English, Unit 4, Unit 5
Unit - 4
Requests
Reading I
Answer these questions.
a. Have you heard about an email? What is it for?
Answer π An email is an electronic message that is sent and received over the Internet or other computer networks. It is used for communication purposes such as sending messages, files, and other digital content.
b. Which one is faster, an email or a letter by post?
Answer π An email is generally faster than a letter by post. Sending and receiving emails is almost instant and can be done from anywhere in the world as long as there is an Internet connection, while a letter by post may take several days to reach its destination, depending on the distance.
An Email for a Request
A. Read the email and complete the sentences.
Answer π
a. This is an email written to Nitish.
b. This informs about the basketball practice session.
c. The new coach is Mr. Suraj Chhetri.
B. Answer these questions.
a. Who is the sender of this email?
The sender of this email is Samyak.
b. Why has he written the email?
Samyak has written the email to inform Nitish about the basketball practice session.
c. When does the basketball practice session begin?
The basketball practice session begins at 2:00 p.m.
d. What does Samyak ask Nitish to bring with him?
Samyak asks Nitish to bring his ball with him.
e. What event is going to be held in November?
The interschool basketball competition is going to be held in November.
Writing I
B. Make as many negative sentences as possible from the table below.
Answer π
I don't know what the capital city of Japan is.
We aren't at home at this time.
It won't rain tomorrow.
He doesn't like riding bumper cars.
She didn't go to the cinema last week.
It hasn't finished working on the project.
They aren't studying for the test.
You haven't been waiting for the reply.
C. Change the following sentences into negative sentences.
Answer π
a. I play football on Tuesday and Thursday.
I don't play football on Tuesday and Thursday.
b. The rooms are tidy.
The rooms aren't tidy.
c. He has got a bike.
He hasn't got a bike.
d. Hari can swim under water for two minutes.
Hari can't swim under water for two minutes.
e. They will complete the race.
They won't complete the race.
f. He likes playing games.
He doesn't like playing games.
g. The students are going for a picnic next week.
The students aren't going for a picnic next week.
h. He is working hard.
He isn't working hard.
i. They went to the cinema yesterday.
They didn't go to the cinema yesterday.
j. The students have got a lot of homework.
The students haven't got a lot of homework.
B. Work in pairs. Take turns to request and respond as in the example.
Example:
get me a biscuit
A: Can you get me a biscuit please?
B: Yes, of course./Sorry, I'm busy with my homework.
Answer π
A: Can you tidy my room please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you find my pencil for me?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you pass me the dictionary please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you get me a biscuit please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you bring some vegetables please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you lend me a pen please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you turn the radio off please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you iron the clothes please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you stop talking please?
B: Yes, of course./Sorry, I'm busy with my homework.
A: Can you turn the music down please?
B: Yes, of course./Sorry, I'm busy with my homework.
Reading II
A Clever Fox in the Forest
B. Put the events from the story in the correct order.
Answer π
f. The crow opened her beak to sing.
e. The crow picked up the piece of cheese.
a. The cheese fell.
b. The fox said that the crow had got a beautiful voice.
d. The fox ate the piece of cheese.
c. She flew up into a tree.
C. Retell the story in your own words. This time, the fox is female and the crow is male.
Answer π
A male crow found a piece of cheese and picked it up. He flew up into a tree with the cheese in his beak. A female fox saw him and complimented the crow on his beautiful singing voice. The crow, flattered, opened his beak to sing. When he did, the piece of cheese fell out of his beak and into the fox's mouth. The female fox ate the cheese and the male crow was left empty-handed.
Writing II
B. The following is a story. Use the simple past form of the verbs in the brackets to complete the story.
Answer π
There was a fierce lion living in a forest. One day, as he was walking through the forest, he stepped on a thorn and cried out in pain. He limped along and saw a shepherd. He went to the shepherd and the shepherd saw that he was limping. The shepherd examined the lion's paw and found the thorn. He pulled it out and the lion wagged his tail in gratitude. Some people considered the shepherd a thief, but the lion knew the truth. One day, the king's soldiers came to arrest the shepherd while he was tending to his sheep. They took him to the king who ordered them to throw him into a lion's cage. The lion roared loudly when he saw the man, but when he came to him, he immediately recognized him as the shepherd who had helped him. When the king found out why the lion would not kill the shepherd, he ordered for both of them to be freed.
Grammar II
B. Make as many sentences as possible from the following table.
Answer π
I was on holiday last week.
Rojina was at home yesterday.
He was ill last Saturday.
It wasn't here last week.
We were on holiday yesterday.
You weren't at home last week.
They weren't here last Saturday.
My parents were on holiday last week.
I wasn't ill yesterday.
Rojina was here last week.
He wasn't on holiday last Saturday.
It was at home yesterday.
We weren't here last week.
You were on holiday yesterday.
They were ill last Saturday.
C. Complete the sentences with was, were, wasn't or weren't.
Answer π
a. Ravi wasn't at school yesterday. He was at the movies.
b. Was it sunny yesterday? No, it wasn't. It was cloudy.
c. Were they at the library yesterday? No, they weren't.
d. Was there a volleyball match yesterday? Yes, there was.
e. Rama wasn’t at the library yesterday. She was at home.
f. Wasn't Milan sad yesterday? No, he wasn't.
D. Complete the story with was, were, wasn't or weren't.
Answer π
A long time ago, there was a castle in a village. The castle was small but beautiful. A pretty girl lived in the castle. Anne was her name. She was the princess. There weren't any other children in the castle. She didn't have any friends. She wasn't a happy princess. She cried every day. One day, a boy came to the castle. His name was John. He had many animals. They were good animals. Princess Anne and John played with the animals in the garden. She wasn't sad anymore. They were happy together.
Ask your parents to tell you a short story. Write it down in English to share with your class.
Answer π
Once upon a time, there was a kind and adventurous cat named Mittens. Mittens lived in a cozy home with her owners, but she often dreamed of exploring the world outside. One day, she decided to finally follow her dreams and set off on an adventure.
She met many interesting creatures along the way, including a wise old owl, a mischievous squirrel, and a friendly dog. Mittens learned a lot from these new friends and had many exciting experiences. But what she cherished the most was the sense of belonging she found with her new friends.
Eventually, Mittens realized that there's no place like home and she missed her owners. So, she said goodbye to her new friends and made her way back to her warm and loving home. She never forgot her adventures and the friends she made, but she was happy to be back where she belonged.
Teacher Help
4.3 Pronunciation
This is a pronunciation task in which students will identify the sound /eΙͺ/ in the given words and practise the pronunciation of those words.
Objective Identify the sound /eΙͺ/ in the given words and pronounce the given words correctly
Materials
- Audio recording of the given words
Follow these steps:
- Ask students to pronounce the words given in the exercise. Tell them to pay attention to the letters in red in each of the words.
- Provide a correct model of pronunciation. Or, play the audio recording of the given words. Ask the students to follow.
- Students will follow till they grasp the correct pronunciation of the words.
- Pair up students and let them practise pronouncing the words.
- Ask them to find other words with the sound /eΙͺ/ and add them to the list.
4.4 Writing
Students will practise writing a reply to an email in this exercise.
Objectives
- Learn email layout
- Write a reply to an email
Follow these steps:
- Ask students to read the email written by Samyak and note what Samyak wants to tell Nitish.
- Collect students’ responses.
- Now, ask them what Nitish would reply.
- Take their responses and write the keywords on the board.
- Provide a template of an email and let students write a reply email to Samyak including the following points:
Points to be included in the email
- Thank Samyak for the information
- Tell him the time and date is noted
- Tell him that you are ready to bring an extra ball
- Express your feeling of excitement about the new coach
- Tell him that you will inform Dipesh about it and also request him to bring some water bottles for your team
Email Template Dear Samyak, Thank you very much for the ………… . I have noted ………… I am ready to bring ………… We are lucky to have Mr. Suraj Chhetri as our………… . I will inform…………. and also…………………. Thank you again. Your friend, Nitish
- Check students’ written work and provide them with individual feedback.
4.5 Grammar I
Students will practise making negative sentences in this grammar section.
Objective Change affirmative sentences into negative sentences
Follow these steps:
- Have students read the text in Activity A.
- Write the words highlighted in red on the board and ask students about the role of these words in the sentences.
- Elicit the response that these words change the sentences into negative.
- Remind students which words go together and which words do not combine while forming negative sentences. Talk about the agreement of subject and verb with sufficient examples.
- Now, ask students to make as many negative sentences as possible from the table in Activity B. This task allows students to freely create negative sentences out of the given form and information.
- Let them freely decide to join the parts of the sentences.
- Have students work in pairs and change the sentences given in Activity C into negative ones.
- Go around the classroom to see if any students need extra support to complete the task. Provide them with additional examples and explanations as needed.
- Have some students read aloud their answers.
- Write the correct answers on the board so that students can compare and correct their answers.
A. Answers
- I don’t know what the capital city of Japan is.
- I don’t like riding bumper cars.
- I can’t be at home at his time.
- I won’t be at home at this time.
- I didn’t like riding bumper cars.
- I haven’t finished working on the project.
- I wasn’t waiting for the reply.
- I wasn’t studying for the test. [Deal with we, you, he, she, it, they in a similar way.]
B. Answers a. I don’t play football on Tuesday and Thursday. b. The rooms aren’t tidy. c. He hasn’t got a bike. d. Hari can’t swim underwater for two minutes. e. They won’t complete the race. f. He doesn’t like playing games. g. The students aren’t going for a picnic next week. h. He isn’t working hard. i. They didn’t go to the cinema yesterday. j. The students haven’t got a lot of homework.
4.6 Listening
In this section, students will listen to a conversation between a boy and a girl.
Objective Listen to a conversation and complete the comprehension tasks
Materials
- Audio file and audio player
Follow these steps:
A. Look at the picture and answer these questions.
- Ask the students to look at the picture and answer the questions.
- Elicit the responses such as: I think they are brother and sister. I think they are talking about their studies, etc.
- Listen to students' responses. Do not interrupt or correct them, even if you disagree with their opinions.
B. Listen to the recording/audio and tick ( ✓) for what the boy can do and cross (X) what he can’t.
- Tell students that they are going to listen to a conversation in which a girl is making requests with a boy.
- Tell them to go through the table in Activity B. Allow them 1-2 minutes to read the information.
- Inform students that the audio will be played more than once. Provide a transcript if anyone has hearing difficulty.
- Play the audio and tell them to mark the given phrases with tick or cross signs on the right.
- Go around the class and check whether all the students are doing it right.
- Play the audio again and let students review their answers.
- Ensure that all the students have the correct answers.
Answers a. can borrow a pen now X b. can borrow a pen later ✓ c. can read the magazine ✓ d. can use the phone X e. can listen to music on the radio ✓
C. How do you make requests in your own language? Discuss.
- Start by sharing how you make requests in your language.
- Write some expressions used for making requests in your language on the board.
- Next, ask students what expressions they use to make requests in their languages.
- Write their responses on the board.
- Let students practice making requests in each other’s languages.
4.7 Speaking
This speaking activity focuses on the language function of requesting and responding to requests. There are two activities. Students will act out a conversation work in pairs to make and respond to requests.
Objective Make a request to someone and respond to a request made by others
Materials
- Textbook, sentence cards
Follow these steps:
A. Act out the conversation.
- Ask students to describe what is going on in each picture.
- Pair up students and assign different conversations to each pair.
- Have students study the conversation and act it out in front of the class.
- Ask students which expression is used most often to make requests.
- Ask them if they know any other expressions for making requests.
- Collect their oral responses and provide them with feedback.
B. Work in pairs. Take turns to request and respond as in the example.
- Have students work in pairs.
- Ask one of the pairs to read the conversation given in the example:
- get me a biscuit A: Can you get me a biscuit please? B: Yes, of course. /Sorry, I’m busy with my homework.
- Display the sentence cards with the structures of requests and responses such as:
- Will you…...?
- Can you……?
- ………., please.
- Yes, sure.
- I’m sorry.
- I am busy now.
- Tell students to read the situations given in Activity B. Ask them to practise making requests and responding to the requests using the given structures they just learned.
4.8 Reading II
This is the second reading text in Unit 4. It is a story about a clever fox.
Objectives
- Learn the words: hungry, piece, cheese, beak, clever, holding lovely, shining, voice
- Read and show an understanding of the character, plot, and setting of the story
Follow these steps:
Pre-reading activities
- Discuss the answers to the pre-reading questions.
- Ask students to read the title and guess the story.
- Ask them to preview the given text quickly and find out which characters are involved in the story.
- Write these words on the board: hungry, piece, cheese, beak, clever, holding lovely, shining, voice.
- 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 them understand the meaning of these words.
While-reading activities
- Model the reading: Read the text aloud with proper pauses, fluency, and expressions.
- Ask students to point to the lines as you read. This will help them
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Unit - 5
Talking About Quantity
Reading I
At a Shop
A. Complete the following sentences with these words.
Answer π
a. My T-shirt has red stripes on it.
b. The price of the book has been stuck on its cover.
c. The part around the neck of a shirt is called a collar.
d. The store has a range of T-shirts. You will find your choice there.
e. Please, gift-wrap the watch. I am gifting it to my father on his birthday.
f. The shopkeeper told the woman to call him again.
B. Answer the questions.
a. What time of the day did the woman visit the shop?
Answer π The woman visited the shop in the afternoon.
b. What type of shirts did the woman like?
Answer π The woman liked shirts made of cotton and specifically liked the blue shirt with red stripes.
c. What is the price of the shirt?
Answer π The price of the shirt is five hundred and fifty rupees.
d. Why didn't the woman try on the shirt?
Answer π The woman didn't try on the shirt because it was a gift for her son on his birthday.
Writing I
Suppose, you are going to market this evening. Make a list of the things you wish to buy.
Answer π
My Shopping List
Ball point pen 2 pieces
Sugar 1 kilogram
Rice 2 kilogram
Vegetables (tomatoes, onions, potatoes)
Milk 1 liter
Grammar I
B. Choose the best option and complete the questions.
Answer π
a. How many languages do you speak?
b. How many days are there in a week?
c. How many English words do you know?
d. How many pets do you have?
e. How much do you love me?
f. How much coffee do you drink?
C. Put the following words in the correct column.
pens, water, mangoes, sugar, tea, table, money, notes, computer,
oil, milk. Then, add five more items you find in your school in
the correct column.
Answer π
How many:
pens
mangoes
notes
How much:
water
sugar
tea
money
oil
milk
Five more items in a school:
books
pencils
desks
chairs
markers
D. Are the words in red in the following sentences countable or uncountable nouns? Write 'Countable' or 'Uncountable' at the end of each sentence.
Answer π
a. The children are playing in the garden. Countable
b. I don't like milk. Uncountable
c. I prefer tea to coffee. Uncountable
d. My mother uses butter to bake cakes. Uncountable
e. There are three windows in our classroom. Countable
f. The waiters in this restaurant are smart. Countable
g. Some police officers are at the corner. Countable
h. I bought three bottles of water. Countable
F. Write either the singular or the plural form for the follow- ing nouns.
Answer π
Singular Plural
driver drivers
dress dresses
banana bananas
watch watches
house houses
egg eggs
cow cows
tree trees
window windows
sofa sofas
star stars
sparrow sparrows
knife knives
thief thieves
wife wives
toy toys
country countries
kite kites
baby babies
family families
man men
tooth teeth
goose geese
Reading II
The Lost Donkey
A. Choose one of the words below to complete the sentences. kind, laugh, food, funny, party, story, anything, happy, donkeys
Answer π
a. Jeha always made people laugh.
b. He did not want any more food.
c. He loved his donkeys and was kind to them.
d. He had a party for his friends.
e. People loved to eat Jeha’s food.
f. No one is happy when he loses his donkey.
g. His friends didn’t say anything.
h. They knew that Jeha was a kind man.
i. Did you like this story?
B. Answer the following questions.
a. What type of man was Jeha?
Answer π Jeha was a very funny man.
b. How many donkeys did he have?
Answer π He had five big donkeys.
c. Did he want to sell any of his donkeys? Why?
Answer π No, he did not want to sell any of his donkeys because he liked them very much and he was kind to them.
d. Where did he take his donkeys one day?
Answer π He took his donkeys to a nice field in the country.
e. What did the donkeys do in the field?
Answer π The donkeys ate the tall green grass in the field.
f. How many donkeys did Jeha lose?
Answer π Jeha lost one of his donkeys.
g. Who came to Jeha’s party?
Answer π His friends came to Jeha's party.
h. Why was he not sad about losing a donkey?
Answer π Jeha was not sad about losing a donkey because he realized that if he had been on the lost donkey, he would have been lost too.
C. Retell this story to your brother/sister in your own words.
Answer π Once there was a man named Jeha who was very funny and had five big donkeys. He loved his donkeys and didn't want to sell them. One day, he took the donkeys to a field in the country and fell asleep. When he woke up, it was nighttime, and he realized he had lost one of his donkeys. Instead of being sad about it, he threw a party for his friends and was happy because he realized that if he had been on the lost donkey, he would have been lost too.
Grammar II
A. These sentences are from the story ‘The Lost Donkey’. Complete these sentences.
Answer π
a. Once there was a very funny man named Jeha.
b. Jeha took his donkeys to a nice field in the country.
c. Jeha slept for a long time on the grass.
d. Why did you have a party for us today?
e. They knew that Jeha was a very funny man.
C. Complete the given sentences with a or an.
Answer π
a. There is an English book on the desk.
b. She’s reading an old comic.
c. They’ve got an idea.
d. He is drinking a cup of coffee.
e. The girl is a pilot.
f. Humla has an airport.
g. This is an expensive bike.
h. Look! There’s a bird flying.
i. My friend would like to be an astronaut.
j. What a beautiful day!
Writing II
B. Put exclamation marks (!) in the following sentences and read them aloud.
Answer π
a. Alas! His father is dead.
b. How beautifully you sing!
c. What a rude guy!
d. What a pleasant surprise!
e. What lovely weather!
C. Put question marks (?) or exclamation marks (!) in the following sentences.
Answer π
a. What time is the game?
b. We are so happy we won the game!
c. I am so happy to see you!
d. What day is today?
e. What a sunny day!
Visit the nearest shop. Talk to the owner. Make a list of any ten things available at the shop with their price. Show your chart to your friends and talk about each item.
Answer π
Here is a list of ten items that might be available in a shop with their prices:
Items: Sugar
Price: Rs. 85 per kg
Other items that might be available:
Flour - Rs. 50 per kg
Rice - Rs. 60 per kg
Cooking Oil - Rs. 90 per liter
Salt - Rs. 15 per pack
Tea Leaves - Rs. 120 per 100g
Coffee Beans - Rs. 200 per 100g
Biscuits - Rs. 20 per pack
Candies - Rs. 10 per pack
Soft Drinks - Rs. 30 per bottle
Soaps - Rs. 25 per bar
Teacher Guide
5.1 Getting Started
This is the first task of the unit. There are two subtasks: Talking about the pictures and singing a song.
Objectives
- Talk about the pictures using ‘how much’ and ‘how many’
- Sing a song in a tune
Materials
- Enlarged images of the pictures from the textbook
Follow these steps:
A. Study the pictures below and ask and answer about them.
- Tell students to look at the given pictures and have a discussion on the number and quantity of the objects. Encourage students to ask questions using "how much" and "how many".
- Ask them to identify the number and quantity of objects in the pictures. Take some classroom examples such as the board, benches, dust particles, and their hair.
- Ask the questions like:
- How many benches do we have in our class?
- How much rice did you have for breakfast this morning?
- How many pictures are there in our classroom?
- Can you count the dust particles on the ground?
- How much dust is there on the ground?
- Make sure that students use the quantity words in their responses.
B. Listen and sing.
- Ask students if they have ever sung English songs.
- Sing the song in a tune. Ask students to follow you when you sing the song for the second time. Pause at the end of each line so that they can repeat after you.
- Next, ask students to sing along with you.
- Ask students to work in pairs. Have them take turns asking and answering questions about their belongings using the quantity words "how much" and "how many".
5.2. Reading I
This is the first reading text in Unit 5, a conversation between a shopkeeper and a woman who is looking for a shirt to gift her son on his birthday.
Objectives
- Learn the words: stripes, collar, gift-wrap, stuck
- Do the comprehension tasks based on the information from the reading text
Materials
- A chart with the clues
- Real objects: stripes, collar, clothes
Follow these steps:
Pre-reading activities
- Show the real objects: stripes, collar, etc. Ask students what these objects are. Help them if necessary.
- Explain the meaning of unfamiliar words. There are some words like cotton and synthetics. Students may not know them. Explain that these are textures of clothes. Show them the texture of the clothes.
- Discuss the pre-reading questions: Where do you think these people are? Who do you think they are? What does the woman want to buy?
- Provide background information. Tell students that they are reading a conversation between a shopkeeper and a woman who is looking for a shirt to gift her son on his birthday.
- Provide the following information in a chart or on the board to facilitate understanding:
| Woman | Shopkeeper |
|---|---|
| 1. Greets ‘good afternoon’ | 1. Greets ‘good afternoon’ |
| 2. Looks for a shirt (Material: cotton & synthetic, asks for cotton one) | 2. Asks about the material |
| 3. Asks for blue ones with red stripes | 3. States that he has an excellent range of shirts in cottons |
| 4. Needs the color-size with fifteen inches | 4. Shows the shirt with the size needed |
| 5. Asks him to gift-wrap | 5. Gift-wraps it and sticks a little card saying ‘Happy Birthday’ |
| 6. Thanks him | 6. Bids her goodbye |
While-reading activities
- Ask students to read the above chart and make sure they understand how the conversation moves ahead.
- Give them choices to volunteer to act either as the shopkeeper or the woman.
- Now, act out the conversation with one of the students, and give him/her the choice to act either as the shopkeeper or the woman.
- Later, you could ask one more pair to perform the conversation voluntarily.
- Have students work in pairs to complete Activity A and Activity B.
- Go around the classroom to see if any students need extra support to complete the task. Help them locate answers from the text and organize the answers in the correct way.
- When they complete the task, ask some students to read aloud their answers.
- Write the answers on the board and tell students to correct their work.
A. Answers a. stripes. b. stuck. c. collar. d. range. e. gift-wrap. f. call
B. Answers a. The woman visited the shop in the afternoon. b. The woman liked cotton-shirts. c. The price of the shirt is 550 rupees. d. The woman did not try on the shirt because it was a gift to her son on his birthday.
Post –reading activity
- Have students work in pairs to act out the roles of the shopkeeper and the woman once again.
- Show them the previous chart to facilitate the conversation.
5.3 Pronunciation I
This is a pronunciation task in which students will identify the vowel sound /Ι:/ in the given words and pronounce them correctly.
Objective Identify the vowel sound /Ι:/ in the given words and pronounce them correctly
Materials
- Audio recording of the given words
Follow these steps:
- Tell students to look at the words given in the exercise and pay attention to the red letters in those words.
- Play the recording of the pronunciation of these words or read them aloud yourself, providing the correct modelling.
- Words: fox, on, pot, top, dog, hospital, hot, sock, boss, watch
- Tell students to follow you. They will follow along till they grasp the correct pronunciation of the words.
- Ask them to find other words with the /Ι/ sound from the reading text “At a Shop”.
5.4 Writing I
In this activity, students will write a list of things they wish to buy from the market.
Objective Make a list of things to buy from the market
Follow these steps:
- Ask the students to think and decide what they wish to buy from the market.
- Tell them that they need to add at least three more items to the given list. If they wish, they can write more than that (maximum 8 in total).
- While they are writing, copy the list given in the book on the board.
- Ask them to share their list with their partners next to them.
- Ask 3 or 4 students to read aloud their list to the class.
My Shopping List
- Ball point pen 2 pieces
- Sugar 1 kg
- Eraser 3 pieces
- Biscuits 2 packets
- ………. ……….
5.5 Grammar I
This grammar task helps students to make correct use of quantity phrases such as ‘how much’ and ‘how many’ in questions. There are six subtasks.
Objective Ask questions using the quantity phrases
Materials
- Word cards
Follow these steps:
- Begin by presenting a list of countable and uncountable nouns on the board. Ask students what differences they found between them. Explain the concepts of countable and uncountable nouns with sufficient examples.
- If students are able to find the differences, ask them if they know the difference between "much" and "many." Present some examples from their everyday life such as milk, pencil, book, ink, stationery box, glass, water bottle, etc.
- Get two word cards with the phrases "How much" and "How many" written on them. Stick the word cards on the board. Now supply some words on your own to make the concept clear, for example: "how much milk, sugar, tea dust.", and "how many pencils, books, copies".
- Ask students to compare the two sets of examples. Explain that "How much" is used to ask the quantity of uncountable nouns and "How many" is used to ask the number of countable nouns.
- Ask the whole class to study the examples given in Activity A.
- Divide the class into five groups for Activities B, C, D, E, and F. Assign one activity to each group. Make sure that they have understood what they are supposed to do.
- Encourage them to do the task on their own. Go around the classroom to see if any students need extra support to complete the task. Provide them with additional examples and explanations as needed.
- Once they are done, write the correct answers on the board so that students can check their work.
B. Answers a. How many b. How many c. How many d. How many e. How much f. How much
C. Answers How many- pens, mangoes, tables, notes, computers How much- water, sugar, tea, money, oil, milk
D. Answers a. countable b. uncountable. c. uncountable. d. uncountable e. countable. f. countable g. countable h. countable
E. Answers Countable nouns: children, windows, waiters, police officers, bottles Singular forms of the nouns: child, window, waiter, police officer, bottle
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