English, Unit 6, Unit 7
Unit - 6
Comparison
Reading I
Nepal and Switzerland
B. Write 'True' or 'False' for the following statements.
Answer π
a. Switzerland is smaller than Nepal. True
b. Switzerland has no lakes. False
c. Both Switzerland and Nepal are surrounded by land.True
d. Generally, the Swiss are richer than the Nepalis.True
e. Switzerland is more populated. False
C. Work in groups and complete the table below. One example has been given.
Answer π
They are both small countries.
Nepal is bigger.
They have high mountains.
Nepal has the Himalayas and Switzerland has the Alps.
They are popular tourist destinations.
Switzerland is a richer country with more factories.
They have unique flags.
The Nepali flag is triangular and the Swiss flag is square with a white cross.
They do not touch the sea.
Switzerland is closer to the sea.
They have famous mountains.
Nepal has Mt. Everest and Switzerland has Monte Rosa, but Mt. Everest is taller.
They have lakes.
Switzerland has bigger lakes compared to the smaller lakes in Nepal.
They have large populations.
Switzerland is less populated than Nepal.
Speaking
A. These sentences are from the above text. Complete the sentences and read them to your friends.
Answer π
a. Nepal is bigger than Switzerland.
b. The lakes in Nepal are smaller.
c. Mt. Everest is taller than Monte Rosa.
d. Switzerland is a richer country.
e. Mt. Everest is the highest mountain in the world.
Now, write the missing forms.
Adjective Positive Comparative Superlative
small small smaller smallest
tall tall taller tallest
rich rich richer richest
high high higher highest
big big bigger biggest
B. Choose the correct words from the brackets to complete the sentences.
Answer π
a. I think Kathmandu is more expensive than Nuwakot.
b. My dad is funny but your dad is funnier than mine.
c. Crocodiles are more dangerous than dolphins.
d. Ram is the tallest in the class.
e. The Karnali is the longest river in Nepal.
f. Birgunj is hotter than Mustang.
C. Complete the sentences. Use the words in the brackets. Use '...er' or 'more ....'
Answer π
a. Dogs are more intelligent than rabbits.
b. My mother is older than me.
c. Russia is far larger than Nepal.
d. Kathmandu is busier than Dhading.
e. Julie is quieter than her sister.
f. Nitu is more ambitious than Neeru.
g. My garden is more colourful than this park.
h. His house is a bit more comfortable than a hotel.
Writing I
City Life
A. Write these words/phrases in the correct box.
Answer π
City: crowded, busy, difficult to travel, go to the cinema, go to the shopping centre
Village: easy, less pollution, less difficult, less hard, less boring
B. Answer these questions.
a. What causes pollution in cities?
Answer π The pollution in cities is caused by vehicles and factories.
b. Why do city people have less time for their family?
Answer π City people have less time for their family because city life is busier.
c. Do villages have cinema halls?
Answer π No, villages do not have cinema halls.
d. Why is going from one place to another difficult in villages?
Answer π Going from one place to another is difficult in villages because of the lack of good roads.
Writing II
A. Complete the conversations with the phrases.
Answer π
a. A: Please take this gift.
B: Thanks!
b. A: You’re late for practice.
B: Oh, no! Sorry about that.
c. A: There’s a spider on the table!
B: Oh, no! I’ll get it.
d. A: Sorry! I am late.
B: No problem! We still have time.
Teacher Guide
6.2 Reading I
The first reading text compares two places. It suggests using comparative adjectives to show similarities and differences between places.
Objectives
- Learn the words: tourists, lakes, unique, triangular, square, cross, factories, population
- Read the text and do the comprehension task
- Compare two different places
Materials
- Maps of Nepal and Switzerland, world map
Follow these steps:
Pre-reading activities
- Introduce the reading lesson with pre-reading questions like:
- Do you know other countries which have mountains like Nepal?
- What is our highest mountain? What are the popular lakes in Nepal?
- What two countries are shown in the picture?
- Which country has a square-shaped flag?
- Which country is bigger?
- Elicit the responses such as:
- Other mountainous countries are Pakistan, China, Switzerland, Newzealand, etc.
- Our tallest mountain is Mt. Everest.
- We have lakes like Fewa and Rara Lake.
- The two countries shown in the pictures are Nepal and Switzerland.
- Switzerland has a square-shaped flag.
- Nepal is bigger than Switzerland.
While-reading activities
- Read the text aloud for the first time.
- Write these words on the board: tourists, lakes, unique, triangular, square, cross, factories, population.
- Read the sentences with these words from the text and ask students to guess the meanings of these words.
- Teach the words with pictures, definitions, examples, synonyms, antonyms, or real objects. Focus on their meanings, pronunciation, and spelling.
- Have three students read three different paragraphs of the text, each student reading one paragraph.
- Write some descriptive words, such as "big," "large," "beautiful," and "small," on the board.
- Draw a table with two columns, and label the columns "Switzerland" and "Nepal."
- Ask students to read the text silently and make comparisons between the two countries using the keywords on the board as shown below. They can also take help from the maps of Nepal and Switzerland, and the world map.
| Nepal | Switzerland |
|---|---|
| smaller lakes | larger lakes |
| taller mountains | closer to sea |
| bigger in size | smaller in size |
- Ask students to choose the words given in Activity A with the correct pictures.
- Read out the correct words for the pictures and ask the students to check their answers.
- Have students read the text again and write true or false for the statements given in Activity B.
- Have 2-3 students read aloud their answers. If a student's answer is wrong, correct the answer and explain why the answer is wrong.
A. Answers
- tourists 2. lake 3. triangular
- square 5. Factories 6. Cross
B. Answers a. True b. false c. true. d true. e. false
Post-reading activity
- Have students work in groups to complete the table given in Activity C.
- Ask students to read the instruction for Activity C. Have them work in groups/pairs and complete the table One example has been given.
- Once they complete the task, present the table below on the board and ask the students to compare their answers to yours.
| Nepal and Switzerland are similar because | Nepal and Switzerland are different because | |---|---|---| | 1. They are both small countries. | 1. Nepal is bigger. | | 2. They have mountains. | 2. Nepal has the highest mountains. | | 3. Both countries have lakes. | 3. Switzerland has many bigger lakes. | | 4. Both countries have unique flags. | 4. Switzerland has a square flag but Nepal has a triangular flag. | | 5. Both countries are not touched by the sea. | 5. Switzerland is closer to the sea. |
6.3 Pronunciation
In this section, students will identify the sound of the letters ‘er’ in the given words.
Objective Pronounce the words (comparative forms of adjectives) ending with ‘er’ correctly
Follow these steps:
- Ask the students to pronounce the given words and pay attention to the letters in red in each word.
- Provide the correct model of pronunciation of these words: bigger, smaller, closer, friendlier, taller, richer, higher, happier.
- Tell students to listen carefully. They will follow you until they grasp the correct pronunciation of the words.
- Ask students to find other words ending in ‘er’ and pronounce them with their partners.
6.4 Speaking
This section focuses on the language function of making comparisons. There are three activities: completing sentences, working in pairs, and comparing given pictures.
Objective
- Learn comparative and superlative forms of some frequently used adjectives
- Make comparisons of things to show similarities and differences
Materials
- Textbook, pictures/cards
Follow these steps:
A. Complete the sentences and read them to your friends.
- Ask students to read the incomplete sentences given in the exercise. Instruct them to go back to the text to find the appropriate words to complete the sentences.
- Have 5 students read the completed sentences aloud to the class, one student reading one sentence at a time.
- If a student's answer is incorrect, correct the answer and explain why the answer is wrong.
- Next, present some examples of comparative and superlative forms of adjectives. Explain with examples that most comparative forms of adjectives are formed with ‘er’ at the end and the superlatives forms are formed with ‘est’ at the end.
- Have students work in pairs and supply the missing forms of adjectives in the given table.
- Write the correct answers on the board so that students can check their work.
| Positive | Comparative | Superlative |
|---|---|---|
| small | smaller | smallest |
| tall | taller | tallest |
| rich | richer | richest |
| high | higher | higher |
| big | bigger | biggest |
B. Work in pairs. Ask and answer the questions.
- Have students work in pairs.
- Ask them to practice the conversation. For example:
- Which is lighter? 1 kg or 5 kg?
- A: Which is lighter? 1 kg or 5 kg?
- B: 1 kg is lighter than 5 kg.
- Ask students to take turns to ask and answer.
C. Look at the pictures and compare them.
- Ask the students to look at the example sentences and the picture.
- Provide them with more similar examples orally.
- Ask them to tell the names of all the pictures in the exercise.
- Write some adjectives such as heavy, thick, tall, happy, etc. on the board.
- Now, let students work in pairs to describe the pictures with the comparative forms of the adjectives given on the board.
- Go around the classroom to see if any students need extra support to complete the task. Provide them with additional examples and explanations.
6.5 Grammar I
This section presents the comparative and superlative forms of adjectives.
Objective Use comparative and superlative forms of adjectives in the sentences
Follow these steps:
A. Study the following.
- Have students read the words given in three columns. The words indicate different forms of adjectives for showing degrees of comparison.
- Explain with sufficient examples the three things that generally apply as a rule:
- Adjectives ending in ‘er’ and ‘est’ make comparative and superlative forms.
- There are exceptions to Rule 1. There are adjectives like bad, far, good, and little.
- Adjectives longer than two syllables take ‘more’ and ‘most’ to make comparatives and superlatives.
- Present the following list to show the examples.
| Positive | Comparative | Superlative |
|---|---|---|
| hard | harder | hardest |
| bad | worse | worst |
| important | more important | most important |
| beautiful | more beautiful | most beautiful |
- Ask students to read sentences from a-f.
- Remind them that if two similar things are mentioned in a sentence in this exercise, it most likely requires the comparative form of the adjective. However, if only one thing is mentioned with the article "the" in a sentence, it probably requires the superlative form of the adjective. For example, in sentence (c), crocodiles and dolphins are mentioned, so the comparative form of the adjective is required. However, in sentence (d), only "Ram" is mentioned. Therefore, a superlative form of the adjective is required to describe "Ram."
- Ask the whole class for the correct answers. Give your feedback for any incorrect response.
Answers a. I think Kathmandu is more expensive than Nuwakot. b. My dad is funny but your dad is funnier than mine. c. Crocodiles are more dangerous than dolphins. d. Ram is the tallest boy in the class. e. The Karnali is the longest river in Nepal. f. Birgunj is hotter than Mustang.
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Unit - 7
Location
Reading I
Our Lovely House
C. Write True or False for the following statements.
a. Nita is from Nepal.
b. Nita's family lives in a three-storey house.
c. There are two armchairs in the living room.
d. There are three bedrooms in the house.
e. The house has a fence surrounding it.
f. The garden is behind the house.
Answer π
a. True
b. False
c. True
d. False
e. True
f. False
Grammar
C. Rewrite the sentences choosing the correct words from the brackets.
Answer π
a. My father is in the kitchen. He is preparing food.
b. My brother sleeps with me on the bed.
c. I’m waiting for my friend in front of his house.
d. We’re playing hide and seek. I’m hiding behind the door!
e. I like sitting between my father and mother on the sofa.
f. Can you swim under water?
g. My sister is in this photo. Can you recognise her?
Writing I
A. Observe the picture. Complete its description with in,
under, on, next to, behind, over, between or above.
Answer π
There is a vase on the table and next to the vase, there are six flowers. On the table, there is a magazine. A different magazine is on the floor. There is a cat behind the armchair. There is a sofa behind the table. The table is between the sofa and the armchair. Between the sofa, there are two pillows. Above the sofa, there's a small round table. Above the round table, there is a small lamp. There's a big carpet on the floor. There are lots of books on the shelf. There is also a small TV set on the shelf. The books are next to the TV set. There are two glasses next to the books too. Next to the glasses, there's a bottle. The bottle is small. There's a picture above the fireplace and on the wall. Above the picture, there's a ship.
Reading II
A Film Shoot
A. Match the words with their meanings.
Answer π
a. moment --------- a very short period of time
b. shivered --------- shook slightly because of the cold
c. floating ---------- moving slowly and lightly in the water or in the air
d. taking off --------- removing clothes from the body
e. dived into --------- jumped into the water
f. dragging ------------ pulling something
g. wrapped ------------ covered in something
h. spoilt --------------- damaged something
B. Now, complete the sentences with the above words.
Answer π
a. She bought a mobile phone to give to her father on his birthday and wrapped it with paper.
b. The rain has spoilt my book.
c. Please wait for me. I am coming in a moment.
d. Look! The paper boat is floating on the water.
e. His clothes are wet. He is taking off his clothes.
f. She is a good swimmer. She dived into the river and crossed it easily.
g. Look! The man is clinging to a branch of a tree.
h. He was wearing a thin cotton shirt. He shivered in the cold.
C. Choose the correct answer.
Answer π
a. When Robert heard "Help! Help!", he was still on the bridge.
b. Robert dived into the river to save the boy.
c. The people on the boat were angry with Robert.
E. Read the story again. Retell it to your friends in your own words.
Answer π
Once there was a man named Robert who was walking on a bridge on a cold winter's afternoon. He heard someone crying for help coming from the river and looked down to see a boy in the water with his boat floating away. Being a good swimmer, Robert took off his coat and jumped into the water to save the boy. The boy started shouting at Robert, but he was able to bring him safely towards the river bank. Suddenly, Robert noticed a large motor boat under the bridge with several people on it. He decided to swim towards the boat to ask for help, but the people on the boat were angry with him. They helped the boy and wrapped him in a blanket but refused to help Robert. One of the men on the boat revealed that they were filming a movie and Robert ruined their afternoon's work. The man told Robert to stay in the water and not to spoil their day any further.
Teacher Help
7.6 Writing I
In this section, students will complete the description of a picture using different prepositions.
Objective
Use correct prepositions to describe a given picture
Follow these steps:
For Activity A,
a. Ask students to observe the picture given in the textbook carefully. You can also show the
enlarged image if it is available.
b. Read the description aloud.
c. Write all the given prepositions on the board.
d. Encourage students to write correct prepositions in the given spaces.
e. Let one of the students read the answers to the class.
f. Write the complete text with correct answers on the board and tell students to check their
answers.
Answers (in a sequence)
On … in … On … on … behind … in front of … between … On … Next to …
on … on … in … in … over … under… Beside… above …on … In…
For activity B,
a. Ask all the students to draw a picture of one of the rooms in their house.
b. Ask them to work in pairs and describe the location of maximum of five things in the room
to their partners.
c. Move around the class to monitor their engagement in the pair work. Provide them feedback
if necessary.
7.7 Reading II
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This is the second reading text in Unit 7. It is a humorous story about a film shoot.
Objectives
a. Learn the words: shivered, floating, taking off, dived into, dragging, wrapped, spoilt
b. Answer the questions based on the text
Follow these steps:
Pre-reading activities
a. Tell students to look at the pictures in the textbook carefully and ask them the pre-reading
questions. Elicit the responses such as: The weather is cloudy. The boy is sailing a boat.
b. Tell students that they are going to read a funny story.
c. Write these words on the board: shivered, floating, taking off, dived into, dragging,
wrapped, spoilt.
d. Tell them to look for the words and their meanings in a dictionary or in the glossary given at
the end of the book. Help them understand the right meaning of those target words by using
those words in contextual sentences.
e. Next, ask the students to make their own sentences using these words.
While reading activities
a. Read the text aloud for the first time at a normal speed and ask students to point to the lines
you are reading with their fingers.
b. Tell students that there are some characters in the story: Robert, a boy who asks for help,
and a group of people with a camera on a boat. Ask if any students are interested in playing
the roles of these characters.
c. Assign roles to students as they wish. Then, ask one student to read the story aloud to the
whole class.
d. As the student reads the story aloud, mime the role of Robert and ask other students to mime
the roles of the other characters.
For Activities A, B, and C,
a. Divide the class into three different groups: Group A, Group B, and Group C.
b. Assign Activity A to Group A, Activity B to Group B, and Activity C to Group C.
c. Instruct the students to do the task individually in their textbook.
d. Move around the class to monitor whether all the students are involved in the assigned task.
Identify struggling pairs and provide them with support.
e. Once they complete the task, ask a few students to read their answers. If a student's answer
is wrong, correct the answer and explain why the answer is wrong.
f. Write the answers on the board and tell students to check their answers by referring to the
correct answers on the board.
A. Answers
a. moment: a very short period of time
b. shivered: shook slightly because of the cold
c. floating: moving slowly and lightly on water or in the air
d. taking off: removing clothes from body
e. dived into: jumped into water
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f. dragging: pulling something
g. wrapped: covered in something
h. spoilt: damaged something
B. Answers
a. wrapped b. spoilt c. moment d. floating
e. taking off f. dived into g. dragging h. shivered
C. Answers
a. still on the bridge
b. to save the boy
c. were angry with Robert
D. Put these words/expressions in the correct rows.
a. Draw the table given in the textbook on the board.
b. Ask the students to select the words/expressions from the list for each category: places,
people, events
c. Fill up the table with their responses.
d. Correct the answers if required.
e. Ask the students to copy the answers in their notebook/textbook.
Answers
Time of Day: afternoon
Time of Year: winter
Places: a bridge, a river
People: Robert, a boy
Events: Robert dragged the boy. He spoilt the film.
7.8 Pronunciation II
In this section, students will identify the vowel sounds /Γ¦/ and /ΙΙͺ/ in the given words and
pronounce the words correctly.
Objective
identify the vowel sounds /Γ¦/ and /ΙΙͺ/ in the given words and pronounce the words correctly
Materials
Wordchart with the words listed in the exercise
Follow these steps:
a. Present the list of words or a word chart with the words given in the exercise.
b. Provide correct modeling: Pronounce the words at a normal pace and let students notice the
pronunciation of the words.
c. Ask students to pay attention to the letters in red in each word.
d. Pronounce the words for the second time and let students observe you as you pronounce the
words.
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e. Ask students to follow you in groups and individually. Make sure that they pronounce the
words correctly.
f. Ask students to find other words with /Γ¦/ and /ΙΙͺ/ sounds from the text.
7.9 Speaking
This section focuses on the language function: describing location. There are three activities:
1. Ask and answer questions related to the given picture
2. Describe the given picture
3. Describe the classroom.
Objective
Learn the uses of location prepositions
Follow these steps:
For Activity A,
a. Ask students to read the instructions given in Activity A.
b. Pair up students and tell them to take turns asking and answering questions about the given
pictures using location prepositions.
c. Move around the class and monitor the performance of the pairs.
d. Ask 2 to 3 pairs to perform in front of the whole class.
e. Correct them if necessary.
Answers (the top row, from left to right)
A: Where is the marble/………?
B: It is above the box.
It is behind the box.
It is between two boxes.
It is in the box.
It is in front of the box.
Answers (the bottom row, from left to right)
A: Where is the marble/………?
B: It is beside the box.
It is on the box.
It is beside the box.
It is next to the box.
It is under the box.
For Activity B,
a. Get students to work in the same pairs again. Instruct them to observe the picture carefully.
b. Ask them to ask and respond about the location of different objects that are highlighted in
blue.
c. Make sure that they have the following responses:
Answers
Ball: It is on the sofa.
Umbrella: It is on the carpet.
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Picture: It is on the wall.
Bicycle: It is on the carpet/ in front of a little sofa.
Vase: It is on the shelf.
Flower: It is in the vase.
Chair: It is at the side of the table.
Lamp: It is between the sofas.
Mouse: It is in front of the shelf.
Window: It is beside the sofa/ behind the curtain.
For Activity C,
a. Get the students to work in groups. The students sitting on the same bench make a group.
b. Ask each group to ask questions and respond about the location of the objects available in
the classroom.
c. Provide oral feedback if required.
7.10 Writing II
This is a writing task where the students are first required to rewrite the given text appropriately
using capital letters, full stops, small letters, and exclamation marks. Later, they are required to
make notes about a recently visited place in the given table.
Objectives
a. Learn punctuating sentences
b. Make notes in the given table
Follow these steps:
For Activity A,
a. Ask students to read the given text silently.
b. Next, ask them what they know about the uses of capital letters, full stops, small letters, and
exclamation marks.
c. Explain the use of capital letters, full stops, and exclamation marks with examples.
d. Then, ask students to rewrite the text individually.
e. Once they have finished, write the text on the board and let students correct their work.
Answer
Just then, he heard a cry ‘Help! Help!’. The cry was coming from the river. Robert looked down.
The boy was in the water and his boat was floating away. ‘Help! Help!’ he called again.
For Activity B,
a. Make the table given in the textbook on the board.
b. Think of a place you recently visited and fill up the table with the required information in
the given columns.
c. Ask students to recall their recent visit to a place.
d. Let them discuss the questions in a group first and later make notes in the table individually.
e. Move around the classroom, monitor the students’ written work, and correct their work.
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7.11 Do it by yourself
It is an extended activity where the students draw a map of their neighbourhood and talk about
where different things are located.
Objective
Draw and describe a map of a neighbourhood
Materials
Sheet of paper, pencils, a scale, an eraser, etc.
Follow these steps:
a. Ask the students to read the instruction carefully and make sure they are familiar with what
they are supposed to do.
b. Now ask them to work individually to draw a map of their neighbourhood and locate the
places on the map.
c. Ask them to mention different places like shops, houses, roads, hospital, park, etc. on the
map.
d. Let them demonstrate their map to the class and describe it individually in turn.
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