Contents
Page
Introduction
1
The Grammar Tree 1-5
2
1.
Nouns: Proper, Common and Collective
7
2.
Fun with Words—1
9
3.
Adjectives
10
4.
Fun with Words—2
13
5.
Nouns: Number
14
6.
Articles: ‘A’, ‘An’, and ‘The’
15
7.
Conjunctions
17
8.
Alice
18
Test 1
9.
20
Verbs: Recapitulation and Base Form
21
10.
Adverbs
23
11.
Verbs: Future and Continuous Tenses
24
12.
Pronouns
26
13.
Direct Speech
28
14.
The Kitten at Play
29
Test 2
31
15.
Nouns: Gender
33
16.
Prepositions
35
17.
Indirect Speech
36
iii
18.
Opposites
37
19.
Fun with Words—3
39
20.
Writing a Paragraph
40
21.
Picture Composition—1
42
22.
Picture Composition—2
43
23.
The Traveller
44
24.
Tom the Chimney Sweep
46
Test 3
iv
47
Introduction
One of the joys of teaching is that no two lessons, however meticulously prepared, are ever the
same. The teacher may prepare the same material for two or more different classes of students,
but due to the unique mixture of skills, talents, experiences, strengths, and weaknesses of the
students, the teaching and learning process is never uniform nor should it be if the teacher is
focussed on meeting the learning needs of a particular group. This means there can never be
one correct way to teach a given topic hence these teaching guides can only be guides. The
skilled, experienced teacher will take from them what is of value for a given lesson, and adapt
the ideas and materials for his/her group of students.
There is a lesson plan for each unit in the student book but since some units are longer than
others, and students’ existing knowledge of the topic will vary, several periods may be needed to
complete one unit.
Each lesson plan includes a list of teaching objectives and measurable learning outcomes and
any materials needed are also listed for each unit. Although the topic is always known to the
teacher, it is not always obvious to the students, so ensure that this is written clearly on the
board at the start of each lesson.
An Introductory activity has been suggested for each unit, designed to engage the students’
interest by relating the topic to their own experience and encouraging their active participation
in the lesson. This activity will also enable the teacher to assess the level of existing knowledge
and understanding.
The activity should lead smoothly to the Student activity which is textbook based. The wellprepared teacher will have read through the text and completed each exercise ahead of the
lesson in order to anticipate any problems that might arise with a particular class of students.
Depending on the activity, and the level of student confidence, and for variety, ask the students
to complete some of the exercises in pairs or small groups rather than individually, since this
will provide an opportunity for them to discuss various possible ideas and answers.
Answers for each exercise are provided at the end of each lesson plan; in some cases there is no
single correct answer, so always be prepared to discuss and/or accept other possibilities, or to
explain why some alternatives are incorrect.
Each lesson plan ends with a short Recapitulation activity which is designed to reinforce the
learning and to enable the teacher to assess informally the students’ understanding. Many of
the activities are practical or, particularly for younger students, involve drawing; others involve
oral practice. Make sure that all students participate and teach them how to listen to their fellow
students in a spirit of positive encouragement.
This guide cannot provide the perfect lesson plan for every class, but it is hoped that using it
selectively will help to make teaching and learning English grammar an enjoyable and successful
experience.
1
2
Naming Words
(common nouns):
Chapters 1–8, 15,
17, 24 (quiz) (proper
nouns):
(a) Cartoon
Characters: Chapter 19
(b) Days of the Week:
Chapter 30
Names and Special
Names
(common and proper
nouns): Chapter 39
Identifying Naming
Words: Test 1;
Chapters 26, 31, 37, 40
Number (one and
many): Chapter 29
He, She, They:
Chapter 27;
Test 2
PRONOUNS
Book 1
NOUNS
Topic
Book 5
Noun Phrases:
Chapter 11
Noun Clauses:
Chapter 12
Verbal Nouns or
Gerunds: Chapter 20
Reflexive and Personal
Pronouns (forms: use):
Chapter 2, Test 1
Identification: Chapter
8
Possessive Pronouns
(identification):
Chapter 3
Book 4
Common and Proper
(compound, collective,
concrete, abstract):
Chapter 1
Identification:
Chapters 1, 7, 8, 17, 18,
Test 1
Number (singular,
plural; countable,
uncountable;
identification, use):
Chapter 2; Test 1
Use: Chapter 9; Tests
2, 3
Personal Pronouns
(forms; identification;
use) Chapter 10
Book 3
Proper, Common and
Collective (definition;
identificaton; use):
Chapters 1, 8, 14, 23;
Test 3
Number (plural forms;
identification): Chapter
5; Tests 1, 2
Gender
(masculine, feminine,
common, neuter,
identification):
Chapters 15, 23; Test 3
Personal Pronouns
(identification; use):
Chapter 12; Test 2
Book 2
Naming Words
(common nouns):
Chapters 1, 2, 12 (quiz)
Naming Words Are
Nouns (common):
Chapter 3; Tests 1, 2
Common and Proper
Nouns: Chapter 4;
Tests 1, 2
Proper Nouns
(months of the year):
Chapter 7
Identification: Test 1;
Chapters 30–33
Number (forming
plurals; use): Chapter
19; Test 2
Gender (male and
female words): Chapter
20; Test 2
Recapitulation:
Chapter 1
Pronouns (personal;
identification): Chapter
23, Test 3
The Grammar Tree (Books 1–5)
3
Describing Words:
Chapters 9–11
Colours: Chapter 34
Practical Use of
Colours: Chapters 3,
15, 19, 34
A, An: Chapter 16;
Test 1
Identifying
Describing Words:
Test 1; Chapters 36, 37
Doing Words
(present tense):
Chapter 21
(present continuous
tense): Chapter 22
(sounds made by
animals): Chapter 28
Identifying Doing
Words: Test 1;
Chapters 36, 37
VERBS
Book 1
ADJECTIVES
Topic
Book 5
Possessive Adjectives
(identification):
Chapter 3
Quantitative
and Numerals,
Interrogative,
Emphasizing (use;
identification):
Chapters 7, 8
–ing and –ed
Adjectives: Chapters
20, 21; Test 3
Verbs of Incomplete
Prediction (transitive/
intransitive verbs;
subjective/objective
complements): Chapter
9; Test 3
Identification: Chapter
9, 18; Test 2
Active and Passive
Voice (identification;
change): Chapters 14,
17, 21; Test 2
Participles and
Gerunds (use;
identification):
Chapters 20, 21
Changing Tenses:
Chapters 18, 21, 22
Book 4
–ing Adjectives:
Chapter 4; Test 1
–ed Adjectives:
Chapter 5, Test 1
Qualitative,
Quantitative,
Demonstrative:
Chapter 11
Comparative Forms:
Chapter 12, Test 2
Identification:
Chapters 17, 18, 26,
Test 2
Forms
(base; tenses;
identification):
Chapters 3, 5, 8; Test 1
The –ing form
(continuous tenses; use
as adjectives): Chapter
4; Test 1
Identification:
Chapters 7, 18; Test 1
Past Participles
and Perfect Tenses:
Chapter 5; Test 1
Identifying and
Changing Tenses:
Chapters 5, 17, 25, 26;
Test 1
Transitive and
Intransitive Verbs,
Direct and Indirect
Objects (identification)
Book 3
Colours Numbers,
How Many, How
Much, Comparison
and Comparative
Forms:
Identification: Change
to Adverbs: Chapters
3, 8, 14, 23; Tests 1, 2
Definite and
Indefinite Articles:
Chapter 6; Test 1
Recapitulation Forms
(present, past, –ing;
base): Chapter 9; Test 2
Tenses
(past, present,
future, continuous,
identification;
changing tenses; use
of appropriate forms):
Chapters 9, 11, 23;
Test 2
Book 2
Recapitulation:
Chapter 1
Describing Words Are
Adjectives (general;
appropriate; position
in a sentence) Chapter
8
Identification: Test 1;
Chapter 30
A, An, The: Chapter
13; Tests 2, 3
Recapitulation:
Chapter 1
Doing Words are
Verbs: Chapter 9
Identification:
Chapters 9, 17, 30–32;
Test 1
Present & Past Tenses
(forms; changing
tenses): Chapters 10,
14, 22; Tests 2, 3
Am, Is, Are, Was,
Were: Chapters 11, 14,
17; Tests 1, 2
Has, Have: Chapter 14;
Test 2
The –ing Form:
Chapter 16; Test 2
Helping Verbs:
Chapter 17; Test 2
4
Simple and Complex
Prepositions
(position; omission;
use of appropriate
prepositions): Chapters
13, 17, 18; Tests 2, 3
Identification: Chapter
18
Objects of
Prepositions: Chapter
23
Appropriate
Prepositions: Chapter
23, Test 3
Chapter 6; Tests 1, 3
Identification:
Chapters 17, 18, 25, 26
Place and Direction,
Appropriate
Prepositions: Chapters
16, 24; Test 3
Though, Because,
And, But: Chapters
7, 24;
Tests 1, 2, 3
Recapitulation:
Chapter 1
Place: Chapter 24;
Test 3
Recapitulation:
Chapter 1
And, But: Chapter 26;
Test 3
Words Indicating
Place: Chapter 12
Identification: Test 1
And: Chapter 38;
Test 2
Because: Chapter 41
PREPOSITIONS
CONJUNCTIONS
INTERJECTIONS
Degree, Frequency,
Interrogative (use;
identification): Chapter
4; Tests 1, 3
Identification:
Chapters 7, 8
Appropriate Adverbs:
Tests 1, 3
Identification:
Chapters 8, 17, 25, 26
Manner, Place, Time:
Chapter 13
Comparison and
Comparative Forms:
Chapter 14; Test 2
Identification,
Formation,
Appropriate Adverbs:
Chapters 10, 14, 23;
Test 2
Chapters 15, 16
Identification: Chapter
18
Use and
Identification:
Chapters 19, 22, Test 3
Identifying Tenses:
Chapters 21, 25
–ing and Past
Participle Forms:
Chapter 20; Test 3
Appropriate Forms of
Verbs: Test 3
Words ending in –ly:
Chapter 1
Definition, Uses and
Identification: Ch 18;
Test 2
Chapter 21; Test 3
Subject-Verb
Agreement: Ch 22;
Test 3
Words Ending in –ly:
Chapter 23
Appropriate Adverbs:
Test 2
Book 5
ADVERBS
Book 4
Book 3
Book 2
Book 1
Topic
5
Short Compositions:
Chapters 27, 29, 30,
32, 34
Comprehension
(questions: textual,
True/False; filling in
blanks with words
from the text; word
meanings): Test 1;
Chapters 28–33
Jumbled Words:
Chapter 6
Spell Well: pp 13, 18,
27, 43, 46, 60, 72
Correction of Errors:
Test 2
Making Sentences:
Chapter 32
Sentences with
‘because’: Chapter 41
Short Compositions:
Chapters 43, 44
Autobiography:
Chapter 45
Picture
Comprehension
(first step to Picture
Composition):
Chapters 15, 17, 29, 34
Comprehension
(questions: textual,
True/False; filling in
blanks with words
from the text; thematic
grouping of sentences):
Chapters 26, 31, 36, 37,
40, 42, 44
Spell Well: pp 16, 19,
27, 30, 36, 48, 49, 52,
63, 66
COMPOSITION
COMPREHENSION,
VOCABULARY AND
SPELLING
Capital and Small
Letters, Full Stop,
Question Mark:
Chapter 5; Test 1
Book 2
Capital and Small
Letters: Chapters 13, 39
Full Stop: Chapters
14, 25
Question Mark:
Chapter 25
Punctuation of
Sentences: Chapter 35;
Tests 1, 2
Book 1
PUNCTUATION
Topic
Comprehension
(textual questions;
word meanings;
filling in blanks with
words from the text):
Chapters 8, 14, 23, 24
Vocabulary: Chapter 2
(occupations): Chapter 4
Spell Well: pp 18, 24,
30, 35, 60, 72, 76
Correction of Spelling
Errors: Test 2
Making Sentences:
Test 2
Paragraph: Chapter 20
Picture Composition:
Chapters 21, 22
Punctuation Marks in
Direct Speech: Test 2
Book 3
Comprehension
(textual questions,
meanings of words and
expressions): Chapters
7, 8, 17, 18, 25, 26
Letter: Chapter 27
Essay: Chapter 28
Story: Chapter 29
Flow Chart: Chapter
30
Diary: Chapter 31
Full Stop, Question
Mark, Exclamation
Mark, Comma,
Capital Leters:
Chapters 16, 20
Sentences: Tests 2, 3
Book 4
Comprehension
(questions: textual,
True/False; word
meanings; identifying
colours): Chs 7, 8, 17,
18, 21, 22
Letter: Chapter 23
Autobiography:
Chapter 24
Essay (topics): Chapter
24
Story and Dialogue:
Chapter 25
Diary: Chapter 26
E-mail: Chapter 27
Paragraph: Chapters
18, 21
Use of Apostrophe:
Chapter 6
Sentences: Tests 1, 2
Question Mark: Ch 15
Book 5
6
MISCELLANEOUS
Topic
Syntax
(Jumbled and mixed
sentences): Chapters
18, 20, 35, 37
(wishing – ‘I wish I
had…’): Chapter 43
Book 1
Opposites: Chapters
21, 30; Test 3
Syntax (mixed
sentences): Chapters
15, 30
(jumbled sentences):
Chapter 25
Book 2
Book 5
Prefixes and Suffixes
(use: identification):
Chapters 1, 8, 17;
Test 1
Contractions:
Chapters 6, 7, 8, 17, 22;
Test 1
Sentences, Phrases,
Clauses: Chapter 10
Kinds of Phrases:
Chapter 11
Kinds of Sentences
and Clauses: Chapters
12, 17
Identification:
Chapters 10, 11, 12, 17,
18; Test 2, 3
Direct and Indirect
Speech: Chapters 15,
16, 21, 22; Tests 2, 3
Correction of Errors:
Tests 2, 3
Book 4
Sentences–Subject and
Predicate: Chapter 19,
Test 3
Kinds of Sentences:
Chapter 20
Identification: Chapter
20; Test 3
Direct and Indirect
Speech (recapitulation;
changing the mode of
narration): Chapters
24, 25, 26; Test 3
Correction of Errors:
Tests 1, 2; Chapter 22
Kinds of Sentences:
Test 3
Syntax (mixed
sentences): Chapter 26
Book 3
Syntax (mixed
sentences): Chapters
8, 24
Opposites: Chapters 8,
18, 24 (with prefixes):
Chapter 18 (mixed):
Test 3
Direct Speech
(punctuation: position
of the ‘quote’): Chapter
13; Tests 2, 3
Indirect Speech
(compared with direct
speech; matching):
Chapter 17; Test 3
Homonyms: Chapter
19
Correction of Errors:
Test 2
Unit 1 Nouns
Lesson 1 (Pages 1–2)
Nouns: Proper, Common, and Collective
Teaching objectives
• to revise common and proper nouns
Learning outcomes
Students should be able to:
• correctly identify common and proper
nouns.
Materials required
A series of everyday objects; pictures of some famous monuments, people, cities, etc.
Introduction
Show the students the items you have prepared, ask them to name them, and write the names
on the board. Revise the term common noun, and its use to name general items.
Repeat the activity using the pictures, and write the names of the places, people, etc. on
the board, beginning each with a capital letter. Revise the term proper noun and its use for
particular people, places, etc.
Student activity
Ask the students to open their books at page 1 and read the introductory text.
Explain exercise A and look at the example before giving the students a set amount of time to
complete the exercise, working individually or in pairs.
Recapitulation
Go round the class asking the students in turn to give you an example of either a common or a
proper noun according to your instruction.
Answers
Exercise A 2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Imran, Iqbal – proper; ball – common
Amazon – proper; river, world – common
Karachi – proper; city – common
birds, roof, garage – common
accident, morning – common
clown, suit – common
Huma – proper; pen, desk – common
Asma, Faiza – proper; box, crayons – common
drawer, keys – common
Lahore, Sana – proper; sister – common
fan, door – common
7
Lesson 2 (Pages 2–5 )
Teaching objectives
• to introduce and explain the term
collective noun
• to introduce some commonly used
collective nouns
• to practise identifying common, proper,
and collective nouns
Learning outcomes
Students should be able to:
• explain the term collective noun.
• use correctly some common collective
nouns.
• correctly identify common, proper, and
collective nouns.
Materials required
Examples of some of the target vocabulary e.g. a bunch of flowers/bananas/keys/grapes, a pack
of playing cards, a picture of a cricket team, etc.
Introduction
Show the students one of the items/pictures you have prepared, e.g. the bunch of flowers, and
ask them to name one of the items, e.g. flower; write the noun on the board. Elicit, or teach,
the term bunch and explain that the term is used for a group, or collection, of flowers. Write a
bunch of flowers on the board, and underline the word bunch. Repeat this for the other items/
pictures you have prepared.
Ask the students to look at the underlined words and introduce the term collective noun. Ask
the students if they can suggest the collective noun for themselves as a group of students (class)
and add this to the list on the board. If possible, elicit some more collective nouns by giving the
common noun, e.g. soldiers, sheep, etc.
Student activity
Ask the students to open their books at pages 2–3 and read the introductory text; take time
when reading the lists on page 3, give any necessary explanations, and ask the students to repeat
each phrase to support learning.
Explain exercises B and C and, if necessary, complete each answer orally before giving the
students a set amount of time to complete the written tasks. Remind the students to cross out
each term in the box as it is used as an answer. Check their answers in class and ask the students
to repeat the answers to reinforce learning of the unfamiliar terms.
Explain exercise D and give the students a set amount of time to complete it.
Recapitulation
To assist learning of the new vocabulary, ask the students in turn to supply either the collective
noun for the common noun you say, or a common noun for the collective noun you say.
8
Answers
Exercise B 1. grapes
2. tools
3. sheep
4. stairs
5. cows
6. cards
7. clothes
8. fish
9. thieves
10. ships
Exercise C 1. swarm
2. bunch
3. troop
4. group
5. gaggle
6. shoal
7. litter
8. herd
9. team
10. flock
Exercise D 1 . Quaid-e-Azam Mohammad Ali Jinnah, Pakistan – proper;
governor general – common
2.herd – collective; forest, deer – common
3. Saba – proper; hair – common
4. flock – collective; birds, trees – common
5. team – collective; match – common
6. Neha, Huma – proper; book – common
7. crowd – collective; hall, film stars – common
8. gang – collective; thieves, house – common; Sadia(’s) – proper
9. Sara, Rabia, Lahore, – proper; grandparents – common
10. Ali, Tony – proper; butter, jam, bread – common
11. album – collective; photographs, table – common
12. library – collective; school, storybooks – common
Lesson 3 (Page 6)
Fun with Words–1
Learning outcomes
Students should be able to:
Teaching objectives
• to introduce twelve new items of
vocabulary
• to help students match the given nouns
and pictures
• explain the meanings of and use the
twelve new items of vocabulary correctly.
• correctly match the twelve nouns to
pictures.
Materials required
Large sheets of paper and marker pens for student teams
Introduction
Ask the students to open their books at page 6 and look at the pictures. Discuss each picture in turn,
naming the item and talking about its uses or special characteristics. Many of these items may be
unfamiliar, so encourage the students to repeat the names and try to use each word in a sentence.
Student activity
Help the students to read each word in the box and match it with the correct picture before
giving them a set amount of time to complete the written activity.
9
Recapitulation
Play a spelling game: divide the students into teams and give each team a large sheet of paper
and marker pen. Say one of the new words and ask the teams to write the word on their sheet of
paper. Encourage them to co-operate and consult each other about the correct spelling, and to
take turns to be the scribe.
Answers
wigwam, platypus, spectacles, igloo, snail, waterfall, koala, kennel, telescope, fireplace, tractor,
steeple
Unit 2 Adjectives
Lesson 4 (Pages 7–9)
Adjectives
Teaching objectives
• to revise the use of adjectives to qualify
nouns and pronouns
• to help students match an adjective with
the noun it qualifies
• to revise adjectives of quantity
Learning outcomes
Students should be able to:
• explain that an adjective is used to qualify
nouns and pronouns.
• correctly match an adjective with the
noun it qualifies.
• correctly use and identify adjectives of
quantity.
Materials required
A selection of items or pictures that can be used to elicit adjectives including those of colour
and quantity; drawing materials
Introduction
Use the items and pictures you have prepared to revise adjectives; ask the students to name the
object and then use adjectives to describe it. Introduce the pronouns and elicit that the students
can say e.g. a green book or It is green; six blue pencils or They are blue. Write some of the
adjectives on the board and when the list is complete, ask students to identify the adjectives that
describe colour and those that describe quantity e.g. a lot of beads, a few cards, two shoes, etc.
Student activity
Ask the students to open their books at page 7 and read the introductory text with them
carefully, giving further explanation if necessary and asking for students’ examples.
Explain exercise A and look at the example; explain that adj. can be used as a short form of the
word adjective. Give the students a set amount of time to complete the exercise and check their
answers in class.
Read the introductory text for exercise B, explain the task and give the students a set amount of
time to complete the work.
10
Recapitulation
Give each students drawing materials and ask them to draw an item, person, place, etc., and
write a descriptive phrase below the picture, e.g. three tall men, a few beautiful, pink flowers,
etc. Display the completed work in the classroom.
Answers
Exercise A
2. cool – adj, waters – noun qualified
3. heavy – adj, suitcase – noun qualified
4. delicious – adj, dinner – noun qualified
5.tired, hungry – adjs, they – pronoun qualified; long – adj, journey – noun qualified
6. shallow – adj, stream – noun qualified; dense – adj, forest – noun qualified
7. beautiful, long, thick – adjs, hair – noun qualified
8. wooden – adj, hut – noun qualified, terrible – adj, storm – noun qualified
9. funny – adj, clown – noun qualified
10. loud – adj, roar – noun qualified
11. webbed – adj, feet – noun qualified
12. magic – adj, wand – noun qualified; big – adj, toadstool – noun qualified
13. mighty – adj, king – noun qualified; poor – adj, beggar – noun qualified
14. greedy – adj, king – noun qualified
15. old, strong – adjs, man – noun qualified; little – adj, village – noun qualified
Exercise B 1. some
2. five
3. many, big
4. three
5. several
6. third
7. few, dark
8. wise
9. one
10. No, important
11. All, great
12. Most
Lesson 5 (Pages 10 -12)
Comparative Adjectives
Teaching objectives
• to introduce the comparative and
superlative forms of adjectives
• to explain how to form the comparative
and superlative forms of adjectives ending
in –e and –y
• to explain how to form the comparative
and superlative forms of some adjectives
by doubling the final consonant and
adding er or est
• to introduce some common irregular forms
of comparative and superlative adjectives
Learning outcomes
Students should be able to:
• use the comparative and superlative forms
of adjectives correctly.
• form the comparative and superlative
forms of adjectives ending in –e and –y.
• form the comparative and superlative
forms of some adjectives by doubling the
final consonant and adding er or est.
• to understand and use correctly some
common irregular forms of comparative
and superlative adjectives.
11
Materials required
Sets of similar items for comparison e.g. heavy/heavier/heaviest book, long/longer/longest scarf,
small/smaller/smallest pencil, etc.
Introduction
Ask three, relatively tall students to stand together and compare their heights e.g. X is tall; Y is
taller than X; Z is the tallest of the three. Repeat this activity (sensitively) using other groups of
students with e.g. long hair/short hair, and with the items you have prepared. Elicit that when
two items are compared the er form of the adjective is used, but for more than two the the –est
form is used.
To introduce irregular comparative and superlative forms, ask two students to name their
favourite e.g. cartoon programme, video game, etc. Write the two names on the board and ask
the students if they agree that game 1 is good, but game 2 is better; add a third name and ask the
students to say which game is the best.
Student activity
Ask the students to open their books at page 10 and read the introductory text carefully, giving
any further explanation or examples needed. Explain that for adjectives such as fat and thin,
the rule for doubling the final consonant is the same as for present participles e.g. running. The
irregular comparatives and superlatives need to be learned and this can be supported by plenty
of oral practice.
Explain exercise C and answer some of the questions orally before giving the students a set
amount of time to complete the written work. Answer all questions in Exercise D orally before
giving the students a set amount of time to complete the written task.
The Spell Well activity can be set as a homework task and tested at a convenient time; make sure
that students understand the meaning of each word and ask the students to use them in sentences.
Recapitulation
For oral practice of the comparative and superlative forms, the teacher should say a sentence,
e.g. My apple is big. The first student should repeat the sentence using the comparative form, e.g.
My apple is bigger.; the third student should repeat the sentence using the superlative form, e.g.
My apple is the biggest. Repeat this activity round the class using a different sentence for each
pair of students.
Answers
Exercise C 2.
4.
6.
8.
10.
12.
14.
Exercise D 2.
6.
12
wise, wiser, wisest
sad, sadder, saddest
easy, easier, easiest
old, older/elder, oldest/eldest
lovely, lovelier, loveliest
bad/ill, worse, worst
near, nearer, nearest
taller
3. finest
brighter
7. laziest
3.
5.
7.
9.
11.
13.
broad, broader, broadest
kind, kinder, kindest
happy, happier, happiest
great, greater, greatest
good, better, best
young, younger, youngest
4. cold
8. longer
5. smarter
9. fastest
10. better
Unit 3 Nouns
Lesson 6 (Page 13)
Fun with Words–2
Teaching objectives
Learning outcomes
Students should be able to:
• to introduce and practise some vocabulary
of occupations
• explain and use correctly some vocabulary
of occupations.
Materials required
Pictures or simple drawings of people at work
Introduction
Begin by asking student volunteers to tell you what work their parents do; list the occupations
on the board and talk a little about what the work involves.
Student activity
Ask the students to look at the picture on page 13 of their books and talk about the job shown
in each part of the illustration, teaching any new terms, and writing them on the board.
Complete the exercise orally, writing any other new vocabulary on the board, before giving the
students a set amount of time to complete the written task.
Recapitulation
Ask student volunteers to take turns to mime an occupation; the rest of the class should guess
the occupation.
Answers
1. butcher
6. pilot
2. cricketer
7. poet
3. florist
8. novelist
4. cobbler
9. tailor/dressmaker
5. messenger
10. barber
13
Lesson 7 (Pages 14-18)
Nouns: Number
Teaching objectives
• to revise the terms singular and plural
• to explain and practise the rules for
forming the plurals of groups of nouns
• to introduce some nouns that have
irregular plural forms
• to help students change the number of
given nouns from singular to plural or
plural to singular
Learning outcomes
Students should be able to:
• explain the terms singular and plural.
• form correctly the plural forms of groups
of nouns.
• identify and use correctly nouns that have
irregular plural forms.
• correctly change the number of given
nouns from singular to plural or plural to
singular.
Note – There is a lot of material in this lesson and the teacher may wish to complete it in two or
more periods.
Materials required
Examples of two or more items including e.g. mugs, pencils, lollies, keys, leaves, potatoes,
knives, brushes, glasses, handkerchiefs, scarves, tomatoes, photos, etc.
Introduction
Begin by showing the students an item that forms the plural by adding s, e.g. a cup, a pencil,
etc., and elicit that you have one pencil. Show the students more pencils and elicit that you have
e.g. four pencils. Write the words pencil and pencils on the board. Repeat this with other items
e.g. mug, book, ruler, and revise the terms singular and plural and the rule for adding s to the
end of a noun to form the plural. Ask the students to give you more examples of plurals that can
be formed in this way.
Use the other items you have prepared to introduce/revise the rules for forming the plurals of
words that end in vowel + y, consonant + y, f, o, etc.
Student activity
Ask the students to open their books at pages 14–15 and read through the introductory text,
explaining any unfamiliar vocabulary.
Explain exercises A and B and give the students a set amount of time to complete the tasks. As
you check their answers, ask the students to explain the relevant rule for the formation of each
plural.
Read the text on page 17 and explain any unfamiliar vocabulary. To reinforce learning, say the
singular of each noun and ask the students to say the plural.
Explain tasks C and D and complete a few examples of each with the students before giving
them a set amount of time to complete the tasks.
The Spell Well activity can be set as a homework task and tested at a convenient time; make
sure that students understand the meaning of each word and ask the students to use them in
sentences.
14
Recapitulation
Play a team game: Divide the students into teams and draw a column on the board for each
team. Hold up one of the items you have prepared, or a picture, and ask a member of each team
to write the correct plural form on the board.
Answers
Exercise A lives, loaves, asses, bunches, flashes, armies, ponies, mangoes, shelves, flies
Exercise B 2. thieves, jewels 3. armies
4. swallows, roofs, buildings
5. echo
6. shop (The shop selling fish was closed.)
7. babies
8. fairies, a ring
9. boy, bullies
10. lady, speeches
Exercise C
Singular: day, task, tree, umbrella, field, garden, home, club, year
Plural:
guests, loaves, rugs, gentlemen, deckchairs, leaves, children, buffaloes, ladies, babies
Exercise D 1. ball
2. boy, class
3. bag
4. ladies
5. apple
6. toys, shelves
7. vegetables
8. tomatoes 9. bus
10. man, children
Unit 4 Articles
Lesson 8 (Pages 19–24)
Articles: ‘A’, ‘An’, and ‘The’
Teaching objectives
Learning outcomes
Students should be able to:
• to introduce the terms definite article and
indefinite article
• to revise the use of a before a consonant
and an before a vowel
• to revise and practise the correct use of
a/an and the
• to introduce some irregular uses of a/an
• to introduce the use of the + singular noun
to refer to a whole class of things
• to introduce the use of the before some
proper nouns
• use the terms definite article and
indefinite article correctly to refer to the
and a/an.
• demonstrate the correct use of a before a
consonant and an before a vowel in oral
and written work.
• demonstrate some familiarity with some
irregular uses of a/an.
• correctly use the + singular noun to refer
to a whole class of things.
• demonstrate the correct use of the before
some proper nouns.
Materials required
A selection of items beginning with vowels and consonants e.g. onion, potato, orange, apple, banana,
umbrella, egg, book, pen, etc.; student flashcards showing a on one side and an on the other; two
boxes or baskets labelled a and an; drawing materials; pictures of famous monuments e.g. the
Pyramids, the Taj Mahal, the Statue of Liberty, etc.; Blu-tack or similar adhesive material
15
Introduction
To revise the use of a/an, use the items you have prepared and give each student a flashcard.
Explain that when you show them an item they should hold up the flashcard to show a or an.
After using each item, place it in the correctly-labelled basket. Ask the students to look at the
items in each basket, and elicit the rule concerning the use of an before a word that begins with
a vowel and a before a word that begins with a consonant. Ask the students for more examples.
Write the word uniform on the board and use this example to explain that there are some words
beginning with vowels that use a rather than an; elicit or explain that this is because the vowel
sound changes in these words.
Student activity
Ask the students to open their books at pages 19–20 and read the introductory text carefully,
giving any further explanation needed and asking for more examples where appropriate, in
order to assess understanding.
Explain exercise A and give the students a set amount of time to complete the task. When
checking their answers, be flexible since in many questions the context is not clearly enough
defined to indicate a correct answer.
Read and explain carefully the text on pages 21–23 before explaining exercise B and giving the
students a set amount of time to complete the task. Again, answers may vary according to how
the students interpret the context of the sentences.
The Spell Well activity can be set as a homework task and tested at a convenient time; make
sure that students understand the meaning of each word and ask the students to use them in
sentences.
Recapitulation
Fix the pictures of monuments on the board, write the correct name under each of them (using
the), and talk about them. Give the students drawing materials and ask them to draw one of the
monuments and write its name correctly below the drawing. The drawings can be used to make
a classroom display.
Answers
Exercise A 1. a/the
2. a/the
3. an
4. the
5. a
6. a, a/the, the/ the, a
7. the/a
8. an/the
9. an, the
10. The, a/A, the/The, the/A, a
11. a
12. a, an
13. a
14. an, a, an/ the, the, the (any combination)
Exercise B 1. A/The
2. a
3. a
4. The
5. an
6. an/the
7. a/the, a, the 8. The, the
9. the/a, the 10. a/the
11. an, a/the, the/the,
12. the, a/the 13. The/An, a 14. a, the/a, the
15. the
16. a/the, the
17. an, a
18. a, the, the 19. The
20. the, the/a
16
Unit 5 Conjunctions
Lesson 9 (Pages 25–26)
Conjunctions
Teaching objectives
• to revise the use of conjunctions to join
two simple sentences
• to introduce and practise the use of the
conjunctions although and because
Learning outcomes
Students should be able to:
• explain that a conjunction can be used to
join two simple sentences.
• use the conjunctions although and because
correctly to join two simple sentences to
make a complex sentence.
Materials required
Pairs of simple sentences that can be joined using and, but, although, and because; sentences for
recapitulation activity
Introduction
Begin by using the pairs of sentences you have prepared to revise the use of and and but to join
two simple sentences. Elicit that but is used when the result is unexpected, e.g. Saima was ill.
She went to school. = Saima was ill but she went to school.
Use the same sample sentences to explain that although, is another conjunction that can be used
to join two sentences in this way, e.g. Although Saima was ill, she went to school. or Saima went
to school although she was ill.
To introduce because, ask the students a ‘why?’ question, e.g. ‘Why do we wear warm clothes in
winter?’ List their responses on the board, beginning each with because, e.g. because it is cold;
because we need to keep warm; etc. Explain that because is used to introduce the reason for an
action, e.g. We wear warm clothes in winter because it is cold.
Student activity
Ask the students to open their books at pages 25–26 and read the introductory text carefully.
Do the exercise questions orally before giving the students a set amount of time to complete the
written task. When checking their answers, point out that there may be more than one way to
write each sentence and ask the students to try giving an alternative word order. For example,
Akram went to the doctor because he was not feeling well. Because he was not feeling well, Akram
went to the doctor.
Recapitulation
Go round the class asking each student in turn to complete a sentence that you begin, using the
conjunction of your choice, e.g.
Teacher to student 1: Walid went to the park because .......
Teacher to student 2: Walid went to the park and .......
Teacher to student 3: Walid went to the park although ........
Teacher to student 4: Walid went to the park but ........
17
Answers
1. Although Aamir has a car, he walks all the way to his office.
2. The match was postponed because it was raining.
3. I could not sleep because the neighbours were making too much noise.
4. Although Sajid worked hard, he did not do well in the examination.
5. Although we were all tired, we decided to finish the work that day.
6. Although John loves music, he did not like the concert.
7. They could not eat the soup because it was too salty.
8. Akram went to the doctor because he was not feeling well.
9. Although Qasim bought a newspaper, he did not read it.
10. We could not go on a picnic because the weather was bad.
11. The Pakistani team was happy because they had won the match.
12. Although he was tired, he went on walking.
13. Although Asoka won the battle, he was not happy.
14. Do not tease a dog because it may bite.
15. Although Alexander defeated Porus, he treated him like a king.
Unit 6 Reading Comprehension
Lesson 10 (Pages 27–29)
Alice
Teaching objectives
• to help students read and understand a
given text
• to help students answer comprehension
questions based on the text
• to help students match phrases/clauses to
form sentences
• to help students match words with their
definitions
• to revise common nouns and adjectives
• to revise opposites
• to practise the use of conjunctions
Learning outcomes
Students should be able to:
• read and understand a given text.
• answer correctly comprehension questions
based on the text.
• correctly match phrases/clauses to form
sentences.
• correctly match words with their
definitions.
• correctly identify common nouns and
adjectives in the given text.
• correctly supply opposites of given
adjectives.
• use conjunctions correctly.
Materials required
A dvd/You tube clip of this scene from Alice’ Adventures in Wonderland, or the story of Alice’s
Adventures in Wonderland, or drawing materials
18
Introduction
To introduce the text, ask the students if they have ever had a dream about being in a strange
place. Listen to a few of their contributions and then explain that they are going to read part of
a story about a young girl who had a dream about being in a strange place called Wonderland.
Student activity
Ask the students to open their books at page 27 and read the text with the students, asking short
comprehension/prediction questions.
Discuss the questions in exercises A, B, and C before giving the students a set amount of time
to write the answers. Encourage the students to use their own words in exercise A rather than
copying the text, since this will indicate understanding.
Before asking the students to complete exercises D and E, revise common nouns, adjectives, and
opposites by asking for examples of each from the classroom. Ask the students to work in pairs
to complete these exercises in a set amount of time.
Finally, discuss exercise G before giving the students a set amount of time to complete the
written task.
The Spell Well activity can be set as a homework task and tested at a convenient time; make
sure that students understand the meaning of each word and ask the students to use them in
sentences.
Recapitulation
Either show the students a short section of the film of Alice’s Adventures in Wonderland or
read them another section of the book; if neither of these options is possible, give out drawing
materials and ask the students to draw the garden that Alice found when she walked through
the passage.
Answers
Exercise A 1. The first time, Alice found a tiny golden key on the table.
2. Alice saw the loveliest of gardens through the little door.
3.The second time, Alice found, on the table, a little bottle with ‘DRINK ME’
beautifully printed on it in large letters.
4.The drink in the bottle had a very nice taste. It had a kind of mixed flavour of
cherry-tart, custard, pineapple, roast turkey, toffee and hot buttered toast.
5.After Alice drank what was in the bottle, she had a very curious feeling of
shutting up like a telescope. In fact, she had become only ten inches high and
was the right size for going through the little door.
Exercise B 1. –(c)
2. – (d)
3. – (a)
4. – (e)
5. – (b)
Exercise C 1. – (c)
2. – (e)
3. – (d)
4. – (b)
5. – (a)
Exercise D Common Nouns:
(any five) table, glass, key, time, curtain, door, inches, lock, passage, rat-hole, garden, bottle,
letter, cherry-tart, custard, pineapple, turkey, toffee, toast, telescope
19
Exercise E Adjectives:
(any five) little, three-legged, solid, tiny, golden, second, low, great, small, larger, loveliest,
large, nice, mixed, roast, hot buttered, curious, ten, right, etc.
Exercise F 1. high
2. shut/closed
3. big/huge
4. lost
5. ugly
6. wrong/left
Exercise G 1. Alice opened the door and found that it led into a passage.
2. You have to take this medicine because you are very ill.
3. Alice wanted to go through the door but it was too small.
4. She looked through the door and saw a lovely garden.
5. Although Alice was shutting up like a telescope, she was not frightened.
Unit 7 Test 1
Lesson 11 (Pages 30–31)
Teaching objectives
• to assess learning of nouns (common,
proper, collective, and number)
• to assess learning of adjectives and
comparison of adjectives
• to assess learning of the definite and
indefinite article
• to assess learning of the conjunctions and,
but, because, and although
Learning outcomes
Students should be able to:
• identify correctly common, proper, and
collective nouns and provide plural forms
of singular nouns.
• identify correctly adjectives and the noun
each qualifies.
• provide the comparative and superlative
forms of given adjectives.
• use the definite and indefinite article
correctly.
• demonstrate correct use of the conjunctions
and, but, because, and although.
Materials required
Sample questions of each type of question used in the assessment; reading books for students
who finish the test while others are still working
Introduction
Prepare the students for the assessment by revising the topics covered and giving them examples of
the different types of question in the assessment. Reassure them that the purpose of the assessment
is to discover how much they have learned and to indicate where further teaching may be required.
Student activity
Ask the students to open their books at page 30. Explain each task clearly and give the students
plenty of time to attempt all the tasks. Make it clear that this is not a test of how quickly they
can work, it is better to take more time and answer the questions correctly.
20
Answers
Exercise A 1.
2.
3.
4.
5.
Exercise B 1.
2.
Exercise C
Exercise D
Exercise E
Exercise F
Bina – proper; pair – collective; bangles – common
Maha – proper; bunch – collective; keys, table – common
farmer, corn, cart–common; sheaf – collective
engine, station – common
West Indies – proper, islands – common
rich, famous – adjs, qualifying the noun ‘singer’
beautiful, silk – adjs, qualifying the noun ‘gown’; silver – adj, qualifying the
noun ‘lace’
3.fat – adj, qualifying the noun ‘mayor’; thin – adj, qualifying the noun ‘councillors’
4. no – adj, qualifying the noun ‘mangoes’
5. some – adj, qualifying the noun ‘food’
1. bigger/biggest
2. hottest
3. prettier
4. warmer
5. happiest
1. potatoes
2. ponies
3. deer
4. shelves
5. roofs
6. children
7. geese
8. mice
the/a; an/the; the, the; a, the
1. Although the sum was difficult, Saad did it easily./The sum was difficult but
Saad did it easily./Saad did the sum easily although it was difficult.
2. He fell down and broke his leg.
3. Open all the windows because it is very hot.
4. Though Asma was very angry, she spoke very politely to me. /Asma was very
angry but she spoke very politely to me./Asma spoke very politely to me
although she was very angry.
Unit 8 Verbs
Lesson 12 (Pages 32–35)
Verbs: Recapitulation and Base Form
Teaching objectives
• to revise and practise the simple present
and simple past tenses
• to revise and practise the present
participle
• to revise irregular past tense forms
• to revise the uses of the verb to be as an
independent verb or an auxiliary verb
• to explain the term base form of a verb
Learning outcomes
Students should be able to:
• identify, form, and use correctly the
simple present and simple past tenses of
common verbs.
• identify, form, and use correctly the
present participle.
• identify and use correctly some irregular
past tense forms.
• correctly identify and use the verb to be as
an independent verb or an auxiliary verb.
• correctly identify the base form of a verb.
21
Materials required
None
Introduction
Revise the term verb and ask the students to help you make a list of about ten verbs (simple
present tense) on the board. Elicit that the tense of a verb tells us when an action took place and
that the simple present tense tells us that the action is taking place now, e.g. I sit next to Adam.
Ask individual students to use each verb listed on the board in a sentence (present tense) and
write the sentences on the board. Elicit that the past tense tells us that an action has already
taken place at some time in the past and ask individual students to change the tense of the
sentences on the board from present to simple past. Briefly revise how to change a verb from
present to past tense with the help of the explanation given in the text book.
Student activity
Ask the students to open their books at pages 32–33 and read the introductory text carefully,
answering questions, asking for examples, and giving any further explanation needed.
Explain exercises A and B on pages 33–34 and give the students a set amount of time to
complete them before checking their answers.
Read the text on base form at the bottom of page 34, explain exercise C, and ask the students to
work in pairs to complete the task in a set amount of time.
Recapitulation
Play Simon Says or sing Here we go round the mulberry bush.
Answers
Exercise A 2. sat – past tense
3. watched – past tense
5. are – present tense
6. rains – present tense
8. needed – past tense
9. told – past tense
11. was – past tense
12. repaired – past tense
Exercise B 1. Our teacher told us to do our work properly.
2. He buys newspapers from the corner shop.
3. The little bird hopped onto the window sill.
4. He slept peacefully.
5. She held the candle steadily.
6. Sadaf has a beautiful, coloured umbrella.
7. Tom fed the fish in the aquarium.
8. The cat lapped up the cream in the saucer.
9. Atif hopes to win a prize in the competition.
10. Grandfather went for a walk in the morning.
22
4. went – past tense
7. waited – past tense
10. am – present tense
Exercise C 2. main verb – reading; base form – read
3. main verb – met; base form – meet
4. main verb – called; base form – call
5. main verb – go; base form – go
6. main verb – falls; base form – fall
7. main verb – asked; base form – ask
8. main verb – come; base form – come
9. main verb – drinks; base form – drink
10. main verb – laughs; base form – laugh
11. main verb – ploughing; base form – plough
12. main verb – helped; base form – help
Unit 9 Adverbs
Lesson 13 (Pages 36–38)
Adverbs
Teaching objectives
• to revise the use and formation of adverbs
Learning outcomes
Students should be able to:
• explain that an adverb gives more
information about a verb.
• identify, form, and use adverbs correctly.
Materials required
Pictures or simple drawings of people performing different actions e.g. walking, eating, driving, etc.
Introduction
Show the students one of the pictures you have prepared and ask what it shows, e.g. A woman
is driving a car. Ask the students to tell you how she is driving the car, e.g. slowly, carefully, fast,
dangerously. Write the suggestions on the board and use them to revise the term adverb and
the fact that adverbs give us more information about the verb. Repeat the activity with the other
pictures you have prepared.
Student activity
Ask the students to open their books at page 36. Read the text carefully and explain exercises A
and B before giving the students a set amount of time to complete the task. When checking their
answers, ask them to use the adverbs in sentences.
Explain exercises C and D and give the students time to complete the tasks. Check their answers
to exercise C and use their answers to exercise D for the recapitulation activity.
23
Recapitulation
Ask students to read out their answers to Exercise D and note the variety of possibilities for each
answer and the different picture the adverb can paint of the situation. e.g. Neha went silently into
the room. Neha went merrily into the room. Neha went noisily into the room. etc
Answers
Exercise A 1. softly
2. bravely
3. sadly
4. roughly
5. badly
6. neatly
7. quickly
8. smartly
9. boldly
10. stiffly
Exercise B 1. clumsily
2. safely
3. hungrily
4. funnily
5. certainly
6. hopelessly
7. grimly
8. angrily
9. tamely
10. truthfully
11. delightfully
12. faithfully
Exercise C 2. excitedly – adv, qualifies the verb ‘were talking’
3. merrily – adv, qualifies the verb ‘jingled’
4. cheerfully – adv, qualifies the verb ‘greeted’
5. fast – adv, qualifies the verb ‘walked’
6. straight – adv, qualifies the verb ‘went’
7. shamefully – adv, qualifies the verb ‘treated’
8. seriously – adv, qualifies the verb ‘was injured’
9. fiercely – adv, qualifies the verb ‘attacked’
10. eagerly – adv, qualifies the verb ‘looked’
Exercise D Accept any suitable adverbs. Some possibilities are:
1. quietly
2. early/late
3. quickly
4. rudely/politely
5. loudly
6. eagerly/patiently 7. loudly/heartily 8. loudly
9. quietly/attentively 10. slowly
Unit 10 Verbs
Lesson 14 (Pages 39-44)
Verbs: Future and Continuous Tenses
Teaching objectives
Learning outcomes
Students should be able to:
• to revise the simple present and simple
past tenses
• to explain and practise the formation of
the simple future tense using auxiliary
verbs will and shall
• to explain and practise the formation of the
present, past, and future continuous tenses
• explain and use correctly the past and
present tenses.
• form, identify, and use correctly the
simple future tense using auxiliary verbs
will and shall.
• form, identify, and use correctly the present,
past, and future continuous tenses.
24
Materials required
A large calendar showing one month
Note – There is a lot of material in this lesson and the teacher may wish to complete it in two or
more periods.
Introduction
Use the calendar to introduce the idea of present, past and future time: ask a student to find
today’s date on the calendar and talk about the things that usually happen on that day, e.g. we
come to school, we play with our friends, we go to the library, etc. Write some ideas on the
board and explain that they are actions that are happening now, in the present time and we use
the present tense to talk about them.
Point to yesterday’s date and elicit that yesterday is over, the day has passed; talk about things
that happened yesterday, write some ideas on the board, and elicit that we use the past tense to
talk about these events. This can be extended by pointing to last week, two weeks ago, etc. and
talking about other past activities.
Finally point to tomorrow’s date; elicit that the day has not yet arrived, it is in the future. Talk
about some of the things that the students will do tomorrow; write them on the board, e.g.
we will use the computers, we will read a story, we will do maths, etc., and explain that when
we talk about these activities we use the future tense. This can be extended by pointing to the
coming weekend and talking about the students plans for the weekend, next week, etc.
Student activity
Ask the students to open their books at page 39 and read the text carefully. Do exercise A orally
before asking the students to complete the written task in a set amount of time. As you check
their answers, point out the use of will/shall to form the simple future tense, the use of ed to
form the simple past tense, and the irregular past forms.
Read the text on pages 40–42 carefully, giving further explanations and examples as required.
Explain that the continuous tenses are used for incomplete, or continuing actions.
Study the table on page 43 and ask students to make a sentence for each of the verb forms listed
in the tables.
Explain exercise B and complete the questions orally before asking the students to complete the
written task in a set amount of time. Remind them to refer to the tables for help.
Explain exercises C and D and complete some questions orally before giving the students a set
amount of time to complete the work.
Recapitulation
Ask the students, in turn, to tell you whether the form of the verb you say is a) present, past or
future and b) continuous or simple. For example:
Teacher: she was talking
Student 1: past, continuous.
Teacher: they give
Student 2: present, simple.
It may be necessary to repeat each verb or to write it on the board for some students.
25
Answers
Exercise A 2. verb – drinks; tense – simple present
3. verb – shall go; tense – simple future
4. verb – is; tense – simple present
5. verb – played; tense – simple past
6. verb – will go; tense – simple future
7. verb – will visit; tense – simple future
8. verb – Are; tense – simple present
9. verb – was; tense – simple past
10. verb – will finish; tense – simple future
Exercise B 2. shall play – simple future; base form – play
3. was flying – past continuous; base form – fly
4. will be going – future continuous; base form – go
5. was telling – past continuous; base form – tell
6. lives – simple present; base form – live
7. was sleeping – past continuous; base form – sleep
8. was watching – past continuous; base form – watch
9. Wash – simple present; base form – wash
10. broke – simple past; base form – break
Exercise C 1. do
2. shaking
3. posted
4. go
5. coming
6. writing
7. examined
8. loves
9. ringing
10 came
Exercise D 1. Faiza sang.
2. Omar was reading a book.
3. You like him.
4. I shall ask him a question.
5. They will be coming here.
6. Aamir is drinking milk.
7. Everybody was laughing at the joke.
8. The dog follows its master.
9. The farmer will sow seeds.
10. Amir will be playing cricket.
11. He is working very hard.
12. The ship tossed on the waves.
Unit 11 Pronouns
Lesson 15 (Pages 45–48)
Pronouns
Teaching objectives
• to revise pronouns
• to introduce and practise the use of more
pronouns
26
Learning outcomes
Students should be able to:
• explain that a pronoun can be used to
replace a noun in a sentence.
• correctly identify pronouns.
• use pronouns correctly in oral and written
work.
Materials required
Pairs of sample sentences to demonstrate the use of he, she, they, e.g. Sam lives next door. Sam is
my best friend.; sentences for the recapitulation activity
Introduction
Write a pair of sentences on the board and elicit that in the second sentence, He could be used
to avoid repeating Sam. Elicit that Sam is a proper noun and that the word He is a pronoun
because it replaces the noun. Repeat this with the other sentences you have prepared.
Student activity
Ask the students to open their books at pages 45–46 and read the introductory text carefully,
explaining any unfamiliar pronouns if necessary. Explain exercises A and B on pages 46–47 and
complete a few questions orally before giving the students a set amount of time to complete the
written work. Check their answers and give any further explanation that may be required.
Read the text on page 47 before explaining exercise C and giving the students a set amount of
time to complete it.
Recapitulation
Explain that you are going to say a sentence and ask the students in turn to replace the noun(s)
in the sentence with the correct pronoun(s).
For example:
Teacher: Mother looked for Robin and Sara.
Student 1: She looked for them.
You may wish to vary this activity by asking the student to replace a pronoun with a suitable
noun.
For example:
Teacher: We waited for it.
Student: David and I waited for the bus.
Answers
Exercise A 1. You
6. He, it
Exercise B 1. it
6. she
Exercise C 1. she
7. it
2. They
3. I, he
7. I
8. We, it
2. me/him/her/them
7. she
8. it
2. it
3. they
8. it
9. it
4. They, us
9. I
3. it
9. it
4. he
10. she
5. We, she, us
10. him
4. them
5. they
10. him
5. he, it
6.her, it
11. they
12. it
27
Unit 12 Direct Speech
Lesson 16 (Pages 49–52)
Direct Speech
Teaching objectives
• to explain and practise how to record
direct speech
Learning outcomes
Students should be able to:
• use the correct punctuation to record
direct speech.
Materials required
A large sheet of paper or card and coloured markers to make a poster
Note – There is a lot of material in this lesson and the teacher may wish to complete it in two or
more periods.
Introduction
Ask a student a simple question e.g. ‘What is your favourite colour?.’ Record the answer on the
board e.g. Zahid said my favourite colour is blue. Repeat this two or three times and record all
the answers in the same way. Ask a student volunteer to come to the board and underline the
words that Zahid actually spoke (my favourite colour is blue.) Repeat this for the other examples
and explain that the students are going to learn the correct way to record the words that are
spoken when somebody speaks directly to the listener.
Student activity
Ask the students to open their books at pages 49–50 and read the introductory text slowly
and carefully with the students, asking them to point to the punctuation marks as they are
mentioned on page 49, and to identify the exact words spoken in each example. Writing direct
speech is relatively complicated so a slow, careful approach at this stage will help to secure the
learning.
Explain exercises A and B on pages 51–52 and work one or two examples on the board before
giving the students a set amount of time to complete the work, working either in pairs or
individually.
Recapitulation
Ask the students to help you compile a list of synonyms to use instead of said. For example,
shouted, whispered, cried, laughed, exclaimed, yelled, etc. Write their ideas on a large sheet of
paper that can be displayed in the classroom. Discuss the different meanings of the words, ask
students to whisper/yell/ exclaim something, and encourage the students to use the verbs in
their own written work.
28
Answers
Exercise A 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Exercise B 1.
2.
3.
4.
5.
6.
7.
8.
9.
Ahmed said, ‘These oranges are sour.’
Nasir exclaimed, ‘How stupid of me to forget your birthday!’
‘Can’t you hear what I am saying?’ asked the lady.
‘Why are you crying?’ asked the fairy.
All the children shouted, ‘Hooray!’
He asked me, ‘How are you?’
Sara said, ‘Please come and help me bake the cake.’
‘Never give up hope,’ he said.
‘Where would you like to go?’ asked the guide.
‘Who is this man?’ asked my father.
The players shouted, ‘Hurrah! We have won!’
‘Come One! Come All!’ said the poster.
He asked, ‘Where have you been?’
‘Let us have dinner now,’ said Saad.
‘What is the fare to Karachi?’ he enquired.
The tourist said, ‘Quetta is a beautiful place!’
‘Is the phone working?’ she asked.
The guest politely said, ‘I don’t eat meat.’
The teacher said, ‘Do your work quietly.’
10. The doctor said, ‘Show me your tongue.’
Unit 13 Comprehension
Lesson 17 (Pages 53–54)
The Kitten at Play
Teaching objectives
• to help students read and understand a
poem
Learning outcomes
Students should be able to:
• demonstrate understanding by answering
questions based on the poem.
• identify adjectives, adverbs, and nouns
used in the poem.
• match words from the poem with their
meanings.
Materials required
Drawing materials
Introduction
Ask the students if they have seen a kitten playing, and talk about how kittens like to jump and
chase objects.
29
Pre-teach some of the unfamiliar vocabulary from the poem e.g. withered, elder tree, conjurer,
feat, graceful, gaze; explain that Tabby is a common name in Britain for a cat that has brown
and black fur.
Student activity
Ask the students to open their books at page 53 and read the poem to them. Elicit that the poem
is about a cat playing with leaves falling from the tree. Read the poem again, stopping to ask short
questions such as: ‘Where is the cat? What is the weather like? What time of day is it?’ etc.
Read the first six lines of the poem again and make sure that the students understand the scene.
Read the second half of the poem and elicit why the poet compares the cat with a conjuror.
Explain that the lines; Yet were gazing thousands there, What would little Tabby care? is a poetic
way of saying that even if thousands of people were there watching, the cat would not care and
would continue to play.
Explain exercises A–E and give the students a set amount of time to complete them. Students
could work in pairs to complete exercise E
The Spell Well activity can be set as a homework task and tested at a convenient time; make
sure that students understand the meaning of each word and ask the students to use them in
sentences.
Recapitulation
Give the students drawing materials, read the poem again and ask them to draw a picture of the
scene it describes.
Answers
Exercise A 1. The kitten was playing on the wall with the withered leaves that were falling
from the elder tree.
2. It was a bright, fair, cold, and frosty, morning when the poet saw the kitten on
the wall.
3. The kitten is compared to a conjuror, because she was playing with the leaves
as skilfully as a magician performing difficult tricks.
Exercise B calm, frosty
Exercise C gracefully
Exercise D kitten, wall, leaves, tree, morning, air, conjuror, feat, art, part
Exercise E 1. (c)
2. (b)
3. (a)
4. (c)
5. (c)
6. (a)
7. (c)
30
Unit 14 Test 2
Lesson 18 (Pages 55–58)
Teaching objectives
Learning outcomes
Students should be able to:
• to assess learning of verb tenses and base
forms
• to assess ability to form adverbs from
adjectives
• to assess ability to identify adverbs and the
verbs they qualify
• to assess ability to write direct speech
• to assess ability to identify and correct
written errors
• to assess learning of adjectives and
adverbs
• to assess learning of conjunctions
• identify correctly verb tenses and base
forms.
• correctly form adverbs from adjectives.
• correctly identify adverbs and the verbs
they qualify.
• write direct speech using the correct
punctuation.
• identify and correct written errors.
• demonstrate correct use of adjectives and
adverbs.
• use conjunctions correctly to join two
sentences.
Materials required
Sample questions of each type of question used in the assessment; reading books for students
who finish the test while others are still working
Introduction
Prepare the students for the assessment by revising the topics covered and giving them examples
of the different types of question in the assessment. Reassure them that the purpose of the
assessment is to discover how much they have learned, and to indicate where further teaching
may be required.
Student activity
Ask the students to open their books at page 55. Explain each task clearly and give them plenty
of time to attempt all the tasks. Explain any unfamiliar vocabulary, e.g. jester, miser, etc. Make
it clear that this is not a test of how quickly they can work, it is better to take more time and
answer the questions correctly.
Answers
Exercise A 1.
2.
3.
4.
5.
main verb – spread; tense – simple past; base form – spread
main verb – was playing; tense – past continuous; base form – play
main verb – is eating; tense – present continuous; base form – eat
main verb – will reach; tense – simple future; base form – reach
main verb – shall be singing; tense – future continuous; base form – sing
31
Exercise B 1. tell
2. bought
3. rang
4. will be going
5. does
Exercise C 1. Bisma will come to my house this evening.
2. The bird flew to its nest.
3. Alice is looking through the keyhole.
4. The March Hare was having his tea.
5. Abeera will be going to her music class in the evening.
Exercise D 1. merrily 2. busily 3. fussily 4. roughly 5. cheerfully 6. safely
Exercise E 1. desperately – adv, qualifies the verb ran
2. immediately – adv, qualifies the verb went
3. loudly – adv, qualifies the verb laughed
4. correctly – adv, qualifies the verb did
Exercise F 1. he
2. she
3. it
4. they
5. it
Exercise G 1. ‘Who is knocking on my door?’ asked the old lady.
2. The King said, ‘Let the prisoner come and stand before me.’
3. The captain ordered, ‘Forward march!’
4. ‘May I go out of the room?’ he asked his teacher.
5. Rehan said, ‘I have lost my pen.’
Exercise H 1. ‘You should not have done that,’ said Aamir.
2. The dying man prayed, ‘God forgive me!’
3. Sara asked, ‘Where is everybody else?’
4. ‘Let us have a singing contest,’ they suggested.
5. He said, ‘It is very hot today.’
Exercise I 1. He was playing/played table tennis with me yesterday.
2.(Comma wrongly placed after ‘He’; it should come after ‘said’. Quotation marks
also wrongly placed): He said, ‘I am going to Islamabad.’
3. I saw three men in the park.
4. They will try/will be trying to beat us in the hockey match tomorrow.
5. (The spelling of ‘handwriting’ is wrong): His handwriting is very neat.
Exercise L 1. running
2. coming
3. literature 4. dangerous 5. garden 6. spring
Exercise M 1. Taha ran very fast but (he) could not win the race.
2.Saleem was feeling very hungry because he had not eaten anything for three
days.
3. Although Scrooge was a rich man, he was a miser.
32
Unit 15 Nouns: Gender
Lesson 19 (Pages 59–63)
Nouns: Gender
Teaching objectives
• to revise and extend students’ knowledge
of masculine and feminine gender nouns
• to introduce the concepts of neuter and
common gender nouns
Learning outcomes
Students should be able to:
• match pairs of masculine and feminine
nouns.
• identify nouns as either masculine,
feminine, neuter, or common.
Materials required
Pairs of pictures of male and female figures, animals, etc. e.g. king/queen, boy/girl, lion/lioness,
cow/bull, etc. pictures of neuter gender figures e.g. a baby, clown, bird, etc.; Blu-tack or similar
adhesive material; classroom items; team sets of 4 x A4-sized flashcards showing the letters
M, F, C, N
Introduction
Begin by using the pictures you have prepared to revise masculine and feminine gender; fix the
pictures on the board randomly and ask student volunteers to arrange them in pairs. Write the
correct noun under each picture. Ask students to suggest other masculine/feminine pairs.
Next display the pictures you have prepared for common gender nouns. Elicit from the student
that the same word is used for either a male or a female baby/bird/clown, etc., because the
gender is not always obvious; explain that these are common gender nouns (the name is
common to both male and female) and ask the students to suggest other nouns that fit this
category e.g. doctor, student, friend, etc.
Finally show the students some familiar classroom objects and elicit that these are non-living
objects and therefore have no gender, they are neuter, and the nouns used to name them, e.g.
book, desk, chair, etc., are neuter gender.
Student activity
Ask the students to open their books at page 59 and read the introductory text with them. Read
the lists of nouns clearly and explain any that are unfamiliar. Encourage the students to work in
pairs to learn these when they have some spare time.
Explain exercises A and B on page 60 and give the students a set amount of time to complete
the tasks. Encourage them to refer to the lists on page 59 if necessary.
Read the text on pages 60–61 and the list of common gender words before asking the students
to complete exercise C.
Finally read the text on page 62. Explain exercises D and E and complete a few questions
orally before giving the students a set amount of time to complete the tasks. Students can work
individually or in pairs.
33
Recapitulation
Play a game: Divide the class into teams and give each team a set of the M, F, C, N flashcards.
Elicit that the letters stand for masculine, feminine, common, and neuter. Explain that you are
going to say a noun, and the students must work as a team to decide its gender, and hold up the
correct flashcard. Award points for correct answers.
Answers
Exercise A 1. girl
2. cock
3. tigress
4. host
6. grandfather 7. goose
8. wizard
9. nun
Exercise B 1. bull, boy
2. grandmother 3. drake
4. peacock
6. queen
7. hostess
8. vixen, hen 9. princess, mare
Exercise C 1. baby
2. teacher, class 3. doctor, patient
5. friend
6. cousin
7. neighbour, person
9. servant
10. lawyer
Exercise D 2. shoe – neuter
3. infant – common
4. uncle – masculine
5. duchess – feminine
6. emperor – masculine
7. hen – feminine
8. vixen – feminine
9. book – neuter
10. thief – common
11. stone – neuter
12. cow – feminine
13. drake – masculine
14. pencil – neuter
15. toy – neuter
16. lady – feminine
17. dancer – common 18.
18. player – common
19. horse – masculine
20. peacock – masculine
21. cousin – common
22. car – neuter
Exercise E 1. prince – masculine, tower – neuter
2. horse – masculine, stable – neuter
3. thief – common, necklace – neuter
4. dancers, musicians, audience – common
5. friend – common, car – neuter
6. judge – common
7. crow – common, wall – neuter
8. headmistress – feminine, prizes – neuter, students – common
9. parents – children – common
10. police, thief – common
11. swimmers – common, pool – neuter
12. peacock – masculine; feathers, rain – neuter.
34
5. mare
10. king
5. lioness
10. aunt
4. thief
8. student
Unit 16 Prepositions
Lesson 20 (Pages 64–66 )
Prepositions
Teaching objectives
• to revise the term preposition
• to practise using familiar prepositions and
introduce some new ones
Learning outcomes
Students should be able to:
• explain that a preposition tells us about
the position or direction of an object.
• use prepositions correctly in oral and
written work.
Materials required
A selection of items to demonstrate prepositions, e.g. soft toys, a bag, box, tray, large plastic
bowl, etc.; drawing materials
Introduction
Using the items you have prepared, ask the students: ‘Where is the ....?’ questions to practise
familiar prepositions, e.g. ‘Where is the teddy bear? Teddy is in/under/on the bowl.’ etc.
Write some of the prepositions used on the board, revise the term preposition, and elicit that a
preposition is used to tell us where something is/the position of one item in relation to another.
Student activity
Ask the students to open their books at page 64; ask them to look at the picture and work in
pairs for two minutes to decide where the objects are, e.g. the rug is on the floor, the pillow is
on the bed, etc. At the end of the given time, write some of the students’ ideas on the board and
identify the preposition in each of their sentences.
Read the text on page 64, and explain the meanings of any prepositions in the box that are
unfamiliar. Explain exercise A and give the students a set amount of time to complete the
written task.
Read and explain, with examples, the text on page 65 before explaining exercises B and C. Give
the students a set amount of time to complete the written work before checking their answers.
The Spell Well activity can be set as a homework task and tested at a convenient time; make
sure that students understand the meaning of each word and ask the students to use them in
sentences.
Recapitulation
Give each student drawing materials and ask them to draw a picture of a scene in a house,
garden, park, shop, etc. and write some sentences about the picture below it, using prepositions.
The pictures can be used to make a Prepositions classroom display.
35
Answers
Exercise A 1. on
2. on
3. above
4. in
5. under
6. in
7. from
8. behind/beside 9. beside
10. on/in
Exercise B 1. towards
2. by
3. to
4. into
5. on
6. down
7. into
8. to
9. from
10. from
Exercise C 1. through
2. from/to
3. to
4. to
5. under
6. behind/beside/next to/near/in front of
7. across/in/along/down
8. on
9. under
10. from
11. near/beside
12. behind
13. in
14. from
15. after
16. from/in
17. into/out of 18. down
19. of
20. from
Unit 17 Indirect Speech
Lesson 21 (Pages 67–70)
Indirect Speech
Teaching objectives
• to introduce indirect speech
• to help students match examples of direct
and indirect speech
Learning outcomes
Students should be able to:
• explain that direct speech does not use the
same words as the original speaker.
• identify some of the differences between
direct and indirect speech.
• correctly match examples of direct and
indirect speech.
Materials required
Sentences of direct and indirect speech for the recapitulation activity; student set of flashcards
showing D on one side and I on the other
Introduction
Ask a student a simple question, ask the class to listen carefully to her/his reply, and then ask a
student to tell you what s/he said. For example:
Teacher (to student 1): What’s your name
Student 1: My name is Jamil.
Teacher (to student 2): What did he say?
Student 2: He said that his name is (was) Jamil.
Repeat this several times and write an example of the direct and indirect speech on the board,
e.g. Jamil said, ‘My name is Jamil.’ and Jamil said that his name was Jamil.
Elicit that one of the sentences uses Jamil’s exact words and the other is slightly different from
the original. Ask the students to identify differences in punctuation or vocabulary.
36
Student activity
Ask the students to open their books at page 67 and read the introductory text.
Look at each pair of sentences on pages 67–68 and help the students to identify and talk about
the differences. Explain exercise A and ask the students to work in pairs to complete it in a set
amount of time.
Explain exercise B, read all the sentences, and complete two or three examples orally before
asking the students to complete the task, working individually or in pairs.
The Spell Well activity can be set as a homework task and tested at a convenient time; make
sure that students understand the meaning of each word and ask the students to use them in
sentences
Recapitulation
Write on the board an example of direct and indirect speech and label each example. Give each
student a flashcard and, referring to the examples on the board, explain that D stands for direct
speech, and I for indirect speech. Tell them that you are going to say a sentence like those on
the board and they should listen carefully, decide whether it is direct or indirect speech, and
show the correct side of their flashcard. Observation of the students should enable the teacher
to identify students who are unsure, and extra help can be provided at a convenient time.
Answers
Exercise B 1. – (f)
6. – (j)
2. – (c)
7. – (e)
3. – (h)
8. – (g)
4. – (d)
9. – (b)
5. – (a)
10. – (i)
Unit 18 Opposites
Lesson 22 (Pages 71–74)
Opposites
Teaching objectives
Learning outcomes
Students should be able to:
• to revise familiar pairs of words with
opposite meanings
• to introduce new pairs of words with
opposite meanings
• to explain and practise forming opposites
by using the prefixes un, dis, in, im
• make pairs of familiar words with opposite
meanings.
• demonstrate correct use of new pairs of
words with opposite meanings.
• form opposites by using the prefixes un,
dis, in, im, and use them correctly.
Materials required
Pairs of flashcards (enough for one card per student) showing words of opposite meanings;
Blu-tack or similar adhesive material; drawing materials
Note – There is a lot of material in this lesson and the teacher may wish to complete it in two or
more periods.
37
Introduction
Fix five or six pairs of the flashcards you have prepared (showing familiar opposites) on the
board in a random order. Ask student volunteers to come and arrange them in pairs, and revise
the term opposite. Ask students to suggest other pairs of words with opposite meanings and list
them on the board.
Student activity
Ask the students to open their books at page 71 and complete exercise A.
Read the remaining text on page 71, explain exercise B and complete the questions orally,
explaining the meanings of unfamiliar words, before asking the students to complete the written
task. When checking their answers, ask individual students to use the word in a sentence, or
explain the meaning of the word to check that they understand them.
Explain exercise C, pointing out that some answers may be different words and some may be
opposites formed by using the prefix un. Ask the students to work in pairs to complete the
written task.
Continue to read the text on pages 72–73, explain exercises D and E, and complete them orally
before giving the students a set amount of time to complete the work in pairs. Ask the students
to complete exercise F in the same way.
Finally, read through the list of opposites on page 74 and ask student volunteers to use the
words in sentences.
Recapitulation
If there is space, play a game: Give each student a flashcard (make sure that each has a card that
is one of a pair). Explain that when you give permission, they should hold their card in front of
them and walk around the room to find their opposite. This should be done without speaking.
Pairs should stand together and when all the pairs are complete, the cards can be collected
and redistributed (or other cards used) and the game repeated. If there is not enough space for
this activity, give out drawing materials and ask the students to draw a picture to illustrate an
opposite pair (like those on page 74 of the student book). These drawings can be used to make a
classroom display about opposite words.
Answers
Exercise A 1.
5.
9.
Exercise B 1.
6.
11.
Exercise C 1.
6.
38
big/huge/large
hate
close/shut
unwilling
unknown
unseen
awake
unwilling
2.
6.
10.
2.
7.
12.
2.
7.
low
death
tall/long
undo
unhealthy
unnatural
unripe
wide
3.
7.
11.
3.
8.
13.
3.
8.
late
tame
young/new
unsafe
unripe
unwell
ugly
heavy
4.
8.
12.
4.
9.
14.
4.
9.
bright/shiny
soft
smooth/gentle
unsteady 5. unfair
unselfish 10. untruthful
unlock
untrue 5. early
untie
10. quiet
Exercise D 1. invisible
2. impatient
6. inactive
7. improper
Exercise E 1. disallow
2. disagree
6. disinfect
7. disobedient
Exercise F 1. untruthful, disobedient
5. unsteady
6. unhappy
10. disagree
3. incorrect
8. inhuman
3. discontinue
8. disbelieve
2. dissatisfied
7. impossible
4. imperfect
5. immobile
9. insecure
10. impolite
4. disappear
5. disrespect
9. disorder
10. discolour
3. incomplete 4. improper
8. disrespect
9. unselfish
Unit 19 Homophones
Lesson 23 (Pages 75–76)
Fun with Words–3
Teaching objectives
• to introduce some words that have the
same sound, but different spellings and
meanings
Learning outcomes
Students should be able to:
• demonstrate an understanding of the
different meanings of homophones by
placing them correctly in sentences.
Materials required
Flashcards of familiar homophones (one word per card) e.g. aloud/allowed, right/write, ate/eight,
be/bee, sale/sail etc.; Blu-tack or similar adhesive material; a class set of dictionaries if available
Introduction
Fix five or six pairs of flashcards on the board in random order and ask the students to look
at them and suggest how they could be made into pairs. Ask volunteers to make the pairs and
elicit that although the pairs of words sound the same, they have different meanings; discuss the
meanings of each pair. The teacher may wish to introduce the term homophone to refer to words
of this type.
Ask the students to suggest other sets of homophones, e.g. to/two/too, fair/fare, eye/I, pear/pair,
etc., write them on the board, and discuss their meanings.
Student activity
Ask the students to open their books at pages 75–76 and read and discuss the meanings of
each pair of homophones before giving the students a set amount of time to complete the task
working in pairs or individually. If dictionaries are available, encourage students to use them to
look up the meanings of unfamiliar words. Check their answers as a class.
Recapitulation
Use the homophones flashcards as in the previous lesson; this time students should form homophone
pairs. When each pair is complete, the two students should work together to make a sentence for
each of the pair of words. Students should read their sentences to the rest of the class.
39
Answers
2. (a) air (b) heir
5. (a) our (b) hour
8. (a) tail (b) tale
11. (a) meat (b) meet
14. (a) scene (b) seen
3. (a) sell (b) cell
6. (a) hare (b) hair
9. (a) hole (b) whole
12. (a) bear (b) bare
15. (a) new (b) knew
4. (a) two (b) too
7. (a) red (b) read
10. (a) wait (b) weight
13. (a) write (b) right
Unit 20 Directed Writing
Lesson 24 (Pages 77-82)
Writing a Paragraph
Teaching objectives
•
•
•
•
to explain what a paragraph is
to explain how a paragraph is constructed
to study an example paragraph
to explain and practise how to make a
plan of ideas before writing a paragraph
on a given topic
Learning outcomes
Students should be able to:
• explain what a paragraph is.
• describe simply the structure of a
paragraph.
• make a plan of ideas and use it to write a
paragraph on a given topic.
Materials required
A story book which shows paragraphs clearly
Note – This unit includes a great deal of written work. It is recommended that the teacher spreads
the writing tasks over a considerable period of time. When marking each piece of written work,
the teacher should comment positively on good parts of the work and give constructive advice
on how less good parts could be improved. Students tend to look at the grade rather than the
comments, so give them time to read your comments, and explain how they will help them to
improve their next piece of writing. The teacher should also allow time for individual students to
read our particularly good examples of work so that other students can learn by listening to them.
Introduction
Write a single common noun e.g. boat, on the board and elicit that you have written one word.
Ask the students to suggest an article and an adjective, e.g. a blue boat, and explain that these
three words form a phrase.
Ask the students to add a verb, adverb, preposition, etc. to the phrase to form a complete
sentence, e.g. The blue boat sailed across the harbour. Explain that by putting words together you
can move from a word to a phrase and then to a sentence.
Show the students a page of the book and explain that sentences can be grouped together to
form paragraphs; each new paragraph tells us about a particular time, place, or event.
Student activity
Ask the students to open their books at page 77 and read through the text slowly and
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carefully with them, providing any further explanation required and asking questions to assess
understanding. It may take more than one period to read through all the text.
It is suggested that the first paragraph be written as a whole class activity using the given plan.
Students should suggest and select sentences which the teacher should write on the board for
the students to copy in their books as an example.
Only after this should students be given time to write their own paragraphs.
Recapitulation
Ask students to read out particularly well written paragraphs to the rest of the class and, to
ensure that the other students listen, ask them to comment at the end on what they liked most
about the writing.
Answers
Exercise B (The points given are just suggestions. Pupils should be encouraged to think and jot
down points of their own.)
1. My Favourite Season: monsoon – love rain – green fields – clean, washed look all around
– cool air – smell of wet earth – children playing in the rain – people wading through water –
waterlogged streets – busy city suddenly looks like a village
2. A Pleasant Surprise: wake up in the morning – hear scuffling noises – a basket near bed
– open it – find the sweetest little puppy – golden retriever – it gives a yap and licks face –
delighted – run to thank parents – have long wanted a puppy – all smiles – give the puppy
some milk – everyone thinks of names – finally decide on ‘Bingo’ – wonderful surprise
3. An Unpleasant Surprise: everybody getting ready to go out to a movie and dinner – doorbell
rings – an aunt has come on a visit – an unpleasant surprise – she is not the kind who will go
away if you tell her you are going out – and she will not want to go with you – you cancel your
plans – spend a boring evening listening to uninteresting gossip about various members of the
family or a list of her ailments – would not like another unpleasant surprise like this
4. Hobbies: indulge in a hobby during spare time – various kinds of hobbies – collecting stamps
or coins – listening to music – playing solitaire, dancing, playing an instrument – hobbies help
to relax and enjoy something outside our regular routine – hobby must not take up all of one’s
time including study time – too much of anything is bad
5. My School Library: very proud of school library – one of the best – huge room – divided into
sections: sub-junior, junior, senior – wide range of reading material – story books for all ages –
given books to take home for the week – huge reference section – cubicles for senior students
to study and take notes – library on two levels – raised ramp with railings – can climb up and
look for really valuable books – computers for internet access to study material – visitors come
to look at our library
6. What I Am Most Afraid Of: terrified of the dark – have been since childhood – stay close to
someone during power cut – light candles or lamps to dispel the dark – once lights switched
off at night, begin to see shadows and feel frightened – now have a night light in bedroom –
realize must get over this fear – parents try to help
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Lessons 25 (Page 81)
Picture Composition 1
Teaching objectives
• to help the students write a paragraph
based on a given picture
Learning outcomes
Students should be able to:
• write a paragraph of 7–8 sentences based
on a given picture.
Materials required
A large clear photograph or picture of a person or group of people; Blu-tack, or similar adhesive
material
Introduction
Fix the picture on the board and give the students two or three minutes to look at it and think
about the person/people, the location, and what is happening; students can work in pairs or
individually.
At the end of the given time, ask the students for their ideas and write some notes on the
board. Explain that you are going to write a short story of no more than eight sentences about
the picture, using the notes as a guide. Complete the task as a whole class activity, or ask the
students to work in groups of four to write a group story.
Student activity
Ask the students to open their books at page 81, read the task, ask for some ideas and make
notes on the board, before giving the students a set amount of time to complete the work.
Recapitulation
If the students completed the introductory activity in teams, ask each team to read out its story.
If not, ask some students to read out their paragraphs to the rest of the class and, to ensure that
the other students listen, ask them to comment at the end on what they liked most about the
writing. Read the sample answer and ask students to compare it to the stories written by their
classmates.
Answers
Sample paragraph
The boy in the picture is called Sohail. He is waiting for this friends, Taha and Hamza. They
plan to go and buy a football. All three have saved money to buy the football. Taha and
Hamza have told Sohail to wait on the steps outside the library after school. They are late and
Sohail is waiting for them. He is thinking that if they can buy the ball before it gets dark, they
can have a game. Sohail is wondering whether he should go and look for them.
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Lesson 26 (Page 82)
Picture Composition 2
Teaching objectives
• to help the students write a paragraph
based on a given picture
Learning outcomes
Students should be able to:
• write a paragraph of 7–8 sentences based
on a given picture.
Materials required
Paper for planning
Introduction
Ask the students to open their books at page 82, look at the picture and give them two or three
minutes to discuss it with their partners.
Student activity
Explain the task and give each student a piece of paper on which to make their plan before
asking them to complete the written task.
Recapitulation
Ask some students to read out their paragraphs to the rest of the class and, to ensure that
the other students listen, ask them to comment at the end on what they liked most about the
writing. Read the sample answer and ask students to compare it to the stories written by their
classmates.
Answers
Sample paragraph
The cat in the picture is Buddy, a beautiful white cat. He belongs to Rabab. Rabab loves to
feed him. Buddy jumps on to Rabab’s lap and she gives him titbits from her plate. Buddy
waits until Rabab comes home from school and jumps all over her in delight. She plays with
him, brushes him, and powders him. At night, he cuddles up with Rabab under her quilt.
Once Rabab is asleep, Buddy comes out from under the quilt and settles down to sleep at
her feet.
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Unit 21 Reading Comprehension
Lesson 27 (Pages 83-85)
The Traveller
Teaching objectives
• to help students read and understand a
short story
• help students identify verbs, adjectives,
and adverbs in the text
• to help students match words with their
definitions
• revise gender of nouns
Learning outcomes
Students should be able to:
• demonstrate understanding of the story
by answering comprehension questions
correctly.
• correctly identify verbs, adjectives, and
adverbs in the text.
• correctly match words with their
definitions.
• correctly identify the gender of given
nouns.
Materials required
Drawing materials
Introduction
Introduce the topic by discussing how visitors are treated in the students’ homes. Is special food
prepared for them? How are they entertained? etc.
Student activity
Ask the students to open their books at page 83 and read the story, explaining any unfamiliar
vocabulary and asking short questions to assess comprehension.
Answer the questions in exercise A orally before asking the students to write their answers.
Encourage them to answer using their own words rather than copy directly from the text, since
this will demonstrate understanding more clearly.
Explain exercises B and C before giving the students a set amount of time to complete them.
Explain exercises D–G and answer a couple of questions from each exercise orally before giving
the students a set amount of time to compete the tasks.
Recapitulation
Give the students drawing materials and ask them to draw a scene from the story.
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Answers
Exercise A (sample answers)
1.Saleem wanted to treat his guest to some curried chicken.
2.While cooking the chickens, Saleem’s wife smelled the rich steam and could
not help tasting a piece. It was tender and delicious, and being greedy, she
decided to have another piece until only a tiny bit was left. She gave her son
Munna the last piece.
3.The traveller asked Saleem’s wife what disgusting habit her husband had
taught their son, Munna. He asked this question because he had heard her
scolding her son, asking him to give up the shameful and disgusting habit his
father had taught him.
4.Saleem’s wife told the traveller that, whenever a guest arrived, her husband cut
off the guest’s ears and roasted them for her son to eat.
5.Saleem’s wife told Saleem that their guest had snatched the chickens out of her
pot and had run off with them.
6.Saleem ran after the traveller in the hope of getting a chicken back. He
shouted as he ran, telling the traveller that he could keep one chicken but to
return the other.
7.Saleem’s guest thought that Saleem was running after him to cut off his ears,
so he ran even faster.
Exercise B 1. weary, shelter, night
2. bought, couple, wife, cook 3. tasty, begged, more
4. returned, wash
5. husband, guests, them
Exercise C 1. unfriendly
4. less
2. huge/large/big
5. start/begin
3. tough
6. slower
Exercise D 1. Adjectives: (any six) weary, friendly, curried, come, greedy, rich, tender,
delicious, tiny bit, little, shameful, disgusting
2. Adverbs: loudly, curiously
3. Verbs in the present tense: arrives, cuts, roasts
4. Verbs in the past tense: (any five) stopped, asked, agreed, decided, bought,
gave, went, cooked, smelled, ran, was, could, found, begged, gone, began,
taught, asked, left, snatched, returned, heard, picked up, fled, exclaimed.
Exercise E Collective Noun: couple
Exercise F 1. common
4. masculine
Exercise G 1. – (d)
2. common
5. neuter
2. – (f)
3. – (e)
3. feminine
6. common
4. – (a)
5. – (c)
6. – (b)
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Lesson 28 (Pages 86–87)
Tom the Chimney Sweep
Teaching objectives
• to help students read and understand a
short story
• to help students match words with their
definitions
• to revise opposites, prepositions, and
conjunctions
Learning outcomes
Students should be able to:
• demonstrate understanding of the story
by answering comprehension questions
correctly.
• correctly match words with their
definitions.
• identify and use opposites, prepositions,
and conjunctions correctly.
Materials required
A copy of The Water Babies by Charles Kingsley or a dvd/You tube clip of the film of The Water
Babies
Introduction
Introduce the text by explaining that over a hundred years ago, before there were machines
to do the work, very young, small children used to work as chimney sweeps. Their job was to
climb up inside the large chimneys in big houses and sweep out all the soot. The work was very
dirty and dangerous—the dust and soot made it difficult to breathe, and sometimes the children
were burned.
They were paid very little or nothing at all for doing this work. Explain that they are going to
read part of a story about one of these children.
Student activity
Ask the students to open their books at page 86 and read the text, explaining any unfamiliar
vocabulary.
Discuss the answers to exercise A before giving the students a set amount of time to complete
the written task.
Explain exercises B–F and give the students a set amount of time to complete them, working in
pairs.
Recapitulation
Either show the students some of the film of the Water Babies, or read them part of the story.
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Answers
Exercise A 1.Tom saw a beautiful room all done in white. The walls, curtains, and furniture
were white. The carpet had a pattern of gay flowers on it and there were
pictures of ladies and gentlemen and of horses and dogs on the wall.
2.Tom wondered if the girl was a real, live girl or one of the wax dolls he had
seen in shops. But when he saw her breathe, he made up his mind that she was
alive.
3.Tom found out for the first time in his life that he was dirty. He was filled with
shame and anger, and so he began to cry.
4.Tom was a chimney sweep and had to go inside chimneys to clean them, so
he became covered all over with the soot and coal dust of the chimneys which
made him very dirty.
Exercise B 1. – (c)
2. – (d)
3. – (a)
4. – (e)
5. – (b)
Exercise C 1. carpet
2. coverlet
3. angel
4. scrubbing
Exercise D 1. small/tiny
2. dead
3. dirty
4. ugly
Exercise E Tom cried because he was ashamed and angry.
Exercise F 1. at, in
2. in, of, on
Unit 22 Test 3
Lesson 29 (Pages 88–91)
Teaching objectives
• to assess ability to identify the gender of
common nouns
• to assess ability to identify and use
prepositions
• to assess ability to identify opposites and
use prefixes to form opposites
• to assess learning of conjunctions
• to assess ability to match examples of
direct and indirect speech
Learning outcomes
Students should be able to:
• identify correctly the gender of common
nouns.
• identify and use prepositions correctly.
• correctly identify opposites and use
prefixes to form opposites.
• use conjunctions correctly to join two
sentences.
• correctly match examples of direct and
indirect speech.
Materials required
Sample questions of each type of question used in the assessment; reading books for students
who finish the test while others are still working
Introduction
Prepare the students for the assessment by revising the topics covered and giving them examples
of the different types of questions in the assessment. Reassure them that the purpose of the
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assessment is to discover how much they have learned, and to indicate where further teaching
may be required.
Student activity
Ask the students to open their books at page 88. Explain each task clearly and give them
plenty of time to attempt all the tasks. Explain any unfamiliar vocabulary. Make it clear that
this is not a test of how quickly they can work, it is better to take more time and answer the
questions correctly.
Answers
Exercise A 1. kitten – common; basket – neuter mother – feminine
2. princess, sisters – feminine; lord – masculine
3. owner, police – common; store – neuter
4. grandfather – masculine; doctor, person – common
Exercise B in, near, into, at, of, along, in, among
Exercise C 1. in
2. along 3. at
4. over
5. from, to
Exercise D 1. unhealthy 2. lost
3. love 4. unsafe/dangerous
5. loose 6. deep
Exercise E 1. disappear
2. impatiently
3. displeased 4. incomplete 5. unhappy
Exercise F 1. Although it is winter, it is still quite hot./It is winter but still quite hot.
2. She opened the door and went into the house.
3. Do not play with fire because it is dangerous.
4. We were sad because our friend was very ill.
5.Although the traveller had rested for two days, he felt tired./The traveller had
rested for two days but he felt tired.
6.Although David was young, he was very brave./David was young but he was
very brave.
7.Jamil was tall but he was thin./Though Jamil was tall, he was thin/Jamil was
tall and thin.
8. The baby was crying because it was hungry.
9.He lived in a big city but it was very crowded. /Although it was very crowded,
he lived in a big city.
10. Do not bathe in the sea here because it is full of sharks.
Exercise G 1. – (c)
2. – (e)
3. – (d)
4. – (b)
5. – (a)
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