English, Unit 8, Unit 9
Unit - 8
Getting Information
Reading I
Solar System
A. Find the words for these meanings and write them down.
a. moves around
b. produces
c. large and heavy
d. animals and humans
e. strength or energy
Answer π
a. Revolves around
b. Emits
c. Huge and massive
d. Life Forms
e. Force or attraction
B. Write short answers to these questions.
a. What is the Sun made of?
Answer π The Sun is made of a massive ball of hot gas.
b. How many planets are there in our solar system?
Answer π There are eight planets in our solar system.
c. Which planet is nearest to the Sun?
Answer π Mercury is the nearest planet to the Sun.
d. What is the name of the largest planet in our solar system?
Answer π Jupiter is the largest planet in our solar system.
e. What is special about the Earth?
Answer π The Earth is special because it is the only planet known to have creatures living on it.
f. How long does it take for the Earth to spin around once?
Answer π It takes one day for the Earth to spin around once.
g. What is the name of the force that prevents us from floating?
Answer π The force that prevents us from floating is called gravity.
C. Design five to seven questions from the above text. Organise a quiz to give to your class.
Answer π
Here are five questions that you can use to design a quiz for your class:
What is the Sun made of?
How many planets are there in our solar system?
Which planet is the closest to the Sun?
What is the name of the largest planet in our solar system?
How long does it take for the Earth to complete one rotation?
Additional questions:
What makes the Earth special compared to other planets?
What is the name of the force that prevents us from floating on Earth?
Grammar I
A. Complete the sentences with the words from the above reading text.
Answer π
a. The Sun is a star.
b. The Sun gives off light and heat.
c. The planets move around the Sun.
d. The Earth has creatures living on it.
D. Choose the correct form of the verbs from the brackets to complete the sentences.
Answer π
a. My father works at a bank.
b. She lives with her parents.
c. Water changes into vapour due to sunlight.
d. Cows feed on grass.
e. My mother earns a good amount of money every month.
f. I want to be a teacher.
g. Neil cooks delicious food.
h. Aarati and her husband live in Kathmandu.
i. Sophia speaks English very well.
j. Martin goes for a morning walk every day.
E. Complete the following sentences with the correct form of the verbs given in brackets.
Answer π
a. Frank likes dogs.
b. My parents do the shopping in the evening.
c. We sometimes meet in front of the cinema.
d. Our friends play football in the park.
e. He rides his bike every day.
f. She is the best singer in our class.
g. The children eat hamburgers.
h. Bill has got two notebooks.
i. I am at home.
Writing I
Reading II
Materials
A. What items are made of these materials? Write as many things as you can in the given table. Use the text to help.
Answer π
Material Things
Metal forks, knives, keys, cars
Glass mirror
Wood chairs, tables, pencils
Cloth clothing, blankets
Plastic bicycle helmets, thin plastic bags
B. Choose the correct answer.
Answer π
b. What does glass feel like?
i. smooth and cool - Correct
ii. warm and soft - Incorrect
iii. light and hard - Incorrect
iv. sharp and heavy - Incorrect
c. Which material would you use if you wanted to make something that was strong and very light?
i. plastic - Correct
ii. wood - Incorrect
iii. metal - Incorrect
iv. glass - Incorrect
C. Answer the following questions.
Answer π
a. Are there any other materials except these five?
Yes, there are other materials mentioned in the text, but they are not used as much as the five basic materials.
b. Why is metal used to make cars?
Metal is used to make cars because it is very strong.
c. Why do people use glass for windows?
People use glass for windows because it is clear and you can see through it.
d. Is wood as strong as metal?
No, wood is not as strong as metal, but it is much stronger than glass.
e. What is a blanket made of?
A blanket is made of cloth, which is very light and soft.
Grammar II
C. Complete the sentences with don't or doesn't.
Answer π
a. I don't like meat.
b. My sister doesn't eat bread.
c. You don't buy apples.
d. This dog doesn't bark.
e. My mum doesn't read stories.
f. Anna and I don't go to the cinema.
g. Cows don't live in the sea.
h. They don't play football.
i. My cat doesn't chase mice.
D. Use negative forms: am not/is not/are not/do not/does notto make sentences.
Answer π
a. I do not/don't like coffee.
b. I am not/isn't a teacher.
c. John does not/doesn't work in a bank.
d. They do not/don't get up at six o'clock.
e. We do not/don't go to the cinema every Friday.
f. We do not/don't watch TV in the evening.
g. I do not/don't have a shower in the morning.
h. She does not/doesn't drink tea every afternoon.
i. It does not/doesn't rain here in the summer.
j. The sun does not/doesn't go round the earth.
Writing II
A. Rewrite the following sentences. Use capital letters, small letters, full stops (.), question marks (?) and exclamation marks (!) where appropriate.
Answer π "Hello, is anyone there?" he called. But again, there was no reply. Suddenly, a creature appeared in front of the light.
Find information about an animal you like. Collect information about its habitat, lifestyle, diet, eating habits, size and appearance. Prepare a mindmap similar to the elephant in B above. Display the mind map in the classroom. Be creative.
Answer π
Here is a mind map for a cow:
Habitat: Cows are domesticated animals and can be found on farms and ranches all over the world. They prefer grassy areas with access to water and shade.
Lifestyle: Cows are social animals and live in herds. They spend much of their time eating and chewing their cud. They also rest and sleep lying down.
Diet: Cows are herbivores and feed mainly on grass and hay. They also eat grains, such as corn and barley, as well as legumes, like clover and alfalfa.
Eating habits: Cows have a multi-chambered stomach, which allows them to digest their food thoroughly. They regurgitate their food and chew it again, which is called cud chewing. They eat large amounts of food, but slowly throughout the day.
Size: Cows are large animals and can weigh between 1,000 to 2,000 pounds. They can be up to 6 feet tall and up to 9 feet long.
Appearance: Cows have a large, muscular body with a short neck and four legs. They have a distinctive hump over their shoulder, and their head is large with two large eyes and two ears. They have a thick, shaggy coat that can be black, brown, white or a combination of these colors.
Teacher Help
8.4 Grammar I
This section focuses on the use of the simple present tense.
Objective
Use the correct form of verbs to make sentences in simple present tense
Follow these steps:
A. Complete the sentences with the words from the reading text above.
a. Present a list of verbs in simple present tense on the board and use them in sentences.
b. Show students how verbs get their present form with -s and -es, and provide sufficient
examples. For example, play+s=plays, go+es=goes
c. Ask students to read the text again and complete the sentences given in the exercise.
d. Ask one of the students to read aloud the complete sentences.
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e. Correct the answers if necessary, and let the rest of the students correct their work.
Answers
a. The Sun is a star.
b. The Sun gives light and heat.
c. The planets orbit around the Sun.
d. The Earth has creatures on it.
B. Look at the pictures and read the sentences below them.
a. Have students talk about the pictures and read the sentences.
b. Ask them to notice the verbs in red.
c. Ask them to change the verbs and make more similar sentences.
Example
Samir drives a bus. Samir moves a bus. Samir needs a bus. Samir likes a
bus.
C. Tick the correct form of the verbs for each sentence. Then, listen to your teacher and
check.
a. Make several sentences in simple present tense. Present the following structure on the board:
I/we/you/they+ base form of the verb
It/singular noun+ singular verb i.e., verb with -s/-es
b. Ask students to work in pairs to check the correct form of verbs in the sentences in Activity
C.
c. Ask students to make changes to their answers from the provided structures if required.
Answers
You want……it seems…….You feel….. you feel ……I have……. you want….. The
ball hits….. it hits…….. it hits…….it hits….. You put………..
D. Choose the correct form of the verbs from the brackets to complete the sentences.
a. Ask students to complete the sentences with the correct verb forms.
b. Ask them why they have chosen the word. Elicit the responses such as:
My father/she/my mother/ Neil/ Sophia/ Martin are singular nouns so they take singular
verbs. Singular verbs are verbs that end in -s/-es.
Water is an uncountable noun, it takes singular verb.
Plural nouns take plural verbs.
c. Tell the correct answers and ask students to check their answers.
Answers
a. My father (work/works) at a bank.
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b. She (live/lives) with her parents.
c. Water (change/changes) into vapour due to sunlight.
d. Cows (feed/feeds) on grass.
e. My mother (earn/earns) a good amount of money every month.
f. I (want/wants) to be a teacher.
g. Neil cook/cooks) delicious food.
h. Aarati and her husband (live/lives) in Kathmandu.
i. Sophia (speak/speaks) English very well.
j. Martin (go/goes) for a morning walk every day.
E. Complete the following sentences with the correct form of the verbs given in brackets.
For this task, follow the same procedure as described in Activity C.
Answers
a. Frank likes dogs.
b. My parents do the shopping in the evening.
c. We sometimes meet in front of the cinema.
d. Our friends play football in the park.
e. He rides his bike every day.
f. She is the best singer in our class.
g. The children eat hamburgers.
h. Bill has got two notebooks.
i. I am at home.
8.5 Listening
In this section, students will students listen to an audio text about football and do the exercises
that follow.
Objective
Listen to the audio text and complete the comprehension tasks
Materials
Audio file and audio player
Follow these steps:
A. Look at the picture and answer these questions.
a. Ask the students to look at the picture and answer the pre-listening questions.
b. Elicit the responses like:
They are playing football.
Football is a popular game in the world.
I like to play football because it makes me active.
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c. Encourage students to explain their answers. This will help to get everyone on the same
page.
B. Listen to the audio and complete the sentences using the correct words. Use ONE
WORD only.
a. Tell students that they are going to listen to an audio text about a game.
b. Inform them that they will listen to the audio three times. During the first listening, they are
supposed to get the gist of the information.
c. Make sure that they understand the instructions. Tell them to review the questions in
Exercise B. Allow them about 2 minutes to read the questions.
d. Play the audio for the second time and ask them to fill in the blanks with one word only.
e. Walk around the class and monitor whether all the students are doing it correctly.
f. Play the audio one more time.
g. Allow one minute for students to correct their answers.
Answers
a. Football is the biggest and best sport in the world.
b. The Football World Cup is the biggest event on
Earth.
c. More people watch the final on TV than any other event.
d. Football is played for 90 minutes.
e. A famous coach once said: “Football isn’t a matter of life
and death; it’s more important.”
C. Do girls play football? Talk to your friends.
a. Get students into pairs and ask them the question: Do girls play football?
b. Have them think and share their ideas and opinions in pairs based on their observations and
experiences.
c. Ask two of the students to express their opinion on the topic to the whole class.
d. Summarize the discussion at the end to ensure that everyone has a clear understanding of the
key points that were discussed.
8.6 Writing I
This task involves students in writing a paragraph based on the information given in the diagram.
Objectives
Compose a short paragraph based on the given outlines
Follow these steps:
a. Present the diagram about water in the book, and explain how we get water on the Earth.
b. Ask students to write a short paragraph about water based on the given outlines.
c. Once the students have written their paragraphs, have them exchange their work with their
partners.
d. Instruct them to read their partner’s paragraph and provide feedback on each other’s work.
e. Ask a few students to read aloud their paragraphs to the class.
f. Correct the written work of the students and provide them feedback.
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Sample Paragraph
Water
Water can be found all over the Earth. It is in the ocean, on land, and in the atmosphere.
There are three forms of water. They are: liquid, solid, and vapour. The liquid form of water
is found in oceans, rivers, lakes, and even underground. The solid form of water or ice is
found in glaciers and snow. The vapour is present in the Earth’s atmosphere.
8.7 Reading II
This is the second reading text in Unit 8. It gives information about some basic materials.
Objectives
a. Learn the words: material, metal, forks, glass, heavy, through, wood, lighter, cloth, soft,
plastic, helmets
b. Read the text and complete the comprehension tasks
Materials
Pictures of the objects mentioned in the text, real objects
Follow these steps:
Pre-reading activities:
a. Ask the students to look at the pictures in the text and ask them questions like:
Can you name the materials in the picture?
What objects in your classroom are made of them?
Why are these things important to us?
What do you think this reading passage is about?
b. Write these words on the board: material, metal, forks, glass, heavy, though, wood, lighter,
cloth, soft, plastic, helmets.
c. Instruct students to look up the meanings of these words in a dictionary or in the glossary at
the end of the textbook.
d. Teach the words with pictures and real objects. Focus on their meanings, pronunciation,
spelling, and synonyms.
While-reading activities
a. Read aloud the entire text to the class.
b. Ask 6 students to read the text loudly. There are 6 paragraphs in the text. Each student will
read only one paragraph.
c. Tell the rest of the students to point out the words while their friends are reading aloud.
d. Ask students to quickly scan the text and find out at least one fact about one material given
in the text.
e. Note the facts mentioned by students on the board and discuss other facts mentioned in the
text.
f. Have students read the text again and do Activity A.
g. Before the students start doing the task, help them with a few examples.
h. Provide the following chart on the board and let the students check their answers.
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i. Students may come up with words other than those mentioned in this table. Accept all the
correct answers.
Material Things
metal spade, fork knives, keys
glass mirror, cup, glasses, window
wood table, chairs, pencils
cloth shirt, blankets, pants
plastic bag, can, helmets
For Activity B,
a. Ask students to work in pairs. Have them read the questions from exercise B and find the
correct answers.
b. Walk around the class and monitor whether any students are struggling to find the answers.
c. Ask one student to read aloud the answer to question (a). If the answer is wrong, correct
him/her.
d. Let two other students read aloud the answers to questions (b) and (c) respectively. Correct
their answers if required.
Answers
a. Wood b. smooth and cool c. plastic
For Activity C,
a. Instruct the students to work in pairs again (but with a different partner this time).
b. Let them read the text again and find the answers to questions a-e.
c. Move around the classroom and monitor whether the students are struggling to find the
answers.
d. Help them find the answers from the text if required.
e. Have 5 students read aloud their answers in turn. One student will read the answer to one
question.
f. Write the correct answers on the board and tell the students to check their answers.
Answers
a. Yes, there are other materials like soil, stone, leather, rubber, concrete, fiber, etc.
b. Metal is used to make cars because they are strong and hard.
c. People use glass for windows because they can see through glass.
d. No, wood is not as strong as metal.
e. A blanket is made of cloth.
Post-reading activities
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a. Ask the following questions to students:
Which of these five materials do you think is the best? Why?
b. Allow them a couple of minutes to think and write the answers.
c. Ask the students to read aloud their answers in turn.
d. Listen to students' responses. Don't interrupt or correct them, even if you disagree with what
they're saying. This will encourage them to speak freely. Make eye contact and nod your
head. This will let students know that you are interested in what they are saying.
e. Summarize the discussion at the end to ensure that everyone has a clear understanding of the
key points that were discussed.
8.8 Pronunciation II
In this section, the students will learn to pronounce the words with vowel sounds /Ι/ and /ΙΛ/.
Objective
Identify the words with the sounds /Ι/ and /ΙΛ/ and pronounce the words
Materials
Word chart and recorded pronunciation of the words with /Ι/ and /ΙΛ/ sounds
Follow these steps:
1. Ask students to look at the words in the word chart or in the textbook, and ask them what
sounds the red letters might make.
2. Model the pronunciation of these words: cloth, law, body, stop, shop, want, fork, door, pork,
war, four, course.
3. If available, play the recording of the pronunciation of the words with the /Ι/ and /ΙΛ/ sounds.
4. Instruct students to listen carefully.
5. Let them follow along with you until they grasp the correct pronunciation of the words.
6. Pair up students and tell them to practice pronouncing the words in pairs.
7. Ask students if they know any other words with these two sounds.
8. Draw a table on the board and present the words in two categories according to the sounds
they make.
/Ι/ /ΙΛ/
cloth, body, stop, shop, want, law, fork, door, pork, war, four, course
8.9 Speaking
In this section, students will describe their daily routine using simple present tense.
Objectives
a. Learn simple present forms of verbs
b. Use simple present forms of verbs to describe daily habits
Materials
Action cards for the given activities (Prepare the cards beforehand.)
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Follow these steps:
A. Look at the pictures. What does the girl do on any one day? Point to the pictures and
say one sentence for each.
a. Ask students what they do every day.
b. Talk about the pictures and ask students to tell what is happening in each picture with the
help of the words/phrases given above each picture.
c. Have each student describe one picture in turn.
d. Write the given sentences on the board and ask the students to read them out loud.
Answers
1. Nita gets up early in the morning.
2. Nita has her breakfast at 7 am in the morning.
3. Nita takes a shower in the morning.
4. She gets dressed at 9 am.
5. She brushes her teeth early in the morning.
6. She goes to school.
7. She does exercise every morning.
8. She does her homework every day.
B. Talk to three of your friends. Ask the questions and write their answers in the table
below.
a. Divide the students into groups of four.
b. Ask each of them to complete the table with information about their 3 friends.
c. Have them talk to each other and ask questions to get information about their friends’ daily
routine.
d. Ask them to read the example sentences given in the exercise and talk about their friends in
a similar way.
8.10 Grammar II
This is the second grammar task. It consists of 4 different tasks: studying the sentences,
matchings sentences with their negatives, completing the sentences, and using negative forms.
Objective
Use the negative forms of simple present verbs
Follow these steps:
A. Study the table.
a. Ask students to study the sentences given in the chart. Tell them to notice the use of simple
present verbs like is, am, are, do, walk, etc., and their negative forms.
b. Explain with examples the negative forms of these verbs and contractions. For
example, is becomes isn't, am becomes aren't, are becomes aren't, and do becomes don't.
c. Write some sentences on the board and ask students to change them into contracted and
negative forms. For example, the sentence I study in grade 4 can be changed to I don’t
study in grade 4.
d. If you find that students have not still understood the concept, explain it with more
examples of negation and contraction.
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B. Match the sentences in the left column with their negatives from the right column.
a. Tell students to read the sentences in each column.
b. Ask them to match the affirmative sentences on the left with their negative forms on the
right.
c. Tell 2 or 3 students to read aloud their answers.
d. Provide correct answers with explanation if necessary.
Answers
a. v b. iv c. vi d. ii e. i f. iii
C. Complete the sentences with don’t or doesn’t.
a. Write 5 sentences with ‘don’t’ and 5 sentences with ‘doesn’t’ on the board.
b. Tell students to read the sentences.
c. Explain that ‘don’t’ takes plural subjects (Except the pronoun ‘I’) and ‘doesn’t’ takes
singular subjects.
d. Ask students to complete the sentences from a-i with don’t or doesn’t.
e. Once they complete the task, have a few students read their answers to the class.
f. Correct the errors if any.
Answers
a. I don’t like meat.
b. My sister doesn’t eat bread.
c. You don’t buy apples.
d. This dog doesn’t bark.
e. My mum doesn’t read stories.
f. Anna and I don’t go to the cinema.
g. Cows don’t live in the sea.
h. They don’t play football.
i. My cat doesn’t chase mice.
Task: D. Use negative forms: am not/is not/ are not/ do not/ does not to make sentences.
a. Write some simple affirmative sentences with their negative forms on the board.
b. Tell students to read the sentences.
c. Discuss the subject and the verb it takes in each sentence.
d. Explain with sufficient examples how each verb is changed into negative and then
contracted.
e. Ask them to transform the sentences given in the exercise in a similar way.
f. Write the correct answers on the board and let students correct their answers.
g. Explain with more examples if you find that students still need support.
Answers
a. I don’t like coffee.
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b. I am not a teacher.
c. John doesn’t work in a bank.
d. They don’t get up at six o’clock.
e. We don’t go to the cinema every Friday.
f. We don’t watch TV in the evening.
g. I don’t have a shower in the morning.
h. She doesn’t drink tea every afternoon.
i. It doesn’t rain here in the summer.
j. The Sun doesn’t go round the Earth.
8.11 Writing II
This section includes two tasks: punctuating the sentences and writing a short paragraph to
describe an animal.
Objectives
a. Use capital letters, full stops (.), question marks (?), and exclamation marks (!) appropriately
b. Write a short paragraph about an elephant using the given facts
Follow these steps:
A. Rewrite the following sentences. Use capital letters, small letters, full stops (.), question
marks (?) and exclamation marks (!) where appropriate.
a. Explain the uses of capital letters, full stop, question mark, and exclamation mark with
examples.
b. Write the sentences given in Exercise A on the board.
c. Ask students what is wrong with the given sentences.
d. Rewrite the sentences correctly.
e. Ask students to write the corrected sentences on their notebooks.
Corrected Sentences
"Hello, is anyone there?" He called but again, there was no reply. Suddenly, a creature
appeared in front of the light.
B. Look at the facts about elephants. Write a short paragraph.
a. Ask students to read the instructions and facts about elephants given in the boxes.
b. Divide students into groups of four.
c. Have one student in each group tell a couple of sentences about elephants using the facts
provided in the first box.
d. The second student in each group tells a couple of sentences using the facts given in the
second box.
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e. The third and fourth students in each group tell a couple of sentences in a similar way using
the facts given in the third box and the fourth box, respectively.
f. Now, ask students to recall the sentences told by each of them in the group and write a
paragraph about elephants individually in their notebooks.
g. Ask students to read their paragraphs.
h. Correct their written work.
8.12 Do it by yourself.
This s a project where students work individually to collect information and create a mind map
similar to the one given in the writing exercise above. You can assign this activity as homework.
Objective
Prepare a mind map about a favourite animal
Follow these steps:
a. Provide a proper mapping format or table, such as the one given below, so that students can
collect and fill up the information clearly.
b. Make sure that the students understood the instructions clearly.
c. Remind them to be creative in designing the map, use different colours, and fill up the map
with collected information in good handwriting.
d. You can assign this task as homework.
e. Instruct them to display the mind map in the classroom the next day.
f. Let them observe each other’s work.
g. Observe students’ work and provide them with necessary feedback.
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Unit - 9
Directions
Grammar I
B. Choose the words/phrases from the box and complete the sentences.
Answer π
a. Press the button.
b. Lend me your book.
c. Turn on the lights.
d. Don’t make a noise.
e. Don’t use the computer for a long time.
f. Complete your task by tomorrow.
g. Give me the room key.
h. Clean your room.
i. Don’t sit there. It's dusty.
j. Hurry up! You are late.
C. Complete the sentences with the affirmative or negative form of the verbs.
Answer π
a. Stop fighting, please.
b. Don't touch it. It looks dangerous.
c. Don't write anything in the book.
d. Don't forget to take your umbrella. It is going to rain.
e. Please, walk slowly. I'm feeling tired.
f. Don't speak so fast. I can’t understand you.
g. Don't spend so much money. It’s not a good habit.
h. Switch off the light before you go to bed.
Reading II
A Guide to Bandipur
A. Choose the correct words/phrases from the box to complete the sentences.
Answer π
a. Bandipur is a living museum of Newari culture.
b. It's Lhochhar today. Phulting is wearing traditional dress.
c. Pokhara is a popular holiday destination.
d. The Bhaktapur Durbar Square is a historical place.
e. A small house in the country where people stay is known as a lodge.
f. Araniko spread the Nepali architecture in China.
g. The Pashupatinath Temple is built in pagoda style.
B. Match the phrases in column A with their relevant information in column B.
Answer π
Column A-----------------------------------------Column B
a. a living museum of Newari culture - iii. Bandipur
b. a style of houses ---------------------- iv. pagoda
c. the temples --------------------------- i. 18th century architecture in Bandipur
d. Dumre Bazar -------------------------- ii. a gateway to Bandipur
C. Answer these questions.
a. What is Bandipur famous for?
Answer π Bandipur is famous for preserving Newari culture, outdoor dining, traditional rows of houses in pagoda style, and historical temples with attractive 18th century architecture.
b. How far is Bandipur from Kathmandu?
Answer π Bandipur is 120 km west of Kathmandu.
c. Where does the Marsyangdi River lie?
Answer π The Marsyangdi River lies about 700 metres below Bandipur.
d. Write any four beautiful places to visit in Bandipur.
Answer π Four beautiful places to visit in Bandipur are Tundikhel, Tin Dhara, Siddha Cave, and Gurunche Danda.
e. Why should a visitor walk in Bandipur?
Answer π A visitor should walk in Bandipur because no vehicles are allowed into the town, so the best way to see the traditional houses and cultural heritage is on foot.
Writing II
Choose the correct expressions below and complete the dialogue.
Answer π
A: Excuse me! Can you tell me where the stationery shop is?
B: Of course. I know the stationery shop near here.
A: How far is it?
B: It is a mile from here.
A: Could you tell me how to get there?
B: Go straight and turn left after the petrol station. Take that road. Go past the car park and you will find the stationery.
A: Thanks a lot.
B: You're welcome.
Grammar II
B. Choose the correct prepositions and fill in the gaps.
Answer π
a. The park is on the right.
b. The post office is to the left.
c. The grocery shop is beside the post office.
d. The cafΓ© is to the east of the park.
e. The theatre is to the north of the cafe.
f. The hospital is opposite the cafe.
g. The post office is at the corner.
h. The stationery is to the south of the park.
Teacher Guide
9.4 Grammar I
In this section, students will learn to make imperative sentences.
Objectives
Use correct verbs to form imperative sentences
Follow these steps:
A. Study the following sentences.
a. Write the sentences from a-e on the board.
b. Ask students to read the sentences aloud in turn.
c. Ask them in which situation we use these types of sentences.
d. Elicit responses like: We use this sort of sentence to give directions to someone.
e. Explain with more examples that directions are given using affirmative or negative
sentences. For example: Affirmative: Keep quiet. Negative: Don't make a noise.
f. Ask students what similarities they found in the structure of the sentences used to give
directions.
g. Provide more examples if required.
h. Now, ask students if they would like to make more sentences like these.
i. Write the sentences made by students on the board and ask them whether these are
affirmative or negative sentences.
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B. Choose the words/phrases from the box and complete the sentences.
a. Ask students to read the question carefully and make sure that they understood what they are
supposed to do.
b. Ask them to choose the correct words/ phrases from the box and complete the imperative
sentences.
c. While they are doing the task, move around the class and help the students.
d. Have some students read aloud their answers.
e. Tell the right answers and ask the students to correct their work.
Answers
a. press b. lend c. turn on d. make e. use f. complete
g. give h. clean i. sit j. hurry
C. Complete the sentences with the affirmative or negative form of the verbs.
a. Show a chart paper with a set of some simple affirmative and negative imperative sentences
as given below.
Affirmative Imperative Sentences Negative Imperative Sentences
1. Shut the door 1. Don’t shut the door.
2. Copy the notes. 2. Don’t copy the notes.
3. Show your teeth. 3. Don’t show your teeth.
4. Smile. 4. Don’t smile.
b. Ask students to read the sentences carefully.
c. Now, ask them to tell the differences between the two sets of sentences.
d. Explain the concepts of affirmative and negative imperative sentences focusing on the
structures of both.
e. Supply some more example sentences on the board. Underline the keywords so that they
will learn the concepts of affirmative and negative imperative sentences.
f. Ask them to work individually to do the task in Activity C.
g. Ask a couple of students to share their answers with the class.
h. Correct their answers if required.
i. Ask the rest of the students to correct their answers.
Answers
a. Stop b. Don’t make c. Don’t write d. Don’t forget
D. Look at the pictures and write appropriate instructions.
a. Tell students that they will be observing some pictures and writing appropriate instructions
for them.
b. Show them the first picture and read aloud the instruction.
c. Ask them how the imperative sentence ‘Turn off the mobile phone’ is formed. Talk about
the structure of an imperative sentence with more examples.
d. Divide students into four groups as there are four pictures remaining. Assign one picture to
each group and let them make an imperative sentence for the picture.
e. Tell them to show the picture to the other groups and read aloud their sentence in turn.
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f. Ask the other groups whether the answer is right or wrong. If they tell the answer is wrong,
ask them to tell the right answer.
g. Help students if they are unable to form proper imperative sentences for the given pictures.
Answers
1. Keep silence.
2. Wash your hands.
3. Turn the page.
4. Raise your left hand/ Raise your hand before you speak.
9.5 Listening
In this section, students will listen to a conversation between a mother and a daughter.
Objective
Listen to the conversation and do the comprehension tasks
Materials
Audio file and audio player
Follow these steps:
A. Look at the pictures and answer these questions.
a. Ask students to look at the pictures given in the pre-listening section and ask them the
questions such as:
Who do you think they are?
What do you think they are doing?
b. Encourage students to respond. This will help everyone get involved in the pre-listening
discussion.
B. Listen to the audio and circle the correct answer.
a. Tell students that they are going to listen to a conversation between a mother and a
daughter in which the mother asks the daughter for a document that she has left at home.
b. Tell students to go through the questions a-d. Allow them 2-3 minutes to read the questions
and the choices in the answers. Make sure they understand what they are supposed to do.
c. Play the audio and ask them to circle the correct answer for each question.
d. Go around the class and monitor whether all the students have circled the answers or not.
e. Play the audio again. Let students check their answers.
f. Ask whether they would want to listen to the audio once again. If so, play the audio and
ask them to check their answers one more time.
g. Write the correct answers on the board and tell the students to check their answers.
Answers
a. i. Sophia
b. iii. in the table
c. ii. 200 m
d. iv. next to the traffic lights
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C. Recall the instruction the mother gave to her daughter in the audio. Write any three of
them.
a. Make sure that students have clearly understood what they are supposed to do.
b. Ask them to get ready to write the answer in their notebooks.
c. Play the audio once more and tell them to write any three instructions from the audio.
d. Go around the class and check whether they have completed the task.
e. Ask them to read aloud their answers in turn.
f. Provide them feedback if necessary.
Answers
1. Enter my room.
2. Keep your phone like this and follow my steps.
3. Remember to carefully lock the door.
4. Go straight ahead about 200 hundred meters.
5. Turn left.
6. Be careful when you cross the street.
9.6 Reading II
This is the second reading text in Unit 9. It is about one of the most beautiful places in Nepal,
Bandipur.
Objectives
a. Learn the words: destination, museum, cafes, lodges, outdoor, traditional, pagoda style, half
way, historical, century, architecture, gateway, entrance
b. Read the text and answer the questions based on it
Follow these steps:
Pre-reading activities
a. Tell students to look at the picture in the text carefully and answer some pre-reading
questions:
Why do tourists visit different places?
Name some places in Nepal that you would like to visit.
Why would you like to visit those places?
b. Tell students that they are going to read a text about Bandipur.
c. Ask them if they have visited the place. If yes, get them to share their experiences of visiting
the place.
d. Share your experience if you have visited the place. And give a short introduction about
Bandipur.
e. Write the words in red on the board: destination, museum, cafes, lodges, outdoor, traditional,
pagoda style, half way, historical, century, architecture, gateway, entrance.
f. Help students look up the meaning of these words in a dictionary or the glossary at the end
of the book.
g. Explain the meaning of the words with definitions and pictures along with their
pronunciation and spelling.
While-reading activities
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a. First, read aloud the text at a normal pace.
b. Now divide the class into four groups as there are four paragraphs in the text.
c. Number the paragraphs and take four strips of paper with the numbers written on each paper.
d. Fold the papers separately and keep them in a box. Ask one of the members from each group
to pick up a paper from the box.
e. Ask each group to read the paragraph that they get. Give them some time to discuss the
content given in the paragraph.
f. Next, ask one of the students from a group to read aloud the paragraph and the other from
the same group to explain to the whole class what the paragraph is about.
g. Repeat the process for the rest of the groups. Help them with the meaning and pronunciation
of words if they need.
For Activity A and Activity B,
a. Tell the students to read the instructions for Activity A and Activity B.
b. Students will do this task individually.
c. Tell them to read the text again to find the answers to the questions.
d. Once they complete the tasks, select a couple of students and ask them to read aloud their
answers.
e. Write the correct answers on the board and tell students to check their answers.
A. Answers
a. living museum. b. traditional c. destination d. historical
e. lodge f. architecture. g. Pagoda style
B. Answers
a. a living museum of Newari culture : Bandipur
b. a style of houses: Pagoda
c. the temples:18th century architecture in Bandipur
d. Dumre Bazar: a gateway to Bandipur
For Activity C,
a. Divide students into 5 groups. Assign one question to each group.
b. One of the group members from each group reads aloud the answer to their question.
c. After one group reads the answer, ask the other groups whether the answer from the group is
right or wrong. If they say the answer is wrong, ask them to tell the right answer.
d. Help students if they are unable to tell the right answer.
e. Repeat this same procedure for the remaining groups.
Answers
a. Bandipur is famous for outdoor dining.
b. Bandipur is 120 km west of Kathmandu.
c. The Marsyangdi River lies about 700 meters below Bandipur.
d. They are: Bindabasini temple, Siddha Cave, Tundikhel, and Tin Dhara.
e. A visitor should walk in Bandipur because no vehicles are allowed there.
For Activity D,
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a. Ask students from the same district to sit together.
b. Tell them to discuss and list all the popular tourist destinations in their district.
c. Then ask them to write briefly about what those places are famous for.
d. When they complete the task, get them to share their answers with other friends.
9.7 Pronunciation
The students will learn the pronunciation of the vowel /ΚΙ/ in this section.
Objective
Identify the vowel sound /ΚΙ/ in the given words and pronounce the words correctly
Materials
Word chart with the words given in the textbook
Follow these steps:
a. Ask students to look at the words in the chart and have them pronounce them.
b. Pronounce the words and tell students to repeat them after you.
c. Ask them to pay attention to the red letters in each word.
d. Explain that the letters in red ‘ou’, ‘u’, and ua’ make /ΚΙ/ sound in the words.
e. Now, let students pronounce the words on their own. Ask students if they know some other
words with /ΚΙ/ sound in English.
9.8 Speaking
Students will practise using the expressions for giving directions in this speaking activity.
Objective
Ask for directions and give directions in simple sentences
Follow these steps:
a. Tell students that they are going to act out the conversation given in Activity A.
b. Ask one student to pair up with you. You and the student act out the conversation between
the tourist and Lakpa with appropriate expressions and gestures.
c. Invite any two interested students to act out the roles of the tourist and Lakpa in front of the
class.
d. Now, ask the rest of other students to perform the conversation in pairs.
e. Move around the class to make sure that they are all involved in the assigned task.
f. Tell students to work in the same pairs for Activity B.
g. Tell them to bring variety in their expressions.
h. Student A asks a question and Student B gives directions. Next, they switch roles.
i. Monitor students’ performance and provide them feedback.
9.9 Writing II
This section requires students to choose the correct expressions to bring coherence to an
interrupted dialogue.
Objectives
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Complete the interrupted dialogue
Follow these steps:
A. Choose the correct expressions below and complete the dialogue.
a. Tell students to study the expressions given in the box.
b. Ask them to study the complete dialogue and stop at the interrupted points.
c. Then get them to think about what the prior or preceding sentences or questions mean. It
helps them to see the link with the expressions given in the box and choose the correct
expressions.
d. Ask them to work individually and later share their work with their friends.
e. Ask one of the students to read aloud the complete dialogue.
f. Correct their answers if necessary.
9.10 Grammar II
This grammar section is about the use of prepositions while giving directions.
Objective
Give directions using appropriate prepositions
Follow these steps:
A. Study the following examples.
a. Ask all the students to study the map carefully.
b. Now, tell them to read the sentences next to the map and notice the use of the words in red.
c. Explain the meaning of the words/phrases for clear understanding.
Meaning of the prepositions used for describing the location
On: used with on the left/ right
Next to: beside
Opposite: situated on the other side
To: in the direction of
d. Show the use of the given prepositions/phrases by making additional sentences with the help
of another similar map.
A. Choose the correct prepositions and fill in the blanks.
a. Ask students to read the incomplete sentences given in activity B and the list of
prepositions highlighted in blue.
b. Now, tell them to complete the sentences by choosing the correct prepositions.
c. Next, ask them to share their answers with the friends sitting next to them.
d. Make sure that they have the following answers.
Answers
a. on b. on c. opposite d. to e. to f. beside g. on h. to
9.11 Do it by yourself.
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This is a project where students choose one of the cultural/historical places in their locality and
talk about the place with the help of photos. You can also assign this activity as homework.
Objective
Describe one of the cultural/historical places in the locality
Follow these steps:
a. Divide the class into different groups with maximum of five members in each group.
b. Have the students who reside in the same locality form a group. Name each group.
c. Ask each group to choose one cultural or historical place from their locality.
Instruct them to write the name of the cultural/historical place at the top and paste photos of
places located there, such as temple, park, etc. along with the names.
d. Let students talk about that place in their group.
e. Finally, ask all the groups to display their work to the class and talk about the place in turn.
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