Grammar Tree

iii

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


5. Nouns: Number 14

6. Articles: ‘A’, ‘An’, and ‘The’ 15

7. Conjunctions 17

8. Alice 18

Test 1 20

9. 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

iv

18. Opposites 37


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 47

1

IntroductionOne 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 well-prepared 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.

2

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

NO

UN

SN

amin

g W

ords

(com

mon

nou

ns):

Cha

pter

s 1–

8, 1

5,

17, 2

4 (q

uiz)

(pro

per

noun

s):

(a) C

arto

on

Cha

ract

ers:

Cha

pter

19

(b) D

ays

of th

e W

eek:

C

hapt

er 3

0N

ames

and

Spe

cial

N

ames

(com

mon

and

pro

per

noun

s): C

hapt

er 3

9Id

entif

ying

Nam

ing

Wor

ds: T

est 1

; C

hapt

ers

26, 3

1, 3

7, 4

0N

umbe

r (o

ne a

nd

man

y): C

hapt

er 2

9

Nam

ing

Wor

ds

(com

mon

nou

ns):

Cha

pter

s 1, 2

, 12

(qui

z)N

amin

g W

ords

Are

N

ouns

(com

mon

): C

hapt

er 3

; Tes

ts 1

, 2C

omm

on a

nd P

rope

r N

ouns

: Cha

pter

4;

Tests

1, 2

Prop

er N

ouns

(mon

ths

of th

e ye

ar):

Cha

pter

7Id

entifi

catio

n: T

est 1

; C

hapt

ers

30–3

3N

umbe

r (fo

rmin

g pl

ural

s; us

e): C

hapt

er

19; T

est 2

Gen

der

(mal

e an

d fe

mal

e w

ords

): C

hapt

er

20; T

est 2

Prop

er, C

omm

on a

nd

Col

lect

ive

(defi

nitio

n;

iden

tifica

ton;

use

): C

hapt

ers

1, 8

, 14,

23;

Te

st 3

Num

ber

(plu

ral f

orm

s; id

entifi

catio

n): C

hapt

er

5; T

ests

1, 2

Gen

der

(mas

culin

e, fe

min

ine,

co

mm

on, n

eute

r, id

entifi

catio

n):

Cha

pter

s 15

, 23;

Tes

t 3

Com

mon

and

Pro

per

(com

poun

d, c

olle

ctiv

e,

conc

rete

, abs

trac

t):

Cha

pter

1Id

entifi

catio

n:

Cha

pter

s 1,

7, 8

, 17,

18,

Te

st 1

Num

ber

(sin

gula

r, pl

ural

; cou

ntab

le,

unco

unta

ble;

id

entifi

catio

n, u

se):

Cha

pter

2; T

est 1

Nou

n Ph

rase

s: C

hapt

er 1

1N

oun

Cla

uses

: C

hapt

er 1

2Ve

rbal

Nou

ns o

r G

erun

ds: C

hapt

er 2

0

PRO

NO

UN

SH

e, S

he, Th

ey:

Cha

pter

27;

Test

2

Rec

apitu

latio

n:

Cha

pter

1Pr

onou

ns (p

erso

nal;

iden

tifica

tion)

: Cha

pter

23

, Tes

t 3

Pers

onal

Pro

noun

s(id

entifi

catio

n; u

se):

Cha

pter

12;

Tes

t 2

Use

: Cha

pter

9; T

ests

2,

3Pe

rson

al P

rono

uns

(form

s; id

entifi

catio

n;

use)

Cha

pter

10

Refl

exiv

e an

d Pe

rson

al

Pron

ouns

(for

ms:

use)

: C

hapt

er 2

, Tes

t 1Id

entifi

catio

n: C

hapt

er

8 Poss

essi

ve P

rono

uns

(iden

tifica

tion)

: C

hapt

er 3

The G

ram

mar

Tre

e (Bo

oks 1

–5)

3

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

AD

JEC

TIV

ESD

escr

ibin

g W

ords

:C

hapt

ers

9–11

Col

ours

: Cha

pter

34

Prac

tical

Use

of

Col

ours

: Cha

pter

s 3,

15

, 19,

34

A, A

n: C

hapt

er 1

6;

Test

1Id

entif

ying

D

escr

ibin

g W

ords

: Te

st 1;

Cha

pter

s 36

, 37

Rec

apitu

latio

n:

Cha

pter

1D

escr

ibin

g W

ords

Are

A

djec

tives

(gen

eral

; ap

prop

riat

e; p

ositi

on

in a

sen

tenc

e) C

hapt

er

8 Iden

tifica

tion:

Tes

t 1;

Cha

pter

30

A, A

n, Th

e: C

hapt

er

13; T

ests

2, 3

Col

ours

Num

bers

, H

ow M

any,

How

M

uch,

Com

pari

son

and

Com

para

tive

Form

s:Id

entifi

catio

n: C

hang

e to

Adv

erbs

: Cha

pter

s 3,

8, 1

4, 2

3; T

ests

1, 2

Defi

nite

and

In

defin

ite A

rtic

les:

Cha

pter

6; T

est 1

–ing

Adj

ectiv

es:

Cha

pter

4; T

est 1

–ed

Adj

ectiv

es:

Cha

pter

5, T

est 1

Qua

litat

ive,

Q

uant

itativ

e,

Dem

onst

rativ

e:

Cha

pter

11

Com

para

tive

Form

s:

Cha

pter

12,

Tes

t 2Id

entifi

catio

n:

Cha

pter

s 17

, 18,

26,

Te

st 2

Poss

essi

ve A

djec

tives

(iden

tifica

tion)

: C

hapt

er 3

Qua

ntita

tive

and

Num

eral

s, In

terr

ogat

ive,

Em

phas

izin

g (u

se;

iden

tifica

tion)

: C

hapt

ers

7, 8

–ing

and

–ed

A

djec

tives

: Cha

pter

s 20

, 21;

Tes

t 3

VER

BSD

oing

Wor

ds(p

rese

nt te

nse)

: C

hapt

er 2

1(p

rese

nt c

ontin

uous

te

nse)

: Cha

pter

22

(sou

nds

mad

e by

an

imal

s): C

hapt

er 2

8Id

entif

ying

Doi

ng

Wor

ds: T

est 1

; C

hapt

ers

36, 3

7

Rec

apitu

latio

n:

Cha

pter

1D

oing

Wor

ds a

re

Verb

s: C

hapt

er 9

Iden

tifica

tion:

C

hapt

ers

9, 1

7, 3

0–32

; Te

st 1

Pres

ent &

Pas

t Ten

ses

(form

s; ch

angi

ng

tens

es):

Cha

pter

s 10

, 14

, 22;

Tes

ts 2

, 3A

m, I

s, A

re, W

as,

Wer

e: C

hapt

ers

11, 1

4,

17; T

ests

1, 2

Has

, Hav

e: C

hapt

er 1

4;

Test

2Th

e –i

ng F

orm

: C

hapt

er 1

6; T

est 2

Hel

ping

Ver

bs:

Cha

pter

17;

Tes

t 2

Rec

apitu

latio

n Fo

rms

(pre

sent

, pas

t, –i

ng;

base

): C

hapt

er 9

; Tes

t 2Te

nses

(pas

t, pr

esen

t, fu

ture

, con

tinuo

us,

iden

tifica

tion;

ch

angi

ng te

nses

; use

of

app

ropr

iate

form

s):

Cha

pter

s 9,

11,

23;

Te

st 2

Form

s(b

ase;

tens

es;

iden

tifica

tion)

: C

hapt

ers

3, 5

, 8; T

est 1

The

–ing

form

(con

tinuo

us te

nses

; use

as

adj

ectiv

es):

Cha

pter

4;

Tes

t 1Id

entifi

catio

n:

Cha

pter

s 7,

18;

Tes

t 1Pa

st P

artic

iple

s an

d Pe

rfec

t Ten

ses:

Cha

pter

5; T

est 1

Iden

tifyi

ng a

nd

Cha

ngin

g Te

nses

: C

hapt

ers

5, 1

7, 2

5, 2

6;

Test

1Tr

ansi

tive

and

Intr

ansi

tive

Verb

s, D

irec

t and

Indi

rect

O

bjec

ts (i

dent

ifica

tion)

Verb

s of

Inco

mpl

ete

Pred

ictio

n (t

rans

itive

/in

tran

sitiv

e ve

rbs;

subj

ectiv

e/ob

ject

ive

com

plem

ents

): C

hapt

er

9; T

est 3

Iden

tifica

tion:

Cha

pter

9,

18;

Tes

t 2A

ctiv

e an

d Pa

ssiv

e Vo

ice

(iden

tifica

tion;

ch

ange

): C

hapt

ers

14,

17, 2

1; T

est 2

Part

icip

les

and

Ger

unds

(use

; id

entifi

catio

n):

Cha

pter

s 20

, 21

Cha

ngin

g Te

nses

: C

hapt

ers

18, 2

1, 2

2

4

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

Cha

pter

21;

Tes

t 3Su

bjec

t-Ve

rb

Agr

eem

ent:

Ch

22;

Test

3

Iden

tifyi

ng T

ense

s: C

hapt

ers

21, 2

5–i

ng a

nd P

ast

Part

icip

le F

orm

s: C

hapt

er 2

0; T

est 3

App

ropr

iate

For

ms

of

Verb

s: Te

st 3

AD

VER

BSW

ords

End

ing

in –

ly:

Cha

pter

23

App

ropr

iate

Adv

erbs

: Te

st 2

Wor

ds e

ndin

g in

–ly

: C

hapt

er 1

Defi

nitio

n, U

ses

and

Iden

tifica

tion:

Ch

18;

Test

2

Iden

tifica

tion,

Fo

rmat

ion,

A

ppro

pria

te A

dver

bs:

Cha

pter

s 10

, 14,

23;

Te

st 2

Iden

tifica

tion:

C

hapt

ers

8, 1

7, 2

5, 2

6M

anne

r, Pl

ace,

Tim

e:

Cha

pter

13

Com

pari

son

and

Com

para

tive

Form

s: C

hapt

er 1

4; T

est 2

Deg

ree,

Fre

quen

cy,

Inte

rrog

ativ

e (u

se;

iden

tifica

tion)

: Cha

pter

4;

Tes

ts 1

, 3Id

entifi

catio

n:

Cha

pter

s 7,

8A

ppro

pria

te A

dver

bs:

Tests

1, 3

PREP

OSI

TIO

NS

Wor

ds In

dica

ting

Plac

e: C

hapt

er 1

2Id

entifi

catio

n: T

est 1

Rec

apitu

latio

n:

Cha

pter

1Pl

ace:

Cha

pter

24;

Te

st 3

Plac

e an

d D

irec

tion,

A

ppro

pria

te

Prep

ositi

ons:

Cha

pter

s 16

, 24;

Tes

t 3

Iden

tifica

tion:

Cha

pter

18 O

bjec

ts o

f Pr

epos

ition

s: C

hapt

er

23 App

ropr

iate

Pr

epos

ition

s: C

hapt

er

23, T

est 3

Sim

ple

and

Com

plex

Pr

epos

ition

s (p

ositi

on; o

miss

ion;

us

e of

app

ropr

iate

pr

epos

ition

s): C

hapt

ers

13, 1

7, 1

8; T

ests

2, 3

CO

NJU

NC

TIO

NS

And

: Cha

pter

38;

Te

st 2

Bec

ause

: Cha

pter

41

Rec

apitu

latio

n:

Cha

pter

1A

nd, B

ut: C

hapt

er 2

6;

Test

3

Thou

gh, B

ecau

se,

And

, But

: Cha

pter

s 7,

24;

Tests

1, 2

, 3

Cha

pter

6; T

ests

1, 3

Iden

tifica

tion:

C

hapt

ers

17, 1

8, 2

5, 2

6

Use

and

Id

entifi

catio

n:C

hapt

ers

19, 2

2, T

est 3

INTE

RJE

CTI

ON

SC

hapt

ers

15, 1

6Id

entifi

catio

n: C

hapt

er

18

5

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

PUN

CTU

ATIO

NC

apita

l and

Sm

all

Lette

rs: C

hapt

ers 1

3, 3

9Fu

ll St

op: C

hapt

ers

14, 2

5Q

uest

ion

Mar

k:

Cha

pter

25

Punc

tuat

ion

of

Sent

ence

s: C

hapt

er 3

5;

Tests

1, 2

Cap

ital a

nd S

mal

l Le

tter

s, Fu

ll St

op,

Que

stio

n M

ark:

C

hapt

er 5

; Tes

t 1

Punc

tuat

ion

Mar

ks in

D

irec

t Spe

ech:

Tes

t 2Fu

ll St

op, Q

uest

ion

Mar

k, E

xcla

mat

ion

Mar

k, C

omm

a,

Cap

ital L

eter

s: C

hapt

ers

16, 2

0Se

nten

ces:

Tes

ts 2

, 3

Use

of A

post

roph

e:

Cha

pter

6Se

nten

ces:

Tests

1, 2

Que

stio

n M

ark:

Ch

15

CO

MPO

SITI

ON

Mak

ing

Sent

ence

s: C

hapt

er 3

2Se

nten

ces

with

‘b

ecau

se’:

Cha

pter

41

Shor

t Com

posi

tions

: C

hapt

ers

43, 4

4A

utob

iogr

aphy

: C

hapt

er 4

5

Shor

t Com

posi

tions

:C

hapt

ers

27, 2

9, 3

0,

32, 3

4

Mak

ing

Sent

ence

s: Te

st 2

Para

grap

h: C

hapt

er 2

0Pi

ctur

e C

ompo

sitio

n:

Cha

pter

s 21

, 22

Lett

er: C

hapt

er 2

7Es

say:

Cha

pter

28

Stor

y: C

hapt

er 2

9Fl

ow C

hart

: Cha

pter

30 D

iary

: Cha

pter

31

Lett

er: C

hapt

er 2

3A

utob

iogr

aphy

: C

hapt

er 2

4Es

say

(top

ics)

: Cha

pter

24 St

ory

and

Dia

logu

e:

Cha

pter

25

Dia

ry: C

hapt

er 2

6E-

mai

l: C

hapt

er 2

7Pa

ragr

aph:

Cha

pter

s 18

, 21

CO

MPR

EHEN

SIO

N,

VO

CA

BULA

RY A

ND

SP

ELLI

NG

Pict

ure

Com

preh

ensi

on(fi

rst s

tep

to P

ictu

re

Com

posit

ion)

: C

hapt

ers

15, 1

7, 2

9, 3

4C

ompr

ehen

sion

(que

stio

ns: t

extu

al,

True

/Fal

se; fi

lling

in

blan

ks w

ith w

ords

fr

om th

e te

xt; t

hem

atic

gr

oupi

ng o

f sen

tenc

es):

Cha

pter

s 26

, 31,

36,

37,

40

, 42,

44

Spel

l Wel

l: pp

16,

19,

27

, 30,

36,

48,

49,

52,

63

, 66

Com

preh

ensi

on(q

uest

ions

: tex

tual

, Tr

ue/F

alse

; filli

ng in

bl

anks

with

wor

ds

from

the

text

; wor

d m

eani

ngs)

: Tes

t 1;

Cha

pter

s 28

–33

Jum

bled

Wor

ds:

Cha

pter

6Sp

ell W

ell:

pp 1

3, 1

8,

27, 4

3, 4

6, 6

0, 7

2C

orre

ctio

n of

Err

ors:

Test

2

Com

preh

ensi

on(t

extu

al q

uest

ions

; w

ord

mea

ning

s; fil

ling

in b

lank

s w

ith

wor

ds fr

om th

e te

xt):

Cha

pter

s 8,

14,

23,

24

Voca

bula

ry: C

hapt

er 2

(o

ccup

atio

ns):

Chap

ter 4

Spel

l Wel

l: pp

18,

24,

30

, 35,

60,

72,

76

Cor

rect

ion

of S

pelli

ng

Erro

rs: T

est 2

Com

preh

ensi

on

(tex

tual

que

stio

ns,

mea

ning

s of

wor

ds a

nd

expr

essio

ns):

Cha

pter

s 7,

8, 1

7, 1

8, 2

5, 2

6

Com

preh

ensi

on(q

uest

ions

: tex

tual

, Tr

ue/F

alse

; wor

d m

eani

ngs;

iden

tifyi

ng

colo

urs)

: Chs

7, 8

, 17,

18

, 21,

22

6

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

MIS

CEL

LAN

EOU

SSy

ntax

(Jum

bled

and

mix

ed

sent

ence

s): C

hapt

ers

18, 2

0, 3

5, 3

7(w

ishin

g –

‘I w

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7

Unit 1 NounsLesson 1 (Pages 1–2) Nouns: Proper, Common, and Collective

Teaching objectivesLearning outcomes

Students should be able to:

• torevisecommonandpropernouns • correctlyidentifycommonandpropernouns.

Materials requiredA series of everyday objects; pictures of some famous monuments, people, cities, etc.

IntroductionShow 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 activityAsk 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.

RecapitulationGo 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.

AnswersExercise A 2. Imran, Iqbal – proper; ball – common 3. Amazon – proper; river, world – common 4. Karachi – proper; city – common 5. birds, roof, garage – common 6. accident, morning – common 7. clown, suit – common 8. Huma – proper; pen, desk – common 9. Asma, Faiza – proper; box, crayons – common 10. drawer, keys – common 11. Lahore, Sana – proper; sister – common 12. fan, door – common

8

Lesson 2 (Pages 2–5 )



• tointroduceandexplainthetermcollective noun

• tointroducesomecommonlyusedcollective nouns

• topractiseidentifyingcommon,proper,and collective nouns

• explainthetermcollective noun.• usecorrectlysomecommoncollective

nouns.• correctlyidentifycommon,proper,and

collective nouns.

Materials requiredExamples 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.

IntroductionShow 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 activityAsk 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.

RecapitulationTo 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.

9

AnswersExercise B 1. grapes 2. tools 3. sheep 4. stairs 5. cows 6. cards 7. clothes 8. fish 9. thieves 10. shipsExercise C 1. swarm 2. bunch 3. troop 4. group 5. gaggle 6. shoal 7. litter 8. herd 9. team 10. flockExercise 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



• tointroducetwelvenewitemsofvocabulary

• tohelpstudentsmatchthegivennounsand pictures

• explainthemeaningsofandusethetwelve new items of vocabulary correctly.

• correctlymatchthetwelvenounstopictures.

Materials requiredLarge sheets of paper and marker pens for student teams

IntroductionAsk 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 activityHelp 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.

10

RecapitulationPlay 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.

Answerswigwam, platypus, spectacles, igloo, snail, waterfall, koala, kennel, telescope, fireplace, tractor, steeple

Unit 2 AdjectivesLesson 4 (Pages 7–9)Adjectives



• torevisetheuseofadjectivestoqualifynouns and pronouns

• tohelpstudentsmatchanadjectivewiththe noun it qualifies

• toreviseadjectivesofquantity

• explainthatanadjectiveisusedtoqualifynouns and pronouns.

• correctlymatchanadjectivewiththenoun it qualifies.

• correctlyuseandidentifyadjectivesofquantity.

Materials requiredA selection of items or pictures that can be used to elicit adjectives including those of colour and quantity; drawing materials

IntroductionUse 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 activityAsk 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.

11

RecapitulationGive 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.

AnswersExercise 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 qualifiedExercise 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



• tointroducethecomparativeandsuperlative forms of adjectives

• toexplainhowtoformthecomparativeand superlative forms of adjectives ending in –e and –y

• toexplainhowtoformthecomparativeand superlative forms of some adjectives by doubling the final consonant and adding er or est

• tointroducesomecommonirregularformsof comparative and superlative adjectives

• usethecomparativeandsuperlativeformsof adjectives correctly.

• formthecomparativeandsuperlativeforms of adjectives ending in –e and –y.

• formthecomparativeandsuperlativeforms of some adjectives by doubling the final consonant and adding er or est.

• tounderstandandusecorrectlysomecommon irregular forms of comparative and superlative adjectives.

12

Materials requiredSets of similar items for comparison e.g. heavy/heavier/heaviest book, long/longer/longest scarf, small/smaller/smallest pencil, etc.

IntroductionAsk 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 activityAsk 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.

RecapitulationFor 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.

AnswersExercise C 2. wise, wiser, wisest 3. broad, broader, broadest 4. sad, sadder, saddest 5. kind, kinder, kindest 6. easy, easier, easiest 7. happy, happier, happiest 8. old, older/elder, oldest/eldest 9. great, greater, greatest 10. lovely, lovelier, loveliest 11. good, better, best 12. bad/ill, worse, worst 13. young, younger, youngest 14. near, nearer, nearestExercise D 2. taller 3. finest 4. cold 5. smarter 6. brighter 7. laziest 8. longer 9. fastest 10. better

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Unit 3 NounsLesson 6 (Page 13)Fun with Words–2



• tointroduceandpractisesomevocabularyof occupations

• explainandusecorrectlysomevocabularyof occupations.

Materials requiredPictures or simple drawings of people at work

IntroductionBegin 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 activityAsk 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.

RecapitulationAsk student volunteers to take turns to mime an occupation; the rest of the class should guess the occupation.

Answers1. butcher 2. cricketer 3. florist 4. cobbler 5. messenger6. pilot 7. poet 8. novelist 9. tailor/dressmaker 10. barber

14

Lesson 7 (Pages 14-18)Nouns: Number



• torevisethetermssingular and plural• toexplainandpractisetherulesfor

forming the plurals of groups of nouns• tointroducesomenounsthathave

irregular plural forms• tohelpstudentschangethenumberof

given nouns from singular to plural or plural to singular

• explainthetermssingular and plural.• formcorrectlythepluralformsofgroups

of nouns.• identifyandusecorrectlynounsthathave

irregular plural forms.• correctlychangethenumberofgiven

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 requiredExamples of two or more items including e.g. mugs, pencils, lollies, keys, leaves, potatoes, knives, brushes, glasses, handkerchiefs, scarves, tomatoes, photos, etc.

IntroductionBegin 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 activityAsk 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.

15

RecapitulationPlay 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.

AnswersExercise A lives, loaves, asses, bunches, flashes, armies, ponies, mangoes, shelves, fliesExercise 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, speechesExercise CSingular: day, task, tree, umbrella, field, garden, home, club, yearPlural: guests, loaves, rugs, gentlemen, deckchairs, leaves, children, buffaloes, ladies, babiesExercise 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 ArticlesLesson 8 (Pages 19–24)Articles: ‘A’, ‘An’, and ‘The’



• tointroducethetermsdefinite article and indefinite article

• torevisetheuseofa before a consonant and an before a vowel

• toreviseandpractisethecorrectuseof a/an and the

• tointroducesomeirregularusesofa/an• tointroducetheuseofthe + singular noun

to refer to a whole class of things• tointroducetheuseofthe before some

proper nouns

• usethetermsdefinite article and indefinite article correctly to refer to the and a/an.

• demonstratethecorrectuseofa before a consonant and an before a vowel in oral and written work.

• demonstratesomefamiliaritywithsomeirregular uses of a/an.

• correctlyusethe + singular noun to refer to a whole class of things.

• demonstratethecorrectuseofthe before some proper nouns.

Materials requiredA 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

16

IntroductionTo 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 activityAsk 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.

RecapitulationFix 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.

AnswersExercise 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

17

Unit 5 ConjunctionsLesson 9 (Pages 25–26)Conjunctions



• torevisetheuseofconjunctionstojointwo simple sentences

• tointroduceandpractisetheuseoftheconjunctions although and because

• explainthataconjunctioncanbeusedtojoin two simple sentences.

• usetheconjunctionsalthough and because correctly to join two simple sentences to make a complex sentence.

Materials requiredPairs of simple sentences that can be joined using and, but, although, and because; sentences for recapitulation activity

IntroductionBegin 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 activityAsk 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.

RecapitulationGo 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 ........

18

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 ComprehensionLesson 10 (Pages 27–29)Alice



• tohelpstudentsreadandunderstandagiven text

• tohelpstudentsanswercomprehensionquestions based on the text

• tohelpstudentsmatchphrases/clausestoform sentences

• tohelpstudentsmatchwordswiththeirdefinitions

• torevisecommonnounsandadjectives• toreviseopposites• topractisetheuseofconjunctions

• readandunderstandagiventext.• answercorrectlycomprehensionquestions

based on the text.• correctlymatchphrases/clausestoform

sentences.• correctlymatchwordswiththeir

definitions.• correctlyidentifycommonnounsand

adjectives in the given text.• correctlysupplyoppositesofgiven

adjectives.• useconjunctionscorrectly.

Materials requiredA dvd/You tube clip of this scene from Alice’ Adventures in Wonderland, or the story of Alice’s Adventures in Wonderland, or drawing materials

19

IntroductionTo 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 activityAsk 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.

RecapitulationEither 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.

AnswersExercise 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

20

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/leftExercise 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 1Lesson 11 (Pages 30–31)



• toassesslearningofnouns(common,proper, collective, and number)

• toassesslearningofadjectivesandcomparison of adjectives

• toassesslearningofthedefiniteandindefinite article

• toassesslearningoftheconjunctionsand, but, because, and although

• identifycorrectlycommon,proper,andcollective nouns and provide plural forms of singular nouns.

• identifycorrectlyadjectivesandthenouneach qualifies.

• providethecomparativeandsuperlativeforms of given adjectives.

• usethedefiniteandindefinitearticlecorrectly.

• demonstratecorrectuseoftheconjunctionsand, but, because, and although.

Materials requiredSample questions of each type of question used in the assessment; reading books for students who finish the test while others are still working

IntroductionPrepare 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 activityAsk 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.

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AnswersExercise A 1. Bina – proper; pair – collective; bangles – common 2. Maha – proper; bunch – collective; keys, table – common 3. farmer, corn, cart–common; sheaf – collective 4. engine, station – common 5. West Indies – proper, islands – commonExercise B 1. rich, famous – adjs, qualifying the noun ‘singer’ 2. 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’Exercise C 1. bigger/biggest 2. hottest 3. prettier 4. warmer 5. happiestExercise D 1. potatoes 2. ponies 3. deer 4. shelves 5. roofs 6. children 7. geese 8. miceExercise E the/a; an/the; the, the; a, theExercise F 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 VerbsLesson 12 (Pages 32–35)Verbs: Recapitulation and Base Form



• toreviseandpractisethesimplepresentand simple past tenses

• toreviseandpractisethepresentparticiple

• toreviseirregularpasttenseforms• torevisetheusesoftheverbto be as an

independent verb or an auxiliary verb• toexplainthetermbase form of a verb

• identify,form,andusecorrectlythesimple present and simple past tenses of common verbs.

• identify,form,andusecorrectlythepresent participle.

• identifyandusecorrectlysomeirregularpast tense forms.

• correctlyidentifyandusetheverbto be as an independent verb or an auxiliary verb.

• correctlyidentifythebase form of a verb.

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Materials requiredNone

IntroductionRevise 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 activityAsk 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.

RecapitulationPlay Simon Says or sing Here we go round the mulberry bush.

AnswersExercise A 2. sat – past tense 3. watched – past tense 4. went – past tense 5. are – present tense 6. rains – present tense 7. waited – past tense 8. needed – past tense 9. told – past tense 10. am – present tense 11. was – past tense 12. repaired – past tenseExercise 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.

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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 AdverbsLesson 13 (Pages 36–38)Adverbs



• torevisetheuseandformationofadverbs • explainthatanadverbgivesmoreinformation about a verb.

• identify,form,anduseadverbscorrectly.

Materials requiredPictures or simple drawings of people performing different actions e.g. walking, eating, driving, etc.

IntroductionShow 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 activityAsk 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.

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RecapitulationAsk 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

AnswersExercise A 1. softly 2. bravely 3. sadly 4. roughly 5. badly 6. neatly 7. quickly 8. smartly 9. boldly 10. stifflyExercise B 1. clumsily 2. safely 3. hungrily 4. funnily 5. certainly 6. hopelessly 7. grimly 8. angrily 9. tamely 10. truthfully 11. delightfully 12. faithfullyExercise 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 VerbsLesson 14 (Pages 39-44)Verbs: Future and Continuous Tenses



• torevisethesimplepresentandsimplepast tenses

• toexplainandpractisetheformationofthe simple future tense using auxiliary verbs will and shall

• toexplainandpractisetheformationofthepresent, past, and future continuous tenses

• explainandusecorrectlythepastandpresent tenses.

• form,identify,andusecorrectlythesimple future tense using auxiliary verbs will and shall.

• form,identify,andusecorrectlythepresent,past, and future continuous tenses.

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Materials requiredA large calendar showing one monthNote – There is a lot of material in this lesson and the teacher may wish to complete it in two or more periods.

IntroductionUse 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 activityAsk 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.

RecapitulationAsk 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.

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AnswersExercise 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 futureExercise 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 – breakExercise C 1. do 2. shaking 3. posted 4. go 5. coming 6. writing 7. examined 8. loves 9. ringing 10 cameExercise 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 PronounsLesson 15 (Pages 45–48)Pronouns



• torevisepronouns• tointroduceandpractisetheuseofmore

pronouns

• explainthatapronouncanbeusedtoreplace a noun in a sentence.

• correctlyidentifypronouns.• usepronounscorrectlyinoralandwritten

work.

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Materials requiredPairs 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

IntroductionWrite 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 activityAsk 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.

RecapitulationExplain 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.

AnswersExercise A 1. You 2. They 3. I, he 4. They, us 5. We, she, us 6. He, it 7. I 8. We, it 9. I 10. himExercise B 1. it 2. me/him/her/them 3. it 4. them 5. they 6. she 7. she 8. it 9. it 10. himExercise C 1. she 2. it 3. they 4. he 5. he, it 6.her, it 7. it 8. it 9. it 10. she 11. they 12. it

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Unit 12 Direct SpeechLesson 16 (Pages 49–52)Direct Speech



• toexplainandpractisehowtorecorddirect speech

• usethecorrectpunctuationtorecorddirect speech.

Materials requiredA large sheet of paper or card and coloured markers to make a posterNote – There is a lot of material in this lesson and the teacher may wish to complete it in two or more periods.IntroductionAsk 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 activityAsk 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.

RecapitulationAsk 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.

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AnswersExercise A 1. Ahmed said, ‘These oranges are sour.’ 2. Nasir exclaimed, ‘How stupid of me to forget your birthday!’ 3. ‘Can’t you hear what I am saying?’ asked the lady. 4. ‘Why are you crying?’ asked the fairy. 5. All the children shouted, ‘Hooray!’ 6. He asked me, ‘How are you?’ 7. Sara said, ‘Please come and help me bake the cake.’ 8. ‘Never give up hope,’ he said. 9. ‘Where would you like to go?’ asked the guide. 10. ‘Who is this man?’ asked my father.Exercise B 1. The players shouted, ‘Hurrah! We have won!’ 2. ‘Come One! Come All!’ said the poster. 3. He asked, ‘Where have you been?’ 4. ‘Let us have dinner now,’ said Saad. 5. ‘What is the fare to Karachi?’ he enquired. 6. The tourist said, ‘Quetta is a beautiful place!’ 7. ‘Is the phone working?’ she asked. 8. The guest politely said, ‘I don’t eat meat.’ 9. The teacher said, ‘Do your work quietly.’ 10. The doctor said, ‘Show me your tongue.’

Unit 13 ComprehensionLesson 17 (Pages 53–54)The Kitten at Play



• tohelpstudentsreadandunderstandapoem

• demonstrateunderstandingbyansweringquestions based on the poem.

• identifyadjectives,adverbs,andnounsused in the poem.

• matchwordsfromthepoemwiththeirmeanings.

Materials requiredDrawing materials

IntroductionAsk the students if they have seen a kitten playing, and talk about how kittens like to jump and chase objects.

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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 activityAsk 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 EThe 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.

RecapitulationGive the students drawing materials, read the poem again and ask them to draw a picture of the scene it describes.

AnswersExercise 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, frostyExercise C gracefullyExercise D kitten, wall, leaves, tree, morning, air, conjuror, feat, art, partExercise E 1. (c) 2. (b) 3. (a) 4. (c) 5. (c) 6. (a) 7. (c)

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• toassesslearningofverbtensesandbaseforms

• toassessabilitytoformadverbsfromadjectives

• toassessabilitytoidentifyadverbsandtheverbs they qualify

• toassessabilitytowritedirectspeech• toassessabilitytoidentifyandcorrect

written errors• toassesslearningofadjectivesand

adverbs• toassesslearningofconjunctions

• identifycorrectlyverbtensesandbaseforms.

• correctlyformadverbsfromadjectives.• correctlyidentifyadverbsandtheverbs

they qualify.• writedirectspeechusingthecorrect

punctuation.• identifyandcorrectwrittenerrors.• demonstratecorrectuseofadjectivesand

adverbs.• useconjunctionscorrectlytojointwo

sentences.


IntroductionPrepare 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 activityAsk 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.

AnswersExercise A 1. main verb – spread; tense – simple past; base form – spread 2. main verb – was playing; tense – past continuous; base form – play 3. main verb – is eating; tense – present continuous; base form – eat 4. main verb – will reach; tense – simple future; base form – reach 5. main verb – shall be singing; tense – future continuous; base form – sing

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Exercise B 1. tell 2. bought 3. rang 4. will be going 5. doesExercise 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. safelyExercise 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 didExercise F 1. he 2. she 3. it 4. they 5. itExercise 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. springExercise 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.

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Unit 15 Nouns: GenderLesson 19 (Pages 59–63)Nouns: Gender



• toreviseandextendstudents’knowledgeof masculine and feminine gender nouns

• tointroducetheconceptsofneuterandcommon gender nouns

• matchpairsofmasculineandfemininenouns.

• identifynounsaseithermasculine,feminine, neuter, or common.

Materials requiredPairs 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

IntroductionBegin 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 activityAsk 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.

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RecapitulationPlay 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.

AnswersExercise A 1. girl 2. cock 3. tigress 4. host 5. mare 6. grandfather 7. goose 8. wizard 9. nun 10. kingExercise B 1. bull, boy 2. grandmother 3. drake 4. peacock 5. lioness 6. queen 7. hostess 8. vixen, hen 9. princess, mare 10. auntExercise C 1. baby 2. teacher, class 3. doctor, patient 4. thief 5. friend 6. cousin 7. neighbour, person 8. student 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 – neuterExercise 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.

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Unit 16 PrepositionsLesson 20 (Pages 64–66 )Prepositions



• torevisethetermpreposition• topractiseusingfamiliarprepositionsand

introduce some new ones

• explainthataprepositiontellsusaboutthe position or direction of an object.

• useprepositionscorrectlyinoralandwritten work.

Materials requiredA selection of items to demonstrate prepositions, e.g. soft toys, a bag, box, tray, large plastic bowl, etc.; drawing materials

IntroductionUsing 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 activityAsk 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.

RecapitulationGive 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.

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AnswersExercise A 1. on 2. on 3. above 4. in 5. under 6. in 7. from 8. behind/beside 9. beside 10. on/inExercise B 1. towards 2. by 3. to 4. into 5. on 6. down 7. into 8. to 9. from 10. fromExercise 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 SpeechLesson 21 (Pages 67–70)Indirect Speech



• tointroduceindirectspeech• tohelpstudentsmatchexamplesofdirect

and indirect speech

• explainthatdirectspeechdoesnotusethesame words as the original speaker.

• identifysomeofthedifferencesbetweendirect and indirect speech.

• correctlymatchexamplesofdirectandindirect speech.

Materials requiredSentences of direct and indirect speech for the recapitulation activity; student set of flashcards showing D on one side and I on the other

IntroductionAsk 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 nameStudent 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.

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Student activityAsk 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

RecapitulationWrite 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.

AnswersExercise B 1. – (f) 2. – (c) 3. – (h) 4. – (d) 5. – (a) 6. – (j) 7. – (e) 8. – (g) 9. – (b) 10. – (i)

Unit 18 OppositesLesson 22 (Pages 71–74)Opposites



• torevisefamiliarpairsofwordswithopposite meanings

• tointroducenewpairsofwordswithopposite meanings

• toexplainandpractiseformingoppositesby using the prefixes un, dis, in, im

• makepairsoffamiliarwordswithoppositemeanings.

• demonstratecorrectuseofnewpairsofwords with opposite meanings.

• formoppositesbyusingtheprefixesun, dis, in, im, and use them correctly.

Materials requiredPairs of flashcards (enough for one card per student) showing words of opposite meanings;Blu-tack or similar adhesive material; drawing materialsNote – There is a lot of material in this lesson and the teacher may wish to complete it in two or more periods.

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IntroductionFix 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 activityAsk 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.

RecapitulationIf 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.

AnswersExercise A 1. big/huge/large 2. low 3. late 4. bright/shiny 5. hate 6. death 7. tame 8. soft 9. close/shut 10. tall/long 11. young/new 12. smooth/gentleExercise B 1. unwilling 2. undo 3. unsafe 4. unsteady 5. unfair 6. unknown 7. unhealthy 8. unripe 9. unselfish 10. untruthful 11. unseen 12. unnatural 13. unwell 14. unlockExercise C 1. awake 2. unripe 3. ugly 4. untrue 5. early 6. unwilling 7. wide 8. heavy 9. untie 10. quiet

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Exercise D 1. invisible 2. impatient 3. incorrect 4. imperfect 5. immobile 6. inactive 7. improper 8. inhuman 9. insecure 10. impoliteExercise E 1. disallow 2. disagree 3. discontinue 4. disappear 5. disrespect 6. disinfect 7. disobedient 8. disbelieve 9. disorder 10. discolourExercise F 1. untruthful, disobedient 2. dissatisfied 3. incomplete 4. improper 5. unsteady 6. unhappy 7. impossible 8. disrespect 9. unselfish 10. disagree

Unit 19 HomophonesLesson 23 (Pages 75–76)Fun with Words–3



• tointroducesomewordsthathavethesame sound, but different spellings and meanings

• demonstrateanunderstandingofthedifferent meanings of homophones by placing them correctly in sentences.

Materials requiredFlashcards 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

IntroductionFix 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 activityAsk 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.

RecapitulationUse 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.

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Answers 2. (a) air (b) heir 3. (a) sell (b) cell 4. (a) two (b) too 5. (a) our (b) hour 6. (a) hare (b) hair 7. (a) red (b) read 8. (a) tail (b) tale 9. (a) hole (b) whole 10. (a) wait (b) weight 11. (a) meat (b) meet 12. (a) bear (b) bare 13. (a) write (b) right 14. (a) scene (b) seen 15. (a) new (b) knew

Unit 20 Directed WritingLesson 24 (Pages 77-82)Writing a Paragraph


Students should be able to:• toexplainwhataparagraphis• toexplainhowaparagraphisconstructed• tostudyanexampleparagraph• toexplainandpractisehowtomakea

plan of ideas before writing a paragraph on a given topic

• explainwhataparagraphis.• describesimplythestructureofa

paragraph.• makeaplanofideasanduseittowritea

paragraph on a given topic.

Materials requiredA story book which shows paragraphs clearlyNote – 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.IntroductionWrite 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 activityAsk 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.RecapitulationAsk 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.

AnswersExercise 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



• tohelpthestudentswriteaparagraphbased on a given picture

• writeaparagraphof7–8sentencesbasedon a given picture.

Materials requiredA large clear photograph or picture of a person or group of people; Blu-tack, or similar adhesive material

IntroductionFix 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 activityAsk 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.

RecapitulationIf 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.

AnswersSample paragraphThe 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



• tohelpthestudentswriteaparagraphbased on a given picture

• writeaparagraphof7–8sentencesbasedon a given picture.

Materials requiredPaper for planning

IntroductionAsk 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 activityExplain the task and give each student a piece of paper on which to make their plan before asking them to complete the written task.

RecapitulationAsk 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.

AnswersSample paragraphThe 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 ComprehensionLesson 27 (Pages 83-85)The Traveller



• tohelpstudentsreadandunderstandashort story

• helpstudentsidentifyverbs,adjectives,and adverbs in the text


• revisegenderofnouns

• demonstrateunderstandingofthestoryby answering comprehension questions correctly.

• correctlyidentifyverbs,adjectives,andadverbs in the text.

• correctlymatchwordswiththeirdefinitions.

• correctlyidentifythegenderofgivennouns.

Materials requiredDrawing materials

IntroductionIntroduce the topic by discussing how visitors are treated in the students’ homes. Is special food prepared for them? How are they entertained? etc.

Student activityAsk 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.

RecapitulationGive the students drawing materials and ask them to draw a scene from the story.

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AnswersExercise 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 2. huge/large/big 3. tough 4. less 5. start/begin 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 2. common 3. feminine 4. masculine 5. neuter 6. common

Exercise G 1. – (d) 2. – (f) 3. – (e) 4. – (a) 5. – (c) 6. – (b)

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Lesson 28 (Pages 86–87)Tom the Chimney Sweep



• tohelpstudentsreadandunderstandashort story


• toreviseopposites,prepositions,andconjunctions

• demonstrateunderstandingofthestoryby answering comprehension questions correctly.

• correctlymatchwordswiththeirdefinitions.

• identifyanduseopposites,prepositions,and conjunctions correctly.

Materials requiredA copy of The Water Babies by Charles Kingsley or a dvd/You tube clip of the film of The Water Babies

IntroductionIntroduce 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 activityAsk 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.

RecapitulationEither show the students some of the film of the Water Babies, or read them part of the story.

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AnswersExercise 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. scrubbingExercise D 1. small/tiny 2. dead 3. dirty 4. uglyExercise E Tom cried because he was ashamed and angry.Exercise F 1. at, in 2. in, of, on




• toassessabilitytoidentifythegenderofcommon nouns

• toassessabilitytoidentifyanduseprepositions

• toassessabilitytoidentifyoppositesanduse prefixes to form opposites

• toassesslearningofconjunctions• to assess ability to match examples of

direct and indirect speech

• identifycorrectlythegenderofcommonnouns.

• identifyanduseprepositionscorrectly.• correctlyidentifyoppositesanduse

prefixes to form opposites.• useconjunctionscorrectlytojointwo

sentences.• correctlymatchexamplesofdirectand

indirect speech.


IntroductionPrepare 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 activityAsk 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.

AnswersExercise 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 – commonExercise B in, near, into, at, of, along, in, amongExercise C 1. in 2. along 3. at 4. over 5. from, toExercise D 1. unhealthy 2. lost 3. love 4. unsafe/dangerous 5. loose 6. deepExercise E 1. disappear 2. impatiently 3. displeased 4. incomplete 5. unhappyExercise 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)

Grammar Tree

Documents

lesson plan

given lesson

student activity

students existing knowledge

hisher group of students

particular class of

experienced teacher

wellprepared teacher