COURSEBOOK - Mount Egmont

A Multi-skill Course in English

COURSEBOOK

2Shyamala Kumaradas

Paul GunashekarSeries Editor

Prelims_CB2.indd 1 05/12/17 12:31 pm

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Illustrations by Naissance Books


3

SERIES EDITOR

P G ELT faculty member, English and Foreign Languages University, Hyderabad

AUTHORS

S R Former ELT faculty member, State Council of Educational Research and Training, New Delhi

S K Former ELT faculty member, English and Foreign Languages University, Hyderabad

S M ELT faculty member, English and Foreign Languages University, Hyderabad

K. R Former ELT faculty member, English and Foreign Languages University, Hyderabad, and ELT consultant

S V ELT faculty member, English and Foreign Languages University, Hyderabad

G S Former Vice- Principal, Hyderabad Public School, Hyderabad

M S Department of Materials Development, Testing and Evaluation faculty member, English and Foreign Languages University, Hyderabad

S S ELT consultant and teacher educator, Chennai

N K Senior Coordinator, English, � e Heritage School, Gurgaon

G K Former English faculty member, Mother’s International School, New Delhi

A B Senior Housemistress, � e Lawrence School, Sanawar

Authors of New Broadway


4

Preface

NEW BROADWAY, fi rst published in 2003, is a multi-skill course based on sound language learning principles: being sensitive to learners’ interests and needs, providing the teacher with a range of methodological choices, and creating a base for communicative and authentic language use. In addition to adhering to the central tenets of the Constitution, the course promotes in the learners a clear sense of self-worth, directs them to the goal of personalization, and reminds them of the uniqueness of India’s multiculturalism.

We conducted an intensive study to assess the impact of New Broadway on student learning outcomes, focusing on higher order thinking skills (HOTS), creative skills and exam skills. New Broadway users have scored consistently higher than students using other material—with a substantial relative percentage diff erence of 18% in exam skills. Over 75% of parents have heartily approved of the content in our Coursebooks.

Having stood the test of time, this new edition contains enlivening and stimulating content, incorporating the insightful feedback received from over 300 key stakeholders.

EXCITINGNew Features

Revised and updated grammar

Scaff olding for writing tasks

through examples and sample

formats

Rich and varied selection of prose texts and classical

poems

Sensitivity to the need for both

simple and challenging

tasks

Fresh design and layout, ample white space,

and authentic illustrations

Enriched literary appreciation, with

focus on poetic devices

1

2

4

3

56


5

Takes a constructive approach to the teaching of listening skills by incorporating notions like listening for meaning and listening for a purpose

Takes a constructive approach to

focuses on factual comprehension

encourages inferential comprehension, character evaluation, personalized assessment of events, and extrapolation

promotes critical appreciation of moral values and overt responses to value-laden statements

sensitizes learners to a wide variety of poetic devices

focuses on factual focuses on factual comprehension Understand

comprehension

encourages inferential comprehension, character evaluation,

Infer

extrapolation

promotes critical appreciation of moral values and overt

Reflect

responses to value-laden statements

sensitizes learners to a wide variety of poetic devices

Appreciate

Reinforces spellings of high-frequency words through interesting exercisesReinforces spellings of high-frequency

Off ers meaningful practice through the interplay between structures and functions and through tasks that emphasize language in use

Off ers meaningful practice through the interplay between structures and functions, and through tasks that emphasize language in use

Off ers meaningful practice through

Presents a range of accuracy-based exercises on pronunciation and word stressPresents a range of accuracy-based

Presents opportunities for collaborative and correlated learning

� ematically-linked to the reading text to promote genuine oral interaction

Contextual meanings of diffi cult words provided to aid the reading process

GLOSSARY

Explores the wider signifi cance of words in context, with task types that focus on major areas of word-building

Explores the wider signifi cance of words

Helps exploit the dictionary as a useful resourceHelps exploit the dictionary as a useful

Encourages learners to do meaningful composition tasks, by integrating their understanding of the reading text with their need to make a purposeful, personalized, and imaginative written response

Encourages learners to do meaningful

Promotes participation in speaking activities that highlight the use of English in dynamic and functional contexts

Promotes participation in speaking Furthers cross-curricular language education and ensures development of critical thinking skills

About the Coursebook

Course Package

• Primers A and B; Coursebooks 1 to 8

• Workbooks 1 to 8, as curricular complements to the Coursebooks, with exam practice

• Literature Readers 1 to 8 off ering a range of literary genres and texts

• Oxford Educate, a digital aid for teachers, with a Test Generator

• Oxford Areal, a scan-and-play app with exciting animations

• Teacher's Resource Packs off ering comprehensive pedagogic guidance

P G


6

TEACHER'S RESOURCE PACK

� e Teacher’s Resource Pack comprises a Teacher’s Resource Book, an Audio CD, and Oxford Educate with Test Generator.

� e Teacher’s Resource Book provides teachers with pedagogic notes, handy lesson plans, listening scripts, and answer keys.

Audio CD has the audio for listening exercises and poems.

Features of Oxford Educate:• Animations• Interactive exercises based on content from the text• Audio for prose, poems, glossary, listening

exercises and pronunciation• Lesson plans for each unit (printable)• Answer keys for each unit (printable)

Oxford Educate is an innovative digital resource that provides teachers with an e-book integrated with learning materials and interactive tools. The package also includes an easy-to-use Test Generator for effective evaluation.

For Teachers

DIGITAL SUPPORT

• Worksheets which can be used for practice or as classroom assignments (printable)

• Slide shows for dynamic explanation of key topics• Reference sheets containing images and additional

information

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6

• Animati ons• Audio for prose and poems

• Interacti ve exercises

NEW BROADEAY COURSE BOOK 1 NEW BROADEAY COURSE BOOK 2


SCHOOL EDUCATION


Shyamala Kumaradas Paul GunashekarSeries Editor

PRIMER

A

• Assortmentofsongs,rhymes,mini-stories,andgames

• Newdesignandlayout,amplewhitespace,andlivelyillustrations

• Renewedfocuson:oralandnarrativeskillsletterandnumberknowledgephoniclearninglifeskillsandthinkingskillsactingandrole-play

SPECIALFEATURES

9 780199 479382

ISBN 0-19-947938-0

www.india.oup.com `255

OxfordEducate is an innovative digital resource that provides teachers with an e-book integrated with learning materials and interactive tools. The package also includes an easy-to-use Test Generator for creating test papers and worksheets.

The resource includes animations, audio for prose and poetry, slide shows, worksheets, reference material, answer keys, and tools such as zoom, spotlight, a highlighting pen as well as an in-built audio recorder.

AbouttheAuthorShefaliRay was an English faculty member at the State Council of Educational Research and Training, Delhi. She has also been a guest faculty in four colleges of the University of Delhi on the B.El.Ed and B.Ed programmes. Currently she is a resource person and author for OUP, India. She has developed ELT materials for both school learners and teachers in various government and non-government establishments.

TheSeriesEditorPaulGunashekar is a vastly experienced ELT textbook writer, course designer, and teacher educator. A senior professor in the Department of Materials Development, Testing and Evaluation, English and Foreign Languages University, Hyderabad, he has been on the faculty of the university for 42 years.

For Teachers

CoursePackage

NEW BROADWAY is a comprehensive course in English for school learners.

First published in 2003, the course has stood the test of time. This new edition contains stimulating content,

incorporating the insightful feedback received from key

stakeholders across the country.

OxfordEducatewithTestGenerator

Teacher’sResourceBookwithAudioCD

ForTeachers ForStudents

Coursebooks1to8

Workbooks1to8

LiteratureReaders1to8

PrimersAandB

With Scan and play poem

animations, listen to

prose audio, and enjoy

interactive exercises!

OxfordArealApp

With WithWith

SCHOOL EDUCATION


PRIMER

B

Shefali Ray Paul GunashekarSeries Editor

9 780199 479399

ISBN 0-19-947939-9


With WithWith

NEW

BR

OA

DW

AY

PR

IME

R B

A M

ulti-S

kill Co

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in E

ng

lishShefali Ray




SPECIALFEATURES





For Teachers

CoursePackage








Coursebooks1to8

Workbooks1to8


PrimersAandB





OxfordArealApp


COURSEBOOK

2

SCHOOL EDUCATION

9 780199 479412

ISBN 0-19-947941-0


Oxford Educate is an innovative digital resource that provides teachers with an e-book integrated with learning materials and interactive tools. The package also includes an easy-to-use Test Generator for creating test papers and worksheets.

The resource includes animations, audio for prose and poetry, slide shows, worksheets, reference material, answer keys and tools such as zoom, spotlight, a highlighting pen as well as an in-built audio recorder.

About the AuthorsShyamala Kumaradas is an experienced materials producer, and specializes in ELT course design and teacher development. She was on the faculty of the Centre for Materials Development, English and Foreign Languages University, Hyderabad.

The Series EditorPaul Gunashekar is a vastly experienced ELT textbook writer, course designer and teacher educator. A senior professor in the Department of Materials Development, Testing and Evaluation, English and Foreign Languages University, Hyderabad, he has been on the faculty of the university for 42 years.

For Teachers

Course Package

Oxford Educate with Test

Generator

Teacher’s Resource Packs Primers to 8

For Teachers For Students

Coursebooks 1 to 8

Workbooks 1 to 8

Literature Readers 1 to 8

PrimersA and B

With WithWith

Oxford Areal App

NEW

BR

OA

DW

AY

Courseb

ook 2A

Mu

lti-Skill C

ou

rse in

En

glish

Shyamala Kum

ardas


• Universally respected themes manifested in major themes

• Interdisciplinary approach to language learning

• Projects to enable collaborative work and integration of skills

• Lucid grammatical explanations with graded, carefully crafted tasks

• Additional formats and samples for writing tasks

• Enriched literary appreciation tasks, focusing on poetic devices

• New design and layout, with lively illustrations

• Self and peer assessment grids for senior classes

SPECIAL FEATURES



prose audio and enjoy







SCHOOL EDUCATION

9 780199 479443

ISBN 0-19-947944-5




About the AuthorsSachi Madhavan is a senior member of the faculty at the English and Foreign Languages University (formerly CIEFL), Hyderabad. A professor in the Department of Materials Development, Testing and Evaluation, she specializes in ELT course design, vocabulary research and teacher development.

Sheba Victor teaches in the Department of Training and Development, English and Foreign Languages University, Hyderabad. Her special interests include materials development and teacher education.


For Teachers

With WithWith

NEW

BR

OA

DW

AY

Courseb

ook 5A

Mu

lti-Skill C

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En

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Madhavan V

ictor

Sheba Victor Sachi Madhavan










SPECIAL FEATURES

Course Package


Generator



Coursebooks 1 to 8

Workbooks 1 to 8


PrimersA and B





Oxford Areal App





COURSEBOOK

5



SCHOOL EDUCATION



PRIMER

A




SPECIALFEATURES

9 780199 479382

ISBN 0-19-947938-0






For Teachers

CoursePackage








Coursebooks1to8

Workbooks1to8


PrimersAandB





OxfordArealApp

With WithWith

SCHOOL EDUCATION


PRIMER

B

Shefali Ray Paul GunashekarSeries Editor

9 780199 479399

ISBN 0-19-947939-9


With WithWith

NEW

BR

OA

DW

AY

PR

IME

R B

A M

ulti-S

kill Co

urse

in E

ng

lishShefali Ray




SPECIALFEATURES





For Teachers

CoursePackage








Coursebooks1to8

Workbooks1to8


PrimersAandB





OxfordArealApp


COURSEBOOK

2

SCHOOL EDUCATION

9 780199 479412

ISBN 0-19-947941-0




About the AuthorsShyamala Kumaradas is an experienced materials producer, and specializes in ELT course design and teacher development. She was on the faculty of the Centre for Materials Development, English and Foreign Languages University, Hyderabad.


For Teachers

Course Package


Generator



Coursebooks 1 to 8

Workbooks 1 to 8


PrimersA and B

With WithWith

Oxford Areal App

NEW

BR

OA

DW

AY

Courseb

ook 2A

Mu

lti-Skill C

ou

rse in

En

glish

Shyamala Kum

ardas










SPECIAL FEATURES










SCHOOL EDUCATION

9 780199 479443

ISBN 0-19-947944-5




About the AuthorsSachi Madhavan is a senior member of the faculty at the English and Foreign Languages University (formerly CIEFL), Hyderabad. A professor in the Department of Materials Development, Testing and Evaluation, she specializes in ELT course design, vocabulary research and teacher development.

Sheba Victor teaches in the Department of Training and Development, English and Foreign Languages University, Hyderabad. Her special interests include materials development and teacher education.


For Teachers

With WithWith

NEW

BR

OA

DW

AY

Courseb

ook 5A

Mu

lti-Skill C

ou

rse in

En

glish

Madhavan V

ictor

Sheba Victor Sachi Madhavan










SPECIAL FEATURES

Course Package


Generator



Coursebooks 1 to 8

Workbooks 1 to 8


PrimersA and B





Oxford Areal App





COURSEBOOK

5


7

Contents

Preface 3

Detailed Contents 8

Acknowledgements 10

1. Abu Ali Counts His Donkeys 11

2. � e Story of Miss Moppet 18

Project 1 26

3. An Old Red Hat 27

� ey Chose Me—J G 34

4. � e Boy and the Bear 36

5. Grandma’s Yo-yo 42

� e Swing—R L S 49

6. Barry the Bat 52

Keep a Poem in Your Pocket—B S D R 59

7. Doctor Nath 62

8. Nikky’s Dream 69

Project 2 75

Oats and Beans and Barley Grow 76

9. A Caterpillar’s Voice 79

When All the World’s Asleep—A E. P 85

10. � e Elephant’s Nose 87

My Elephant Is Missing—K N 96

11. Why � ird? 98


Det

aile

d Co

nten

tsU

nit

Read

ing

Voca

bula

rySt

udy

skill

s (S

pelli

ng)

Gra

mm

arW

riti

ngLi

sten

ing

Spea

king

Act

ivit

y

1. A

bu A

li Co

unts

H

is D

onke

ys• F

actu

al• I

nfer

entia

l• E

xtra

pola

tive

• Wor

ds a

nd th

eir

mea

ning

s• O

rdin

als

Prep

ositi

ons

of p

lace

Punc

tuat

ion

Mat

chin

g na

mes

of

pet

s to

corr

ect

pict

ures

Flue

ncy—

sayi

ng

‘� a

nks’

(pai

r wor

k)

2. �

e S

tory

of

Miss

Mop

pet

• Fac

tual

• Inf

eren

tial

• Ext

rapo

lativ

e

• Par

ts o

f an

anim

al’s

body

• Wor

ds fr

om

the

text

Spel

ling:

Text

-sp

ecifi

c• P

rono

uns:

it an

d th

ey• S

impl

e pr

esen

t te

nse

Pict

ure

com

posit

ion

List

enin

g to

a st

ory

and

iden

tifyi

ng

char

acte

rs

Flue

ncy—

gett

ing

to k

now

eac

h ot

her

(pai

r wor

k)

Proj

ect 1

Our

Cho

sen

Ani

mal

� em

es: c

arin

g fo

r ani

mal

s; so

cial

resp

onsib

ility

Act

ivity

: ind

ivid

ual a

nd g

roup

wor

k; d

iscus

sion;

rese

arch

ing

and

pres

entin

g in

form

atio

n

3. A

n O

ld R

ed H

at• F

actu

al• I

nfer

entia

l• E

xtra

pola

tive

• Ani

mal

hom

es• W

ord

gam

e• P

osse

ssiv

e ad

ject

ives

• Con

junc

tions

: an

d

Dia

logu

e w

ritin

gTr

ue/F

alse

qu

estio

nsFl

uenc

y—ta

lkin

g ab

out y

our

fam

ily a

nd a

skin

g qu

estio

ns(p

air w

ork)

� ey

Cho

se M

eU

nder

stan

ding

th

e po

emD

raw

ing

a fa

mily

pi

ctur

e

4. �

e B

oy a

nd

the

Bear

• Fac

tual

• Inf

eren

tial

• Ext

rapo

lativ

e

• Act

ion

wor

ds• O

ppos

ites

Spel

ling:

Diff

eren

t sp

ellin

gs fo

r th

e sa

me

vow

el

soun

ds

here

and

ther

e to

in

dica

te lo

catio

nCo

here

nce—

sepa

ratin

g m

ixed

-up

para

grap

hs

Ans

wer

ing

ques

tions

bas

ed

on a

poe

m

Indi

vidu

al w

ork:

H

omop

hone

s

5. G

rand

ma’s

Yo-

yo• F

actu

al• I

nfer

entia

l• E

xtra

pola

tive

• Diff

eren

t way

s of

spea

king

• Sui

tcas

e w

ords

Que

stio

n w

ords

Ans

wer

ing

ques

tions

List

enin

g to

de

scrip

tions

and

w

ritin

g th

e na

mes

of

ani

mal

s

Flue

ncy—

sayi

ng

‘Sor

ry’

(pai

r wor

k)

� e

Swin

gU

nder

stan

ding

su

rfac

e m

eani

ngM

akin

g w

ords

6. B

arry

the

Bat

• Fac

tual

• Inf

eren

tial

• Ext

rapo

lativ

e

• Hom

onym

s• W

ords

from

th

e te

xt

Poss

essiv

e ad

ject

ives

Pict

ure-

base

d pa

ragr

aph

writ

ing

List

enin

g to

a

Goo

dnig

ht so

ngFl

uenc

y—ta

lkin

g po

litel

y(p

air w

ork)

8


Keep

a P

oem

in

Your

Poc

ket

Enjo

ying

and

un

ders

tand

ing

the

poem

Lear

ning

to si

ng

a so

ng

7. D

octo

r Nat

h• F

actu

al• I

nfer

entia

l• E

xtra

pola

tive

• Nam

es o

f tre

es• P

arts

of a

tree

Revi

sion—

simpl

e pr

esen

t�

ank

you

note

List

enin

g fo

r id

entifi

cat

ion

Flue

ncy—

talk

ing

abou

t rou

tines

,us

ing

simpl

epr

esen

t ten

se(g

roup

wor

k)

8. N

ikky

’s D

ream

• Fac

tual

• Inf

eren

tial

• Ext

rapo

lativ

e

• Uni

ts o

f tim

e• W

ords

for

feel

ings

Coun

tabl

e an

dun

coun

tabl

eno

uns

Com

plet

ing

a pa

ragr

aph

True

/Fal

se

ques

tions

Flue

ncy–

mak

ing

plan

s for

the

wee

kend

(pai

r wor

k)

Proj

ect 2

Hol

iday

Pla

ns

� em

es: u

tilizi

ng h

olid

ays a

nd sp

endi

ng ti

me

fruitf

ully

Act

ivity

: ind

ivid

ual a

nd g

roup

wor

k; d

iscus

sion;

pre

sent

ing

info

rmat

ion

Oat

s and

Bea

ns

and

Barle

y G

row

Und

erst

andi

ng

mea

ning

Iden

tifyi

ng li

nes

that

are

repe

ated

in

the

poem

9. A

Cat

erpi

llar’s

Vo

ice

• Fac

tual

• Inf

eren

tial

• Ext

rapo

lativ

e

• Ani

mal

nam

es• D

escr

ibin

g an

imal

s

Sim

ple

past

tens

eRe

arra

ngin

g th

e gi

ven

sent

ence

s to

tell

a st

ory

Ans

wer

ing

funn

y qu

estio

nsFl

uenc

y—ta

lkin

g ab

out t

he

favo

urite

stor

y(p

air w

ork)

Whe

n A

ll th

e W

orld

’s A

sleep

Enjo

ying

and

un

ders

tand

ing

the

poem

Life

cyc

le o

f an

inse

ct

10. �

e E

leph

ant’s

N

ose

• Fac

tual

• Inf

eren

tial

• Ext

rapo

lativ

e

• Rev

ising

wor

ds

from

the

text

• Wor

d ga

me

Spel

ling:

Sylla

bifi c

atio

n fo

rsp

ellin

g

Mak

ing

ques

tions

us

ing

inve

rsio

n an

d th

e au

xilia

ry

verb

do

Writ

ing

sent

ence

s on

the

give

n an

imal

sLi

sten

ing

to a

stor

y an

d dr

awin

g a

pict

ure

Flue

ncy—

polit

enes

s(p

air w

ork)

My

Elep

hant

Is

Miss

ing

Und

erst

andi

ng

mea

ning

Mak

ing

a po

ster

11. W

hy �

ird

?• F

actu

al• I

nfer

entia

l• E

xtra

pola

tive

Opp

osite

s• F

utur

e te

nse

• Rev

ision

U

sing

a pi

ctur

e an

d ve

rbal

clu

es to

writ

e a

para

grap

h

List

enin

g to

a so

ng

and

lear

ning

itSt

agin

g a

play

(gro

up w

ork)

9


10

Acknowledgements

� e publishers would like to acknowledge the following for granting the permission to use the pieces listed below:

David Higham Associates for ‘� ey Chose Me’; Heller Information Services, Inc. for ‘Barry the Bat’; Stories to Grow by for ‘A Caterpillar’s Voice’; Kenn Nesbitt for ‘My Elephant is Missing’.

� e publishers have applied to the following for permission:

Egmont UK for ‘Abu Ali Counts His Donkeys’; Oxford Publishing Ltd. for ‘An Old Red Hat’.

� e publishers would appreciate information about the pieces listed below which they have not been able to trace. Appropriate acknowledgements will be made in the future editions of the book.

‘� e Boy and the Bear’; ‘Grandma’s Yo-yo’ by Ashley Kim; ‘Keep a Poem in Your Pocket’ by Beatrice Schenk Regniers; ‘Doctor Nath’; ‘Nikky’s Dream’; ‘When All the World’s Asleep’ by Anita E. Posey; ‘Why � ird?’.

PhotographsYo-yo, p. 43: kaowenhua © 123RF.com; Caterpillar, p. 79: Brandon Alms © 123RF.com; Hare, p. 79: Eric Isselee © 123RF.com; Rhino, p. 79: Laurent Renault © 123RF.com; Jackal, p. 80: Johan Swanepoel © 123RF.com; Leopard, p. 80: Anan Kaewkhammul © 123RF.com; Mahatma Gandhi, p. 98: Arvind Balaraman/Shutterstock.

Acknowledgements


11

Look at the picture carefully. Which boy gives the right answer? What mistake does the other boy make?

Abu Ali Counts His Donkeys S T A R T E R

1

Now read the story of Abu Ali who also makes a mistake while counting his donkeys.

Nine. Ten.Ten.

How many children are there in class today?

One day Abu Ali went to the fair. He bought nine donkeys. He rode on one of them. � e other donkeys walked behind him.

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12

He turned around to count them.

Oh! Where’s number nine?

He looked behind the rocks. He looked behind the trees. But there was no donkey there.

Are all my donkeys here?

One, two, three, four, fi ve, six, seven, eight.

So Abu climbed back onto the donkey. He rode away.

He jumped down and stood near his donkey.

I’ll count them again. One, two, three, four, fi ve, six, seven, eight, nine. Oh, he must have come back.

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13

Just then Abu saw his friend Musa.

Well, I can see ten donkeys, Abu.

Ten? How can you see ten?

And now he counted nine donkeys.

He got down again. He looked behind the rocks. He looked behind the trees. But there was no donkey there.

I’ll count them again.

After a while he counted his donkeys again. He saw only eight!

Musa, help me to count my donkeys, please. When I stop to count I have only eight. When I get down to look for the ninth, there he is again!

You are sitting on one, and there are eight donkeys behind you.

Of course, how silly of me! But where is the tenth donkey?

He is sitting on top of the fi rst donkey, and his name is Abu Ali!

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14

LEARN TORead

Understand

1. True or False? Put a () or a () against each sentence. One has been done for you.

a. Abu Ali bought ten donkeys.

b. Abu rode one of the donkeys.

c. Abu wanted to hide the donkeys.

d. He counted one donkey less.

e. He asked his friend Musa to help him.

f. Musa thought that Abu was clever.

2. Did Abu understand his mistake? How do you know?

3. Have you ever made the kind of mistake that Abu made?

4. If you think that somebody is not as clever as you, will you:

a. tell that person that he or she is stupid? b. laugh at the person?c. tell everyone else that he or she is stupid?d. help the person understand his or her mistake?e. never play with that person again?

Talk about this in class.

Infer

Reflect

Ordinals

LEARNWords 1. Complete the words using the given clues.

a. to move with both your feet in the air: J …… …… P

b. to fi nd out how many there are: C O …… …… T

c . to get on the top of something: …… L I …… B

d. foolish: S …… L …… Y

e. an animal with long ears: …… O …… K …… Y

2. Name Abu’s donkeys correctly by solving the puzzle!

Look at the jumbled words given in brackets after each name. Unscramble the letters to fi nd out the place of each donkey in the line.

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15

LEARNGrammar Look at the following sentences.

• Abu sat on a donkey. He got off and stood near the donkey.• � ere was no donkey behind the rocks.

Words, such as on, in, between, behind, near and under are prepositions.

� ey tell you where something (or someone) is.

Look at the picture of a classroom, and say where each thing is.Use the words given in the box below.

We have done one for you—the name of the fi rst donkey is Grey Tail. Now name the others. Write the names in the space given below.

Rose (sendoc) Long Ears (thdir) Blinkers (nithn)

Fleet Foot (sevthen) Grey Tail (frsit) Brownie (foruht)

Beauty (ftifh) Kicker (sxtih) Sleepy Head (eghith)

a. Grey Tail d. …………………… g. ……………………b. ……………………… e. …………………… h. ……………………c. ……………………… f. …………………… i. ……………………

………………………

in on under near between behind

Prepositions

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16

Example: � e blackboard is behind the teacher.

1. � e books are …………………… the table.

2. � e duster is …………………… the table.

3. � e teacher is standing …………………… the table and the blackboard.

4. � ere is a book …………………… the teacher’s hand.

5. � ere is a little boy standing …………………… the teacher.

……………………

LEARN TOWrite Rewrite the given paragraph correctly.

Remember to start each sentence and begin every name with a capital letter. End each sentence with a full stop.

abu ali bought nine donkeys he sat on a donkey the others followed behind him he stopped to count the donkeys he could fi nd only eight of them his friend musa helped him to fi nd the missing donkey abu was sitting on it

LEARN TO Listen Listen to Malathi speaking about her pets, and match the names

to the correct pictures. Write the names of the pets next to their pictures. Use the names given in the help box.

Chatty Rainbow Blackie Pommy Kitty Hurry up Boxer

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17

� at is a lovely skirt.

You dance very well!

LEARN TO Speak When someone says something nice to you, you must thank them.

Here are some nice things that people might say to you and some ways of saying thanks.

You’re a kind boy.

A BYou’re such a clever child! � anks a lot!

� at’s a nice shirt! � ank you so much!

You’ve got nice handwriting! � ank you!

You’ve got all sums correct—congratulations! � ank you very much!

You speak English so well! � anks!

You’re very polite!

Now work in pairs, using the help box given below. One of you should say a sentence from column A. � e other should say thanks by using a phrase from column B. Continue until you have used all the phrases.

� ank you!

� anks!

� ank you very much!

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18

A cat and a mouse live together in the same house. Do you think they are friends? Look at Picture 1. Do you think a cat and a mouse will eat from the same plate? Mark () below it. Look at all the pictures, and mark () or () below each one.

The Story of Miss Moppet

S T A R T E R

2

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Now read this story.

Miss Moppet is a little kitten, and she lives in a little house. One day she hears a mouse in her house.

� e mouse is peeping out from behind the cupboard, and it is making fun of Miss Moppet.

� e mouse is not afraid of a little kitten.

Miss Moppet jumps to catch the mouse, but she misses the mouse and hits her own head on the cupboard.

It is a very hard cupboard!

� e mouse watches Miss Moppet from the top of the cupboard.

Miss Moppet ties up her head in a towel and sits before the fi re.

� e mouse thinks she is looking very ill. He comes down to look at her.

Miss Moppet looks worse and worse1. � e mouse comes a little nearer.

Miss Moppet holds her poor head in her paws and looks at him through a hole in the towel. � e mouse comes very close.

And then all of a sudden—Miss Moppet jumps upon the mouse!

1worse and worse: (here) more and more ill

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20

And because the mouse had teased2 Miss Moppet—Miss Moppet wants to tease the mouse; which is not at all nice of Miss Moppet.

She ties him up in the towel and tosses it about like a ball.

But she forgets about that hole in the towel and when she unties it—there is no mouse!

He has wriggled3 out and run away, and he is dancing a jig4 on the top of the cupboard!

B P

LEARN TORead 1. Tick the right word to complete each sentence.

a. Miss Moppet was a (mouse/kitten).

b. � e mouse was behind the (cupboard/bed).

c. Miss Moppet hit her (head/tail) on the cupboard.

d. � e mouse thought that Miss Moppet was (ill/angry).

e. Miss Moppet tied him up in the (cupboard/towel).

f. � e mouse got out through the (ball/hole) in the towel.

Understand

2teased: made fun of 3wriggled: turned his body this way and that way, very quickly 4dancing a jig: dancing, jumping up and down quickly

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21

2. Who do you think was more clever—Miss Moppet or the mouse? Why do you think so?

3. Who do you like better—the mouse or Miss Moppet?

4. How did Miss Moppet tease the mouse? Do you think it was nice of her to tease him?

Infer

Reflect

LEARNWords 1. Look at the picture of a kitten, and name the parts of its body.

Parts of an animal’s body ear whiskers tail claw fur paw tongue eye

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22

3. Read the meanings, and complete the words.

a. Baby cat: k _ _ _ _ n

b. A small animal with a long tail: m _ _ _ e

c. Something you use to dry yourself: t _ _ _ l

d. Make fun of somebody: t _ _ _ e

e. Tall shelves with doors that can be closed: c _ _ _ _ _ _ d

2. Look at the pictures. Use the words below to name them.

skin fur nail claw hand and foot paws

LEARNGrammar A. Read the sentences.

• � e mouse peeps out. It makes fun of Miss Moppet.• � e mice run away. � ey are afraid of Miss Moppet.

It and they are pronouns. We use a pronoun instead of using the same noun again.

Pronouns

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23

B. Read the sentences.• Miss Moppet hears a mouse.

• We go to the park every evening.

• I take a bat.

• My grandmother lives in Mumbai.

� is is how we speak about things that are happening now, or that happen regularly. � e underlined verbs are in the present tense.

Present tense

Rewrite the paragraph given below. Use it or they instead of the underlined nouns.

My friends and I go to the park. � e park is near our house. I take a bat, and my friends bring a ball. We play cricket. Two dogs chase the ball, and the dogs catch the ball and run away with the ball. My friends chase the dogs. � e dogs drop the ball and run away. My friends get the ball back.

I get up at six o’clock.At six-thirty, I …

Now use the pictures to help Meena talk about what she does every morning. Begin like this:

6:00 a.m. 6:30 a.m. 7:00 a.m.

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24

LEARN TOWrite Write three sentences about what you see in the picture.

LEARNSpelling 1. Read the words below, and learn their spellings. Your teacher

will dictate the words for you to write.

mouse house peep tease afraidcatch watch cupboard paws wriggle

2. Learn the spellings of all the words in the following sentences. � en, your teacher will dictate the sentences to you.

a. � e mouse and the kitten lived in the same house.b. � e mouse had claws at the end of its paws.c. � e mouse teased Miss Moppet.

7:30 a.m. 8:00 a.m. 8:30 a.m.

Picture composition

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25

LEARN TO Speak Work in pairs. First read the sentences in columns A and B.

Student A says a sentence from column A, and student B responds with a phrase/sentence from column B. Continue the conversation until all the sentences and phrases have been used.

A BHello. Are you a new student? Yes, I do.

What’s your name? I’m Sachin.

Where do you live? Yes, I’d like to.

Do you play cricket? Hi. Yes, I’m new.

Would you like to join my team? I live in Jawahar Nagar.

LEARN TO Listen Listen to the story about a cat who bit off a mouse’s tail, and how

the mouse got it back. Which of the people/animals below did the mouse visit? Put a () under their pictures.

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Work in groups of fi ve.

1. Choose an animal. It could be a domesticated animal (a dog, a horse, etc.) or a wild animal (a lion, a tiger, etc.). Each group should select a diff erent animal.

2. Two members of the group should get as many pictures of it as possible. (Use old magazines or the Internet, if you can.)

3. � e other three members should get as much information about the chosen animal as possible (using the library or the Internet). Use the following pointers:

• Its habitat (that is, where it is usually found)

• Other animals found in the same habitat

• Physical description (size, colour, features that make it diff erent from other animals, etc.)

• Food habits

• Description of any dangers it faces

Make a neat poster presentation, titled ‘Our Chosen Animal—the ……………………’ with pictures and a clear write-up of all the information you have gathered.

Project 1Our Chosen Animal

26

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27

Look at the pictures of diff erent nests. Count and write the number of eggs in each nest.


Ada was a little African girl. She had a nest.

‘What have you got there?’ asked Mum1.

‘One … two … three eggs in a nest,’ said Ada.

‘� at’s not a nest,’ said Mum. ‘� at’s my old red hat.’

‘I’m going to sell the eggs at the market,’ said Ada.

Ada got on the bus to go to the market.

A boy on the bus saw Ada. ‘What have you got there?’ he asked.

‘One … two … three eggs in a nest,’ said Ada.

‘� at’s not a nest,’ said the boy. ‘� at’s an old red hat.’

1Mum: mother

An Old Red Hat

S T A R T E R

3

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28

A lady on the bus saw Ada.

‘Let me see. What have you got there?’ she asked.

‘I have got one … two … three eggs in a nest,’ said Ada.

‘I will give you three pennies2 for the eggs,’ said the lady.

Ada got off the bus at the market.

A man at the market saw Ada. ‘What have you got there? he asked.

‘One … two … three pennies,’ said Ada. ‘What can I get for three pennies?’

‘Give me the three pennies and you can have this,’ said the man.

Ada got back on the bus.

A girl on the bus saw Ada. ‘What have you got there?’ she asked Ada.

Ada shook her head and smiled.

She got off the bus and went home.

Mum saw Ada.

‘What have you got there?’ she asked.

‘It’s for you,’ said Ada.

It was a new red hat.

‘� ank you, Ada!’ said Mum.

J L

LEARN TORead 1. What did Ada have?

2. Where did she go? Why?

3. How did Ada go to the market?

4. To whom did Ada sell the eggs?

5. How many people did Ada meet on the bus? Who were they?

6. Ada went to the market with three eggs in a …………………… . She came back with a …………………… . Who was it for?

Understand

2pennies: the smallest coins, like our paise

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29

LEARNWords ‘One … two … three eggs in a nest,’ said Ada.

Do you know what a nest is? It is the home of a bird.

Animals live in many diff erent places. Some live in forests, some live in the ocean and others live in the desert!

1. Match these animals with their homes.

a. turtle i. holeb. rabbit ii. shellc. bear iii. barnd. lion iv. dene. cow v. cave

2. Now write the names of four more animals and their homes.

3. � e whole class plays this game. Form fi ve or six teams, withabout fi ve students in each team. Each team chooses one studentas the writer (someone who writes quickly, neatly and whocan spell well!). Each team will need copies of New BroadwayCoursebook 2. � e teacher calls out a letter of the alphabet, andthe teams look in their textbook (Units 1–5) for words thatbegin with that letter and help their writer copy them. After two

7. Ada did not spend the money on herself. She used it to buy hermother a new hat. Did she buy the hat because:

a. she was afraid that her mother would scold her?

b. she was ashamed of her mother’s old hat?

c. she loved her mother and wanted to buy her something?

d. she could fi nd nothing that she wanted for herself?

What do you think? Talk about this in class.

8. Was Ada happy at the end of the story? Was her mum happy?What makes you think so?

9. Why do you think Ada always said one … two … three eggs?

Infer

Reflect

Animal homes

Word search game

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30

LEARNGrammar A. Read these sentences.

A’ M � at’s my old red hat.

A Yes, it’s your red hat.

A’ F It’s her hat.

Look at the pictures, and complete the sentence for each one.Choose from these words: my, your, his, her, our or their.

1. � at’s ……… school. 4. � is is ……… puppy.

or three minutes, the teacher calls out another letter and so on till fi ve letters have been called out. � e winning team is the one with the most correctly spelled words in the end.

2. � at’s ……… car. 5. � at’s ……… bicycle.

3. � at’s ……… house. 6. � is is ………… new sister.

Possessive adjectives

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B. Read these sentences.• � e sand and the stones hurt his feet.

• Ada met a young boy and an old lady on the bus.

And is a joining word. It is used to join words and phrases like this:

brothers and sisters, cats and dogs, the young and the old, the little girl and her mother, big dogs and little kittens, etc.

Rewrite the sentences below, putting in and wherever needed.

Example: � e teacher said, ‘Put your books pencils into your bags.’

� e teacher said, ‘Put your books and pencils into your bags.’

1. We saw lions tigers in the zoo.

2. Ali Musa were friends.

3. I like apples mangoes. Sheela likes bananas grapes.

4. Mother took John Roshni to their school.

5. I have four pencils fi ve erasers.

LEARN TOWrite Look carefully at the given pictures, and write what the people

are saying or thinking (one short sentence or a phrase) in the speech bubbles.

Joining words

Dialogue writing

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32

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33

LEARN TO Listen Two children are talking about what they will do when they grow up.

Listen to them, and say if these sentences are True (T) or False (F).

1. � e girl wants to become a doctor.

2. � e boy wants to become a famous cricketer.

3. � e girl says he can go to her if he breaks his leg.

4. � e boy says he will give her a CD with his songs.

5. � e girl says she will look for him on TV.

LEARN TO Speak Work in pairs. Bring a picture of your family. (You could even

draw one!) � en talk to your partner about your family. Your partner will ask you questions about it.

Example:

A: � is is my family. � is is my father, and this is my mother. My sister is fi ve years old. My grandparents live with us.

B: What does your father do?

A: He works in an offi ce. In the evening, he cooks dinner.

B: Really? Does your mother work too?

A: Yes, she’s an engineer.

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34

Sometimes people adopt a child—that is, they bring a child home and love him/her as their own child. Read this poem by a child who is an adopted child.

I have two mothers, My birth mother and my Mum.I have two fathersMy blood father1 and my Dad.

But of all the babies bornIn the whole wide worldMy Mum and Dad chose me.

I have two days,My Birthday and my Chosen Day.I get two cakesAnd have my friends to tea.

But of all the babies bornIn the whole wide world,My Mum and Dad chose me.

I am the one,� e child they went to fi nd,I am the oneTo make their family.

For of all the babies bornIn the whole wide world,My Mum and Dad chose me.

J G

They Chose Me

1blood father: someone’s own father

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LEARN TORead 1. � e child feels special because

a. she has two …………………… and two …………………… .

b. she has two special days, her …………………… and her

…………………… .

c. her Mum and Dad went to fi nd her to complete their …………………… .

2. She repeats the same three lines three times. What are these lines? Why does she repeat them?

3. Is this a happy poem or a sad one? How do you feel when you read this poem?

Activity Find a picture of a family to stick on this page. It could be a photograph or a picture from a magazine or one drawn by you. Draw a nice frame for the picture.

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......................................

.............................

.........................

......................................

......................................

......................................

......................................

......................................

......................................

......................................

Who is your best friend?Write his or her name here.

Where does your best friend live? Write his or her address here.

What games do you play with your best friend? Write the names of the games here.


� ere was once a little boy who lived next door to a bear. � ey played togetherevery day. � ey rode their bicycles together. � ey f lew kites together. � eysometimes even stayed the night at each other’s houses.

� e little bear told his mother, ‘I have such fun there, at the little boy’s house.’

� e little boy talked about the bear’s house morning, noon and night.

‘At Bear’s house,’ he said at bedtime, ‘we never sleep.’

And when his bath was ready, the little boy said, ‘At Bear’s house, we never have to have a bath.’

The Boy and the Bear

S T A R T E R

4

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37

‘Well,’ said his mother at last, ‘perhaps you’d better go and live there, at Bear’s house and be a bear!’

She helped him pack his bag and opened the door for him.

But once the door closed, the little boy didn’t rush1 next door as he always did. He went very slowly down the path.

Halfway down, he met the little bear.

‘Hello,’ the little boy said, ‘where are you going?’

‘I’m—I’m going to your house to be a boy,’ said the little bear.

‘Where are you going?’

‘To your house, to be a bear,’ the little boy said. ‘But, oh dear, I’d rather be here, at home and just be me!’

‘I’d rather just be me too,’ cried the little bear. And he ran home just as fast as he could run.

� e little boy hurried home2 too.

He peeped into the living room.

‘� ey—they have a little bear over at Bear’s house,’ he said, in a very small voice. ‘So do you think you could use me for a little boy again?’

‘Of course I do,’ said his mother, ‘I certainly do.’

And the little boy fell asleep in his own bed. Soon he was dreaming about all the fun he would have the next day with his friend, the bear.

1rush: go very fast 2hurried home: went home quickly

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38

LEARN TORead 1. Say whether these sentences are True (T) or False (F).

a. � e boy and the bear lived next door to each other.

b. � ey were great friends.

c. � e boy never talked about the Bear’s house.

d. � e boy was happy to go and live in the Bear’s house.

e. � e boy’s mother was happy when he came back.

2. Why did the little boy say, ‘At Bear’s house, we never sleep’ and ‘At Bear’s house, we never have a bath’?

3. Did the boy’s mother really want him to go and live in Bear’s house? Why did she send him there?

Understand

Infer

Reflect

LEARNWords 1. Choose the right word from the box to complete each sentence

given below.

fl y kick ride play watch

a. My friend and I are going to …………………… a kite tomorrow.

b. Do you want to …………………… a video game?

c. I …………………… my bicycle to school every day.

d. We …………………… television for an hour every evening.

e. � e boy tried to …………………… the football into the goal.

2. Let’s play a word game: Opposites

Form two teams, A and B. Look through the list of words given on the next page. Underline the words in it that have opposites and write down the opposites next to them.

Example: Young has an opposite, old.

Action words

Opposites

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39

young …………………… bad ……………………roar …………………… cave ……………………day …………………… loudly ……………………lion …………………… friend ……………………stones …………………… asleep ……………………

LEARNGrammar Look at these sentences.

• � e bear said, ‘� at is the little boy’s house. I have such fun there.’• � e boy said, ‘� is is my house. I’d rather stay here, at home, and be a

little boy.’

What are they saying? Complete their sentences, using here and there.

Example: � is is my train. My train is here…………………… .

Rules to play the game:

• Team A: Call out a word from the list that you know has an opposite.

• Team B: Give the opposite of that word.

• If Team B is correct, they get fi ve points. If they are wrong, then Team A gets fi ve points.

• � e team that wins the fi ve points gets to call out the next word.

Continue like this until all the words with opposites are over.

Any team that gives a word that does not have an opposite loses fi ve points andits turn.

• After the teams have fi nished the words from the list, they can continue the game with other words that they know. � e teacher will tell them if they make a mistake.

old

Here/There

1. � at is my friend’s train, over ……………. . . .

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40

2. � at is my school. I study …………………… .

3. Can you see the swing, over …………………? It’s my favourite swing.

4. My mother is standing ……………………,right next to me.

5. …………………… is my book.Would you like to read it?

LEARN TOWrite � ere are two paragraphs given on the next page that are mixed up.

� e headings of the two paragraphs are: ‘At School’ and ‘Playing with Friends’.

LEARNSpelling � e words kite and night rhyme but they are spelled diff erently.

Look at this list of words. Read them out, and study the spelling.

Your teacher will read out this sentence slowly. Write it down.

I don’t fi ght or bite, but I might fl y a bright kite in the night!

biteright

brightsight

fi ghttight

kitemight

lightnight

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41

LEARN TO Listen Listen to a poem about a little boy who did not like baths.

Find out how he cleaned himself. � en see if you can answer the questions given below.

1. How did he clean his mouth?

2. How did he clean his feet?

3. How did he clean his ears?

Sort out the sentences, and write them in the correct paragraphs.

I go to school every morning. I play with my friends every evening.

I sit in class with my friends. We play on the swing and on the slide.

We read books, and we write in our exercise books. Sometimes we play

football. We also do sums. We go home in the evening after the bell rings.

We have a lot of fun in the playground. I like playing with my friends.

LEARN TO Speak 1. Read the words given below. � ese words sound the same but

are spelled diff erently.

2. Read the poem aloud to practise the sound in bear and pear.

� e brown little bear

Sat on a chair

Eating a golden pear.

Oh, where is the bear,

And how does he dare

To eat my golden pear?

Some other words that are pronounced with the same sound are:

air chair tear (as in tearing paper) care dare

bear barefair farestair stare

pear pairhair harewear where

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COURSEBOOK - Mount Egmont

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