage or mistreat books
Borrow more books than the allowed limit
Use the library computers for personal reasons
Writing II
A. Put a question mark (?) or a full stop (.).
Answer π
a. Where do you live?
b. Yes, I can play the Madal.
c. Do you like rice pudding?
d. What is your favorite food?
e. It is Meena's birthday today.
f. How do you travel to school?
g. When do you get up in the morning?
h. I exercise everyday.
i. Can you jump over the wall?
j. Are we going swimming this evening?
B. Work in groups of five. Discuss the rules and regulations you have to follow in your classroom. Talk about what you can and can't do in the classroom. Prepare rules for your class.
Answer π
Respect each other and the teacher.
Keep the classroom clean and tidy.
No eating or drinking in the classroom.
Always be on time and ready for class.
No shouting or interrupting others when they are speaking.
Keep your mobile phone on silent or switched off during class.
Participate in class activities and discussions.
Hand in homework and assignments on time.
No cheating or plagiarism.
Respect the property of others and do not damage or deface any classroom materials.
Grammar II
A. Complete the sentences with correct question words from the brackets.
Answer π
a. When are you going to Pokhara? (Who/What/When)
b. Where have you parked your bicycle?
(What/Where/Which)
c. Why do you look so happy? (Which/Why/What)
d. What is the colour of your new mobile? (Whose/
What/Where)
e. Who is the girl in red dress? (What/Who/Which)
f. How old is she? (How/When/What)
g. Why aren't you going to Anu's birthday party?
(What/Where/Why)
h. When is your birthday? (What/When/Where)
i. What do you want to eat for lunch? (What/Who/Whose)
j. Which book is yours? (Why/Where/Which)
B. Make questions for the underlined words in the given sentences. The question words are in the brackets.
Example:
The baby is six month old. How old is the baby?
Answer π
a. What time does Robert always go to bed?
b. Where did Tom go last Saturday?
c. What are they watching on TV?
d. Who is my sister reading now?
e. Where does she like to have dinner?
f. What is she wearing now?
g. When does the first bus arrive?
Teacher Help
3.1 Getting Started
This is the first task of the unit. There are two subtasks. Follow the procedures given below to facilitate the learning activities. Prepare the pictures for Activity A, and learn the tune of the song for Activity B beforehand.
Objectives
- Ask and answer questions about the given pictures
- Sing a song in a tune
Follow these steps:
A. Look at the pictures. Ask and answer questions about the items below.
- Show the given pictures to students one by one and ask them whether they have those objects at home.
- Ask them all the possible questions about each object. For example,
- What is it?
- Do you have a watch?
- What is it used for?
- Where can you get it from?
- What time is it on the watch?
- Listen to students' responses without correcting them. Encourage them to speak freely.
B. Listen and sing
- Sing the song in any tune you feel comfortable with. When you sing for the first time, ask students to point to the lines.
- For the second time, wait at the end of each line for the students to repeat.
- For the third time, sing the song together with students. Focus on the rhyming words: me-be, fair-share, and know-go.
- Next, ask students to discuss the given questions.
- Let some students share their answers.
- Listen to students' responses. Don't interrupt or correct them, even if you disagree with their opinions. This will encourage them to speak freely.
Possible Answers
- Yes. Rules make our classroom environment organized and disciplined.
- We should be helpful, grateful, hardworking, and forgiving too.
3.2 Reading I
This is the first reading text in Unit 3. The text is about a school timetable.
Objectives
- Learn the words: registration, assembly, citizenship, history, IT, geography
- Read the text and extract the required information to complete the comprehension tasks
Materials
- A chart with Kevin’s school timetable or an enlarged image of the timetable from the textbook
Follow these steps:
Pre-reading activities
- Discuss the answers to the pre-reading questions given in the book. Ask students to share their answers to the pre-reading questions. This will help to get everyone involved in the discussion.
- Encourage students to explain their answers. This will help to clarify their thinking and to get everyone on the same page.
- Show students a chart with Kevin’s school timetable. This will help them to visualize the information and to understand how it is organized.
- Ask them questions like: What is it? Do you also have your school timetable? What information can you get in the timetable? Is Kevin’s school open on Sunday?
- Encourage students to share their own experiences with school timetables. This will help to create a more engaging and interactive discussion.
While-reading activities
- Read the timetable for the first time at a normal pace and ask students to point to the details with their fingers.
- Ask them when their school starts and what their first activity is in school.
- Ask what they learn in the first period and what Kevin's School Timetable has in its first period in Class 4B.
- Continue talking about other classes as well. Talk about the break. Ask if they have the same break duration in their school.
- Use the ‘inquiry-based technique’ to talk about the details in the timetable. Ask them questions like, "What subject is taught after the first break on Monday?"
A. Complete the sentences with the correct words.
- Write the following words on the board: registration, break, assembly, history, geography.
- Pronounce the words correctly and ask students to repeat after you.
- Provide visual aids, examples, and definitions to help learners understand the meaning of these words.
- Make sure that they understand the meaning of these words, their spelling, and their pronunciation.
- Now, tell them to complete the sentences in Activity A with the correct words.
- Ask 1 or 2 students to read aloud their answers.
- Correct them if necessary, and tell the rest of the students to correct their answers accordingly.
Answers a. break b. Geography c. assembly d. registration e. History
B. Answer the questions.
- Ask students to work in pairs to answer the questions given in Activity B. Instruct them to get back to the timetable and find the answers to the questions.
- Move around the classroom to identify struggling pairs and provide them with support. Help them locate the answers in the text and organize the information to form a complete answer.
- Have some students read aloud their answers.
- If a student's answer is incorrect, provide the correct answer and explain why the original answer was incorrect.
- Display/write the correct answers on the board so that students can compare and correct their answers.
- Tell the students to study Kevin’s School Timetable once again and write true or false in the boxes next to the statements in Activity C.
- Have 2 or three students read aloud their answers.
- If a student's answer is wrong, correct the answer and explain why the answer is wrong.
- Tell other students to correct their answers if they find that their answers are wrong.
B. Answers a. Kelvin is in class 4 B b. He has Maths, IT, Music, and Physical Education on Tuesday. c. No, he does not have any lessons on Sunday. d. The lunch break is for half an hour. e. The Piano class in on Wednesday after school.
C. Answers a. True. b. False c. False. d. True
Post-reading activity
- Tell students to read the instructions given in Activity D.
- Demonstrate Kevin’s School Timetable in front of the class.
- Ask them what information has been included in the timetable. Write their responses on the board.
- Discuss the responses.
- Now, instruct them to design their own school timetable on chart paper. You could assign this activity as homework.
- The next day, have students display their timetables on the activity board or classroom wall. Let them provide feedback to each other.
3.3 Pronunciation I
In this section, students will practice the pronunciation of words with /Κ/ sound in the word medial position.
Objective Learn the pronunciation of words with /Κ/ sound in the word medial position
Materials
- Recorded pronunciation of the given words with /Κ/ sound
Follow these steps:
- Pronounce the given words correctly or play the recorded pronunciation of the words with /Κ/ sound in the word medial position.
- Let students listen to you.
- Pronounce the words for the second time and let students follow you.
- Pair up the students and ask them to practise pronouncing the words in pairs.
- Ask students to find other words with /Κ/ sound in the word medial position.
3.4 Writing I
In this section, students will compare their timetable with Kevin’s. They will also practise guided writing, where they develop their own paragraph describing their timetable.
Objective Develop a paragraph using the given clues
Materials
- Kevin’s timetable from the textbook
Follow these steps:
- Discuss the answers to the guiding questions given in the book, and write the key words from students' responses on the board.
- Ask students to identify the similarities and differences between their school's timetable and Kevin's timetable.
- Instruct students to write a paragraph about their school's timetable. Tell them to use the keywords written on the board as a guide
- Once they have completed the work, have 2 or 3 students read their paragraphs aloud to the class.
- Check students' written work and provide them with individual feedback.
Sample Paragraph I study in Class 4B. My school’s name is Machhapuchhre Secondary School. The school starts at 10:00 AM and closes at 4:00 PM. I study several subjects, including English, Nepali, Science, Maths, and Social Studies. My favorite subjects are English and Science, but I am also good at Maths. My school always starts with an assembly. We have a 10-minute break after every two periods. Our school offers extra classes for students who need help in certain subjects. These extra classes last for one hour. My favorite day of the week is Friday because we have extracurricular activities on Fridays.
3.5 Grammar I
This grammar section deals with the use of frequency adverbs.
Objective Use frequency adverbs in the sentences correctly
Follow these steps:
A. Study this short text and underline the sentences with always, usually, often, sometimes and never.
- Write some sentences with frequency adverbs on the board.
- Explain the meaning of frequency adverbs, drawing some examples from their daily lives. Provide sufficient examples so that students understand that frequency adverbs describe how often an action happens and their position is usually between the subject and the verb.
Some example sentences:
- I always wake up at 6 am.
- We usually bring lunch to school.
- I often help my parents.
- They sometimes play the guitar.
- I never run away from school.
- Now, ask students to underline the sentences
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