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Patterns, a Course in Communicative English, focuses on reading,writing and communicative aspects of English language to ensureholistic training. The aim of the series is to enhance the students’language skills and enable them to use the language with ease andconfidence both inside and outside the boundaries of the classroom.The teacher plays the most significant role in this process. Thereforethe books contain exhaustive Teacher’s Notes providing certainguidelines and suggestions about the way the lessons can beapproached and made interesting as well as beneficial to the students.

The Teacher’s Handbooks (1-8) contain answers to the exerciseswhich accompany the chapters. The primary purpose of these booksis to diminish the workload of the teachers and facilitate the teachingand learning processes. Apart from definite answers, they also containsuggestions which the teachers may follow while teaching a chapter.Answers to some analytical questions are not given since it is in thebest interest of the students to let them think and answer thosequestions based on their understanding of the topics. The exerciseson Writing Skills and Enrichment activities can be conducted bythe teacher following the guidelines given as part of the exercise. Theteacher should encourage students to answer the open-ended questionsdepending on their reading of the chapter.

We sincerely hope that the teachers find these books useful and theHandbooks contribute substantially to the process of learning.

Preface

Course book1. The Story of the Socks 12. Sun 23. Kiki Talks 24. The Porcupine 55. Why the Sun and the Moon Live in the Sky 66. The Brook 77. Jantar Mantar Magic–1 88. Jantar Mantar Magic–2 119. Rashid’s Record 13

10. The Bestest Friend 1511. Welcome Back to School 1712. Bird in a Tree 1813. Cut Down Another Tree 2014. Chetak–1 2115. Chetak–2 2316. The Fly-Away Horse 2517. Damon and Pythias 2618. King Bruce and the Spider 2819. Shipwrecked! 3020. Rats! 3321. A Tale of a Fortune Teller 35

Workbook 37-68

The Storyteller1. Getting to the Wedding 692. Racing the Wind 693. Montuai and the Hyena 704. Tenzing Norgay 705. A Tree 716. Pip and the Convict 717. Godfrey Gordon 728. The Great Escape 729. The Secret 73

10. The Haveli by the Qutab 7411. Magnificent Machines 7512. A Long Story 7513. Chicken Poxed 76

Contents

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Let’s talk about… Page 4

Both questions can be left open to the children’s interpretation.

Word fun

A. The students have to find synonyms for the underlined words.

1. pummelled 2. conspired 3. hauled

4. plunged 5. doggedly 6. basked

B. The students will rearrange the letters to get the correct word.

1. shirt 2. jeans 3. socks 4. jacket

5. vest 6. shorts 7. salwar 8. skirt

Write the answers

The students will write the answer sin their notebooks

1. The clothes enjoyed being twirled around very fast in thewashing machine. They said they went round and round ,first this way, then that . They exclaimed it was better thanany merry-go-round and enjoyed swirling around in the soapsuds.

2. The socks were unhappy because they were never throwninto the washing machine and missed out on all the fun theother clothes had when they were washed in it.

3. The socks dreaded wash day because they were boiled ina vat and then beaten and pummeled, and twisted andhung by the dhobi.

4. They began tickling the feet of the children so that theycould draw attention to their problem.

5. Yes it did because the children did put them in the washingmachine.

6. This is open to the children’s interpretation.

Listen and talk

A. Divide the class into groups. Let the students conduct the meetingwith your guidance.

CCCCCOURSEOURSEOURSEOURSEOURSE B B B B BOOKOOKOOKOOKOOK

The Story of the Socks

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B. Guide the students to highlight the correct words words.

laundry already sauce author

caught ball call

Write other things

A. Help the students to punctuate the sentences.

1. ‘ Oh dear ! What shall I do ?’ cried the old woman.

2. ‘Alas ! answered the girl,’ I have to spin straw into gold andI do not know how.’

3. The king said, ‘I will forgive you if you obey my orders.’

4. Akbar turned to his men and asked, ‘Which way shall wego? ’

5. ‘Please let me out of this cage,’ cried the tiger.

B. Encourage the students to do this exercise on their own.

SunLet’s talk about… Page 9Encourage the children to answer on their ownWrite the answersThe answer to this will vary. Accept any answer that is logical.Listen and talkYou can form groups of two and let them read aloud the words ina setWrite other thingsYou could also ask the children to think of a suitable title for thepoem.

Kiki TalksLet’s talk about… Page 13

The answer to this can be:

1. They became friends as Rashid took good care of Kiki andtended to his needs. Kiki too responded in his own wayand they forged a bond with each other.

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2. Can be left open to children’s interpretation

Word fun Page 14Students will add the prefix ‘un’ to get their opposites.

1. happy unhappy2. clean unclean3. tidy untidy4. ripe unripe5. cover uncover6. wrap unwrap7. common uncommon8. fortunate unfortunate

Write the answers

A. Fill in the blanks with words from the story.

1. Lachhman found Kiki in the corn patch of the garden.

2. Rashid and his father took the injured bird to Dr. Sood ina veterinary clinic.

. 3. The doctor said that the bird should be given very tinypieces of soft ripe fruit to eat.

4. The cage had a swing, a perch and two bowls for water andfood.

5. Rashid’s mother woke him up by saying, ‘.rise and shine’.

B. Encourage the students to answer on their own.

1. Kiki was abandoned and was badly hurt .He was unable tofly . This is why he was scared and shivering.

2. He was told by his mother that Kiki was his responsibilityand he had to take care of his pet.He was probably excitedtoo and didn’t want to waste a moment with Kiki.

3. First thing in the morning he rushed to awaken Kiki callingout rise and shine just the way his mother did when shewoke him up.

4. As he sat down to study, Kiki perched on his shoulder andRashid enjoyed that a lot. He would also walk up anddown the table top as though checking whether Rashid didhis homework.

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5. One morning, as he removed the sheet from the cage, hesaw that Kiki was already up. He jumped on to the swingand called out ‘Rise and shine! Rise and shine!’ Rashid andhis mother were amazed.

6. Rashid’s father told him that he would have to spend timewith Kiki and repeat a small word again and again untilKiki learnt it. Each time Kiki did repeat a word he wasgiven a treat, and Rashid stroked him and said ‘Goodboy’.No , it may not have been easy as it required him tobe very patient.

Listen and talk Page 15

A. Help the students collect all the information they would need.All the students should take part in this project.

B. Guide the students to pronounce the words correctly. The wordsthat do not end in the ‘f’ sound are:

plough daughter taught bough

Write other things Page 16

A. The students will choose the correct word and fill in the blanks.

1. Rajan just grunted and turned back to his book when Itried talking to him.

2. Alice always chirped a merry ‘good morning’ to the childrenat the bus stop.

3. The director barked his orders to the secretary.

4. ‘Show me your pass,’ the watchman growled at the stranger.

5. The librarian hissed at the students to keep quiet.

6. The audience roared with laughter at the clowns.

B. Let the students make the list on their own after reading the textcarefully.

C. Let the students write the paragraph on their own favourites.

What else?You could ask the children to discuss how important it is to assumeresponsibility for anything they own, not just a pet. They could talkabout instances in their life which would throw light on this andalso mention how they felt.

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The PorcupineLet’s talk about… Page 17


1. The porcupine is troubled that none of his friends comeclose to him even though they come to visit him.

2. He sits and ponders endlessly about this but doesn’t havea clue as to why his friends keep a distance from him.

Word fun Page 18

A. Replace the highlighted words with synonyms from the poem.

1. A queer happened to me on my way to school.

2. The ways of the big city puzzled the boy from a village.

3. The wise man ponders before answering any question.

4. ‘I don’t have clue of where we are! I think we’re lost.’

5. I was surprised when my neighbour didn’t speak to me, butjust waved in a distant manner.

B. Let the students answer this question on their own.

Write the answers

Answer the following questions.

1. He was puzzled because his friends would never come nearhim when they visited him.

2. They stayed distant and didn’t come near him. They oftenstopped to say hello and stay the day but they always stayedmany feet away.

3. He failed to understand that what he finds enjoyable is apain to others.

Listen and talkTake care that each group gets its turn to carry out the conversation

Write other thingsEncourage the students to come up with their own ideas.

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Why the Sun and the Moon Live in the SkyLet’s talk about… Page 22The answers may vary in this exercise.

1. Yes they were good friends as they took good care of eachother’s wishes and went out of the way to accommodatethe other. They were concerned about one another andwould do anything to bring joy in the life of their friend.

2. They were sincere, committed, caring, warm-hearted, loyal,hospitable and generous friends.

Word funA. Help the students use the dictionaryB. The students will fill in the blanks after knowing the meanings.

1. The builders have started to lay the foundation of thebuilding.

2. When I reached the crossing, I hesitated because I didn’tknow which way to turn.

3. The prisoner’s hands were bound fast by the guards.4. The Maharaja lived in a magnificent palace.5. Vishal was reluctant to admit his mistake.

Write the answers Page 23The students will write the answers in their notebook.

1. He was unhappy because his friend Water had never visitedhim.

2. Water didn’t visit Sun because when he decided to do so,his people would go with him too . To accommodatethem the Sun’s house would have to be really large. Waterwas a very caring friend and considerate too.

3. The Sun decided to build a really large house with a bigcompound. First, the Sun and his friends built a high wallfor the compound. Then, at the centre of the compound,they dug deep into the earth to lay the foundation for thehouse.Next, they built a frame of the strongest, straightestwood they could get. The long poles were bound fast withstout ropes, made of thick vines from the jungle.They werenow prepared to host Water and his people.

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4. and 5. Can be left open to the children’s interpretation.Listen and talkTry to make this activity as interesting as possibleWrite other thingsThe students will write whether the highlighted words are nouns orverbs.

1. verb 2. noun 3. noun 4. verb5. verb 6. noun 7. noun 8. verb

B. The students will write the questions using correct punctuationmarks.

1. ‘What is the time?’2. ‘Which game do you like to play?’3. ‘When is the programme?’4. ‘Will you come over for dinner?’5. ‘Have you brought my book?’

C. Let the students do this activity on their own.NOTE: The children can be asked to reflect on the things requiredto sustain a friendship and share some of their personal experienceswith the class. You could also ask them to comment on the proverb,’a friend in need is a friend indeed.’

The BrookLet’s talk about… Page 27

Both questions can be left open to the children’s interpretation.Word fun Page 28The students will fill in the letters to get the words.

1. sally 2. travel 3. linger4. f low 5. slide 6. bicker

Write the answersThe students will answer the questions on their own.

1. It comes from haunts of coot and hern,2. It has to bicker down a valley, hurry down thirty hills, slip

between ridges and a little town .It also has to cross manybridges before it reaches Philip’s farm.

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3. The following words have been used by the poet to describethe sound of flowing water – they are, bicker, chatter, bubble,babble, murmur. These sounds tell us that at times thebrook is moving very fast but at other times it slows downand moves at a more leisurely pace.

4. The path of the brook is not straight .It has to cross manykinds of terrain before it reaches it’s destination. For instance,it has to pass through hills, valleys, bridges,stony ways, fields,fallow etc.

5. Here the poet conveys the immortality of the brook whichcontinues to be while men are mortal and go away or die.

Listen and talkLet each student say the words aloud.

Write other things

Let the students use their imagination to write the paragraph.You could draw the children’s attention to how the brook has topass through many obstacles to reach it’s destination. They couldtalk about how the brook teaches us a lesson not to give up andinspires one to continue trying.

Jantar Mantar Magic–1Let’s talk about… Page 32The answer to this can be:

1. He was excited, curious and very happy.2. The following incidents tell us that this is an account of

something that happened long ago –• The presence of the horseman and drummers who came

to make an announcement in the village.• The invitation to the entire kingdom by the Maharaja• The invitation which was a scroll• The completion of the Jantar Mantar, the first of it’s

kind in the world• The mode of transport being carts• The enormous leather bags used to carry water for long

distances

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Word fun

A. The students will match the words to their meanings.1. astride with one leg on each side

2. aloft high in the air

3. scroll long roll of paper for writing

4. tend to take care of

5. rinse to wash with water only

6. bunting coloured paper used for decorating

B. Let the students make sentences of their own.

Write the answersA. The students will say whether the sentences are true or false.

1. The horseman was astride a brown horse. false

2. They had come to invite the villagers to the capital. true

3. The villagers travelled to Jaipur in horse-carts. false

4. The boys did not like tending the camels. false

5. They carried leather bags to store water. true

B. Answer the following questions.

1. There was a richly dressed horseman, astride a magnificentwhite horse. Beside him were three drummers, their sticksheld aloft, ready to beat out another roll of drumbeats. Themen had huge moustaches, and were armed. Their swordscaught the sunlight and gleamed brightly.

2. The man from the court told the villagers that Maharaja JaiSingh had invited them to the capital as there was a grandfunction to mark the completion of the Jantar Mantar. Itwas the first of it’s kind in that part of the world. Heinvited them to see the marvellous instruments that chartthe journey of the Sun and the stars, to see the beautifulTime Teller, to find out good days for marriages and hearwhen the rains will arrive.

3. He wanted to go on the trip to see the Jantar Mantar.

4. That evening, the headman of the village called a meeting,and plans were made for the long journey to Jaipur. Overthe next three days, the village hummed with activity. The

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women prepared food, special rotis that would not get spoilt,and packed pickles and sweets made with jaggery, so thatthe children would not go hungry till they set up campwhen fresh food could be cooked. Virat helped his fatherand the men to get the camel-carts ready. Each cart wascarefully examined and repaired wherever necessary. Viratand his friends ran errands for the carpenters and blacksmiths,who worked non-stop to ensure that the carts wereroadworthy. The wheels were oiled and the brass studspolished. The harness of each camel was wiped with softcloth and colorful buntings attached to the woodwork. Thecloths that were used to drape the camels on specialoccasions were taken out and washed. Finally, Virat and hisfather took the enormous leather bags used to store waterfor long journeys, and rinsed them out carefully, checkingfor any leaks. They would be filled early in the morning onthe day they set off.These were the preparations that weremade for the journey.

5. Virat enjoyed all the preparations as he was happy andhelped his father enthusiastically. He didn’t once complainand undertook all the tasks given to him willingly andjoyfully.

Listen and talk Page 33A. Take care that each student gets a chance to speak.B. The students will write the words in the correct column.

leaping readyscream, breadcreature wealthyteacher death,stream weather, pleasure

Write other things

A. The students will fill in the blanks, choosing the correct wordfrom the brackets.

1. I had only five minutes left to complete my homework.2. We eagerly awaited the completion of the swimming pool.3. We were given extra time to prepare for the dance

performance.

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4. Preparation for the Republic day Parade began in December5. ‘No interruptions, please, while I dictate the notes,’ said

our teacher.6. Priya got full marks in the dictation exercise.7. ‘Will you add my name to the list?’8. In addition to these arrangements, extra buses will also be

there.9. Our school will compete in the junior marathon.

10. Aditi won the first prize at the Art competition.B. C. and D. The answers to these questions will vary.

Jantar Mantar Magic–2Let’s talk about… Page 38The answer to this can be:

• It means calling out the time.• Let the students give their own answers to this question.• He was astounded by the newness, enormity and complexity

of the structure before him.Word fun Page 39A. The students will complete the grid with the help of the clues.

S

T H R O N G

R E R

A N A

M A G N I F I C E N T

P R G U

A H P

V T O

E A L

G A P E D W A

A

Y

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B. The students will fill in the blanks with silent gh words.

1. Rajni will go to the gym straight after the class.

2. Rashid was frightened of walking home alone in the dark.

3. I’d be delighted to come to your birthday party.

4. Meera thought of going to the park later.

5. Grandfather brought/bought some chocolates and wafersfor us.

6. The robbers were caught at the airport.

Write the answers Page 40

A. The students will answer the given questions.

1. Every thing was so huge, that he felt he was no bigger thanan ant! Though he didn’t want to admit it, Virat feltconfused and just a bit scared. He couldn’t understand whythese things had been built. They weren’t houses, templesor palaces. And the ghostly shadows they cast around gavehim the shivers.

2. The wing-shaped structure the Samrat Yantra had markingson the surface v. Some of them were covered by the shadowcast by the staircase. The long lines in the shadow had tobe counted and these gave an indication of the time.

3. He liked the Rashi Yantra the best because there was onebuilt for every star that person was born under. He felt itgave a feeling of family—twelve structures all placed close toeach other.

4. Maharaja Jai singh even as a boy, was always interested infinding out how things worked. So his father had teacherscome to the palace to teach him. A learned pundit fromBengal, called Vidyadhar Bhattacharya, and scholars fromthe Mughal court—who knew the writings of Ulugh Beg, afamous astronomer of Samarkand—taught him all they knew.He also built a Jantar Mantar for the Emperor at Delhi.

5. The astrologer said he had a good horoscope and that hewould be associated with royalty.

6. Virat was happy because he would get to meet the Maharaja.

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Listen and talkEncourage the students to do this exercise on their ownWrite other things Page 41A. The students have to fill in the blanks with the right word.

1. We had to take the international flight from Mumbai.2. Her broken arm was cast in a plaster.3. The guard won’t admit you into the theatre if you don’t

have a ticket.4. The setting sun cast a rosy glow in the sky.5. Rosy fell down while running down the flight of stairs.6. The boat cast anchor at nightfall.7. Nikhil had to admit all his mistakes.8. The thieves took flight when they heard the siren of the

police car.9. Geese form a ‘V’ pattern during their flight across the sky.

10. The small windows do not admit any light into the room.B. The answers to this question will vary.NOTE: You could talk to the children about their experiences ona holiday and what they learnt there. You could ask them to expresshow they felt when they discovered new places and things. Theycould also prepare a scrap book of their journeys.

Rashid’s RecordLet’s talk about… Page 49Both questions can be left open to the children’s interpretations.Word funA. The students will write the meanings of the words or phrases.

1. unearthly hour 7. star2. bliss 8. bundle of nerves3. breaking strides 9. sharp report4. smirk 10. oblivious5. squirm 11. an easy air and fame sat lightly6. aka

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B. The students will add -ary to the given nouns to form adjectives.

1. visionary 2. functionary

3. secondary 4. elementary

C. Now, they will fill in the blanks with the above sets of words.

1. Pandit Nehru had a vision for India.

He was a saint and a visionary

2. The function of the heart is to pump blood through thebody.

The commissioner is a high functionary in government.

3. Brazil scored a second goal after the half-time.

Watering the plants is the guard’s secondary duty.

4. This has all the elements of an adventure story.

Sanjay attended a course in elementary English.

Write the answers Page 50The students will answer the following questions.

1. He thought it would help him build up his stamina.

2. He huffed and puffed, and felt the round of the Lodi Gardenswould never end. He thought it was sheer misery and wasunable to appreciate or enjoy the natural beauty and sightsaround.

3. He was tired and thirsty and must have found the lime juicerefreshing.

4. He realized that his legs had a life of their own and knewwhat to do, and his mind was free to roam, every whichway. He began enjoying himself.

5. She smiled because he didn’t seem that exhausted anymoreand had the stamina to sip and not gulp the lime juice aswell as read the comic.

6. He squirmed with embarrassment as his mother spoke abouthis love for food and appetite.

7. He took it because it had been gifted to him by his fatherwhen he had begun winning. He wanted to keep it withhim while running the race as he thought it would bringhim luck.

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8. Milkha Singh was India’s star athlete. He was known as‘The Flying Sikh’ who won gold for India at theCommonwealth Games and the Asian Games andrepresented India in the 1960 and 1964 Olympics. . Hechatted and joked with all the participants and signedinnumerable autographs and posed happily for manypictures. He was genuine sportsman with an easy air. Famehad not gone to his head, but sat lightly on his shoulders.

Listen and talk

A. Let each student get a chance to speak about her/his favouritesportsperson.

B. The students will fill in the blanks with the words given in thebox.

catch match witch patch itch

1. Our school won the inter-school cricket match.

2. Lata fell down while trying to catch the ball.

3. The house next door is haunted by a witch .

4. Mosquito bite always causes an itch.

5. Raman’s father owns a large patch of land.


A. B. and C. Students will attempt these questions on their own.

The Bestest FriendLet’s talk about… Page 56

The answer can be on the following lines.

Phoolan and had always played together. They had learned to skiprope, ride a cycle, and play hopscotch. They went to different schools,and though at Phoolan’s school, everything was taught in Hindi,they studied the same subjects. They had a lot to talk about whenthey met in the afternoon after school. They helped each other toovercome weaknesses and were a great support to each other.

Word fun

A. The students will match the words from the story to theirmeanings.

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1. feeling great delight 2. rub out

3. to be very afraid 4. hate; intense dislike

5. to deal with 6. feeling great delight

B. The students will choose the correct word and complete thepassage.

He felt a shiver run down his spine . There were beads of sweat onhis forehead . His heart beat faster and the hair stood up on hisarms. His voice quivered and his blood ran cold. His hands shook.His eyes bulged out of their sockets.

There was a GHOST in the room!

C. The students will add un- to the given words to get their oppositesand use them in sentences of their own.

1. uncomfortable 2. untrue 3. unnecessary4. unwell 5. unsafe 6. unseen


A. The students will say whether the given sentences are true orfalse.

1. false 2. true 3. false

4. false 5. true 6. false

B. The students will answer the given questions.

1. They were excited about their new uniforms, new subjectsand new teachers.

2. Phoolan didn’t like calling the teachers, “Madam”. She likedcalling themDidi better.

3. Rinku found Maths very confusing and tiresome.She madeplenty of mistakes so Phoolan told her they would do thesums together. Phoolan showed her each step. She madeher draw a rough-work column and do all the rough workneatly, using her pencil. She also told her to keep practicing.

4. Rinku expected her Maths teacher to write incomplete workand try harder.Instead, her teacher said, she was impressedas Rinku had made very few careless mistakes, and for onceher work was tidy.

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5. Rinku spoke to Phoolan only in English, and didn’t replyif Phoolan spoke in Hindi. She made her read the EnglishReader aloud, and taught her how to pronounce some ofthe difficult words. Slowly, Phoolan became comfortablespeaking the language, and her marks in English at schoolwere the highest in the class. She was also able to speak veryconfidently on Children’s Day.

Listen and talkA. Guide the students to do this exercise in pairsB. The students will add five more words of their own which havethe same sound. For example,• subtraction • solution • tradition • function • junctionWrite other things Page 58A. The students will make sentences of their own.B. The likes and dislikes of the children will vary. Accept all logicalpoints.NOTE: You could ask the children to talk about true friendshipand discuss how Phoolan and Rinku were perfect examples of this.

Welcome Back to SchoolLet’s talk about… Page 60The answer to this can be:

• Yes, the poet did like his dream.• The rest of the question can be left open to the children’s

interpretation.Word funA. Let the children make their own scary list and compare it withthat of others.B. The students will add two rhyming words to each word.

1. fun begun, run2. room broom, groom3. dream supreme, cream4. way day, play5. free tree, see

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The students will write the answers in their notebook.

1. The school year begins soon after summer has ended.

2. It’s going to be different because they are only going to havefun and are going to play all day in school.

3. The lunch room will only serve chocolate and triple sundaessupreme.

Write other things

A. The answers for the real life column may vary.

Real life In the poem

In the classroom play games

In the hallways run

Homework is videogames and T.V.

At lunch chocolate,triple sundaes

On field trips movies and eat candy

B. The students will write the letter on their own.

NOTE: You could ask the children to make a dream timetable anddisplay it in class.

Bird in a TreeLet’s talk about… Page 64


Word fun

A. Match the words with similar meanings.

1. scented fragrant2. covered smeared3. great pain agony4. stuck deep embedded5. lose freshness wilt6. become dry and fade wither7. blessing boon

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B. The students will fill in the blanks with suitable words fromexercise A.

1. She likes to put fragrant jasmine in her hair.2. The little boy smeared mud on the wall.3. Waiting for the results of the final exams is an agony.4. A piece of broken glass got embedded in his foot.5. We should water our plants twice in summer, otherwise

they will and wither and wilt.6. The fairy godmother granted her a boon.

C. The students will write the noun form of the given words anduse them in sentences of their own.

1. magnificence 2. attendance 3. confidence4. brilliance 5. intelligence 6. patience7. independence 8. innocence

Write the answers Page 65The students will write the answers of the given questions.

1. It’s spreading branches were home to many birds, whofeasted on it’s fruit, and used it’s twigs and leaves to buildtheir nests. In spring when it was covered with fragrantflowers, bees and insects drank the honey in them. Squirrelsplayed ‘catch’ on its branches and ants marched up anddown its length, as they went about their business. Thepeople who lived in the forest often rested in the shade ofthe tree after a day’s hard work. As for the children, the treewas not just a tree but a playmate. They strung rope fromthe strong branches to make swings, and they wanted tohide their treasures, there were many hollows in the trunkwhich were perfect secret places.

2. The hunter had tried to shoot a deer when it darted tosafety, and the arrow pierced the tree. So great was the forceof the arrow, that it was embedded deep in the heart of thetree. Try as he might, the hunter couldn’t pluck it out.Cursing his luck at losing a valuable weapon, the hunterwent home disgusted.

3. The poison of the arrow worked its dreadful power on thetree. Slowly the leaves of the tree began to yellow, witherand fall off. The once-strong branches snapped at the slightest

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touch. When spring came no flowers appeared. The straight,tall tree drooped and wilted, a pitiful shadow of its formerself!

4. The tree gave neither food nor shelter anymore. Childrenfound other trees to swing from, and with no leaves to offersoothing shade, people stopped resting beneath it. This ishow the tree got abandoned.

5. The parrot stayed back because the tree had been it’s home.It had grown up there and was too loyal and caring to giveup it’s home.

6. One day, the King of the Heavens looked down and saw alight gleaming brightly on earth. Getting curious, he camedown to the forest to see it. To his surprise he saw that thislight came from a small bird, weak from hunger and thirst.He told the bird to seek some other shelter.

7. The parrot said that the tree was a part of him. He wasborn there, and grew up within the safety of its branches.The tree gave him life and he couldn’t abandon it when itwas on it’s final journey.

Listen and talk Page 66Let each student get a chance to speak before the class.Write other thingsA. and B. Guide the students to do this exercises

Cut Down Another TreeLet’s talk about… Page 67This poem is rooted in reality and issues a warning that we mustheed. You can lead the class and have a discussion on felling of treesand how it affects the surroundings.Word fun Page 68Let the students come up with their own list.Listen and talkGuide the students to perform the role of the different trees.

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Write other thingsHelp the students collect all the information they would need towrite the essay.NOTE: The children can also be made to reflect on the misuse ofother natural resources and how it can be curbed.

Chetak–1Let’s talk about… Page 71


• Yes as both were brave, both had great skills in planningattacks, and most important of all, each was determined tosubdue the other.

• The Rajputs had loyal and brave warriors who werestrategizing to outwit the Mughals.

• This is an open ended question and can be discussed inclass.

• They were very proud of the Rana .They respected him notonly for being a great warrior but also for being a humble,caring and attentive leader.

Word fun Page 72

A. The students will complete the grid with the help of the clues.

C

O S

S M A R T I N G T

U F R

S P L U T T E R A

R O U T W I T

E N E

M S T E E D G

A A Y

C T

Y H U M I L I A T E D

O

N

22

B. The students will choose the describing words and write them inthe web chart.

Warrior: clever brave fierce healthy quick honest calm kindstrong sharp smart


A. The students will complete the sentences after the story carefully.

1. Man Singh of Amber had been humiliated by Rana Pratap.

2. Rana Pratap was determined that the terrible suffering thathad followed the capture of Chittor would not be repeated.

3. The Mewaris decided to shift to the fort of Kumbalgarh.

4. Rana Pratap decided to meet the Mughal army at the rockyoutpost of Haldi Ghati

5. The Rajput army was led by Rana Pratap.

B. The students will answer the given questions.

1. Emperor Akbar was angry because of the manner in whichhis envoy and brother-in-law, Man Singh of Amber, hadbeen humiliated by Rana Pratap.

2. He was treated as an outcast because he had given his sisterJodha Bai in marriage to Akbar.He said in Mewar, peoplespat upon his name and treated him as an outcast.

3. They decided to shift to Kumbalgarh Fort because it hadthe best of defence against any attack.

4. Bhils were a tribe who lived in the forest and were devotedto the Rana. They moved silently like shadows and relayedthe news of the Mughal advance hourly to the generals.

5. Chetak was very special as he was the Rana’s horse and hadseen many a battle.

6. His soldiers spoke of him with great admiration and respectand were ready to do his bidding. They were proud of beingled by a great warrior like him and appreciated the way hemingled with them and took care of Chetak.

Listen and talk

The students will read the words and place these words in theappropriate column.

long e sound long i sound

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niece tie

piece lie

thief pie


A. The students will complete the given table.

clever cleverer cleverestbrave braver bravestsmart smarter smartestkind kinder kindesttall taller tallestsharp sharper sharpestquick quicker quickest

B. Let the students use as many describing words as they can.

Chetak–2Let’s talk about… Page 77


• No. Rana’s army was badly outnumbered.

• He was very brave and fearless.

Word fun

A. The students will find words from the story for each meaning.

1. gorge 2. emblazoned 3. caught unawares4. rear guard 5. reared 6. broadsword

B. The students will match the words to their opposites.

1. rear front2. valiant timid3. retreat advance4. loss gain5. aid obstruct


The students will answer the given questions.

1. He spoke to Chetak telling him that even though he was

24

exhausted they would have to charge at the enemy and hemust not let Rana down.

2. Chetak reared and stamped his forelegs on the tusker’sforehead. The enraged tusker, swung away and this causedthe broadsword at its rear to cut a muscle of Chetak’s hindlegs. Limping badly, the horse chased the tusker, giving hismaster the chance to slay the mahout.

3. It was with the help of Chetak that Rana managed to attackthe enemy so successfully. His horse didn’t let him downand that is why he was called the real of Haldi Ghati.

Listen and talkA. Encourage the students to make the report as interesting aspossible..B. Let the students tell their viewpoint to the class.Write other thingsA. The students will complete the sentences using the phrases in thebox.

1. Rana Pratap prepared to take on the mighty Mughal army.2. Bad weather delayed the plane’s take off.3. In order to make some extra money they decided to take in

paying guests.4. Rajat will take over as Head Boy next month.5. During the vacation I plan to take up yoga.6. The bus stopped to take in more passengers.7. Fish take in oxygen through their gills.8. The chameleon can take on the colours of its surroundings.

B. The students will read the given pairs of sentences and writewhether the highlighted words are nouns or verbs.

1. Did Manas pack his camera? (V)Please get the pack of cards from the shelf. (N)

2. Lalita should not charge down the stairs like that. (V)There is no charge in the battery. (N)

3. Arshad headed the ball towards the goalpost. (V)The Principal sat at the head of the table. (N)

4. Jane crept into the room trying not to make a sound. (N)

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Father didn’t sound angry when I told him the news. (V)5. I am deeply pained by your behaviour. (V)

Granny felt a sharp pain in her knee. (N)C. You can give the students some additional information abouttongas before they start writing.NOTE: You could introduce the children to the story of BlackBeauty and discuss how a pet can play a very important part in one’slife.

The Fly-Away HorseLet’s talk about… Page 82


• Let the students give their own individual answers.

• It does strange and unusual things. It transports one tomagical places and to a dream world full of beauty andfun.It appears only at night and is seen only by the childwho is fast asleep and dreaming.)

Word fun

A. The students will find words that mean the same as the highlightedwords.

1. gallopeth 2. flourish 3. mane

4. dismay 5. frisk 6. scamper

7. jubiliant 8. course 9. consigned

B. The students will make new words with the letters of the givenwords.

1. arts 2. name 3. wolf

4. bare 5. shore 6. please



1. It appears only when a child has fallen asleep at night andis dreaming.

2. The horse visits far away lands where candy-trees grow, honeybrooks flow, corn fields have popcorn, the beasts in the

26

wood very good. They can even ride a lion, wrestle with abear, play with monkeys and talk to parrots or hear themsing

3. The moon in the sky,marvels at the wonderful sight of himflying by while the stars hide their faces in dismay.

Listen and talk

A. and B. Encourage each student take active part in the discussion.

Write other thingsEncourage the students to make their description as fantastic as theycan.

Damon and PythiasLet’s talk about… Page 89


Word fun

A. The students will match the words to their meanings.

1. hushed whisper speaking very quietly2. headstrong stubborn, obstinate3. revolt protest against authority4. livid extremely angry5. tyrannical using power in a cruel way6. intercede act in behalf of someone in difficulty7. insolence extremely rude, showing lack of respect8. undeterred cannot be stopped9. incite to urge someone to do something

10. grudgingly angry feeling towards someone

B. The students will make sentences with the above words to bringout their meanings.

Write the answers

A. The students will answer the questions on their own.

1. They spoke about the cruelty of their tyrannical king anddidn’t want him to know about this.

2. He advised Pythias against complaining about the king as

27

his spies were everywhere. If he got to know that somebodyhad complained of his rule, the person would be killed byhim.

3. He found Pythias insolent and outspoken as he had daredto call the king a tyrant and a person who was afraid of freespeech. He also criticised him for imprisoning anyone whospoke out.

4. His last wish was that he should be allowed to go homeand put his affairs in order, and bid his family farewell. Hepromised to return for his execution .Yes his wish wasgranted.

5. First, the ship he boarded was attacked by pirates, whorobbed the passengers and threw them overboard. Using allhis strength, Pythias swam to the shore. Syracruse washundreds of miles away, and since he was penniless hecouldn’t buy a horse. Undeterred, he decided to walk restingonly when it was absolutely necessary.

6. He led a normal life.He read, exercised and played the flute.At night, he slept well

7. He had never before heard of a man giving up his life fora friend.


A. The students will read the words aloud and then write them inthe correct column.

j sound: huge, gentle, magical, large, cage, page

g sound: organ, gas, glad, goodness, gun, bargain, gate, gold

B. Try to make the conversation as interactive as possible, with allthe students taking active part.


A. The students will punctuate the paragraph and rewrite it in theirnotebooks.

A hunter was telling his friends about his experiences in the jungle.‘I’m not afraid of tigers,’ he said, ‘In fact I can make them run.’‘Impossible! How do you do that?’ asked Mr. Chopra. ‘Simple,’ saidthe hunter, ‘I run and they chase me.’

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B. The students will fill in the blanks using ‘of’ or ‘off’ correctly.

1. I am fond of playing cricket.

2. She sat at the back of the room.

3. The cat jumped off the chair.

4. What are the colours of the rainbow?

5. Due to bad weather the plane took off an hour late.

6. He put off making a decision.

7. Don’t forget to switch off the lights when you leave.

8. Aman decided to shave off his beard.

9. The river flows through the east of the city.

10. You should be ashamed of your rude behaviour.

C. The students will write the note, giving their own opinion.

NOTE: You could also remind the children of the story of Phoolanand Rinku. They could then be asked to discuss the qualities thatthey would like to cultivate as a friend.

King Bruce and the SpiderLet’s talk about… Page 94

Let the students come up with their own ideas after a discussion inclass.

Word fun

The students will replace the highlighted words with words havingthe same meaning.

1. despair 2. pondered 3. divine

4. endeavour 5. braced

Write the answers

The students will complete the given sentences.

1. King Bruce was the King of Scotland.

2. He was sad because he had been trying to do a great deedto make his people glad but inspite of trying he had notbeen able to succeed..

29

3. The spider made six brave attempts.

4. The king said, ‘All honour to those who try.’

5. Cowardly act leads to idleness, folly and want.

Listen and talk

The students will choose the correct word and fill in the blanks.

1. They have put up their house for sale.

2. They went for a sail on their new boat.

3. None of my friends came for the party.

4. A nun lives in a convent.

5. My new watch works with a cell.

6. Mom! Do not sell my old bicycle.

7. During the floods, the main part of the city was downed.

8. The lion has a beautiful mane.

9. Soldiers die a glorious death.

10. Please dye my shirt in red colour.


A. The students will add -ly to the words in the brackets and fill inthe blanks.

1. Ashok gladly accepted the invitation to the party.

2. The kitten stretched its legs lazily.

3. Afshan came home sadly after losing the match.

4. Renu thought foolishly that Raju would help her.

5. Open the door quickly.

6. I can easily reach the railway station on time.

7. Harish folded the clothes neatly before keeping them in thecupboard.

8. The leaves swayed gently in the breeze.

B. The students will fill in the blanks using the ‘give’ phrases.Page 96

1. King Bruce was ready to give in to the English forces.

2. His men were tired of fighting and wanted to give up thefight.

30

3. The chief guest will give away the prizes.

4. In summer, the drains give off a bad smell.

5. Our teacher will give out the exam papers on Monday.

C. The students will write a paragraph using the words in thebubbles.

D. The students will write following the hint given.

NOTE: Ask the children to discuss the saying ‘Perseverance Pays’and also talk about the qualities of the spider they would like toimbibe.

Shipwrecked!Let’s talk about… Page 100


• A few phrases used by the writer give us a clear indicationof the power of the sea. Some of them are - the mightyforce of the sea, the fury of the sea waves had almost beenfatal, the waves dashed me against a piece of rock with suchforce that it left me senseless and helpless.

• This question can be left open to the children’sinterpretation.

Word fun

A. The students will circle the correct word or phrase.

1. fatal ending in death

2. abated decreased

3. resolved decided

4. clambered climbed with difficulty

5. pitiable very sad

6. prey victim

7. on board get onto ship

8. truncheon club made of wood

9. fatigued exhausted

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10. spars poles used to hold up sails

11. ravenous very hungry

12. ebbed flowed back to the sea from land

Page 101

B. The students will fill in the blanks using the silent ‘k’ words fromthe box.

1. Grandmother is knitting a sweater for my doll.

2. He hurt his knee while playing football.

3. Mother kneads the dough to make rotis.

4. People kneel down to pray.

5. I saw a picture of a knight riding a black horse.

Write the answers


1. The writer felt himself carried away with a mighty force andswiftness to the shore. He held his breath and tried to swimforward with all his might. Just as he was ready to burst byholding his breath, he felt himself rising up and found hishead and hands shoot out above the water. Though it wasbarely two seconds he got , it gave him breath and newcourage.

2. The last great wave dashed him against a piece of rock withsuch force that it left him senseless and helpless. The blowfell upon his side and breast, and beat the breath out of hisbody. Had it returned again, immediately, he would havebeen strangled in the water and would have died.

3. He recovered a little before the return of the waves andresolved to hold fast to the rock till the wave went back.

4. The waves were not as high as the first; and being near theland, he held his breath till the wave abated and then madeanother dash, which brought him near the shore. The nextwave, though it went over him, did not carry him away. So,with the next run he took, he got to the mainland.

5. Since there was no sign of them, except for three of their

32

hats and two shoes, bobbing in the water he realized thatthe others had drowned.

6. He thanked God as he had reached the shore.

7. He was not happy at his escape from death as his conditionwas pitiable. He had no food to eat, no water to drink, noclothes to wear nor did he have a weapon either to hunt forfood or to defend himself against any creature that mightkill him.

8. As it grew darker he decided to climb a thick bushy tree,like a fir, but thorny, which grew nearby, where he couldspend the night. He also walked about a furlong to see ifhe could find any fresh water to drink, which to his greatjoy, he was able to. After drinking it, he went to the tree,and found a place where he could sleep and not fall. Thenhe cut a short stick like a truncheon, for his defence andbeing excessively fatigued, fell fast asleep. When he awoke itwas broad daylight—the weather was clear and the stormhad abated. What surprised him most was to see that theship had been swept by the swelling tides and driven almostas far as the rock he had been thrown against.

9. He filled his pockets with biscuits and packed provisions ofbread, rice, cheese and dried goat’s meat. Then he searchedfor tools, and was lucky to find a carpenter’s set of tools.Finally he secured arms and ammunition, two pistols anda pair of rusty swords which he carried with him and set offfor the shore.

Listen and talkEncourage the students to express and share their imagination.


A. Let the students write the paragraph on their own.

B. Guide the students to write the newspaper report.

Island of Fernando de Noronha

A wrecked ship has been found to the east of the Island of Fernando.

33

The ship is badly damaged due to a fearful storm. Robinson Crusoe,the only survivor of the shipwreck, was rescued by the coastguardand is recovering.

Rats!Let’s talk about… Page 105


• Yes as they disrupted all normal life in the town and got ineveryone’s way. The first verse of the poem tells us all aboutthe destruction caused by the rats.

• His strategy was more effective and enduring.

Word fun

A. The students have to find words that mean the same as thehighlighted words.

1. The dhobi put the dirty clothes in vats full of hot waterand soap.

2. She used a ladle to serve the soup.

3. Sprat are pickled in salt.

4. Bismillah Khan was an adept at playing the shehnai.

5. There was a loud note of thunder before the storm

6. Wrestlers have brawny bodies.

7. Tigers have tawny eyes.

8. We have to wait for those who plodder to catch up withus.

9. At the party, friskers danced to the fast music.

10. The swimmer plunged into the pool.

11. A lot of people perished during the war.

B. The students have to find the rhyming words and then add arhyming word of their own.

1. cat: rat, vat, sat, bat

34

2. cradle: ladle cradle

3. slept: adept wept, crept

4. grumbling: rumbling, tumbling, mumbling, fumbling

5. utter: mutter, butter, stutter

Write the answers

The students will complete the sentences from the poem.

1. The rats bit the babies in the cradles.

2. They licked the soup from the cook’s own ladles.

3. They split open the kegs of salted sprats.

4. The rats made nests inside men’s Sunday hats.

5. The Pied Piper wrinkled his lips to blow the pipe.

6. The grumbling grew to a mighty rumbling.

7. The rats perished in the River Weser.


The students will make sentences of their own with the given words.

Write other things

A. The students will write the past tense of the given words.

1. catch caught

2. teach taught

3. find found

4. hear heard

5. keep kept

6. mean meant

7. seek sought

8. sleep slept

9. think thought

10. say said

B. The students will write the paragraph and give it a title.

C. The students will choose to write the letter or describe theprotest march.

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A Tale of a Fortune TellerLet’s talk about… Page 116


Word fun Page 117

A. The students will find one word for each phrase.

1. fortune teller 2. scrimping 3. solemn

4. mumble 5. courtier 6. treasury

B. The students will write one synonym and one antonym for each.

Word Synonym Antonym

1. serious solemn frivolous

2. plump chubby slender

3. expensive costly cheap

4. strange unknown known

5. rich wealthy poor

Write the answers

The students will write the answer in their notebook.

1. Jamell wanted to do something that would bring them alot of money. She was tired of scrimping and saving andwanted to be as respected and prosperous as the soothsayer’swife.

2. She had worn her most expensive ring when she went tothe bath house that day. However, she couldn’t find it andsought Ahmed’s help to look for it.

3. He mentioned the word ‘hole’ which helped the lady torecollect that she had kept the ring in a hole on the wallof the bath house. She was delighted and rewarded Ahmedwith a gold coin. The second half of the question can beleft open for discussion.

4. She would have probably discovered that he was a hoax.

5. They had planned to enter Ahmed’s house as soon as it wasdark and take him prisoner.

6. They overheard Ahmed and thought he was addressing them.They had heard he was an excellent soothsayer and were

36

convinced that he knew of their presence.

7. It was because the mosquitoes were troubling Ahmed thathe kept talking in a threatening tone and came closer to thewindow, outside which the thieves were hiding and couldhear him.They decided then to put back the treasure andnot risk capturing Ahmed or invite the wrath of the king.

8. The king had to choose between the thieves and the treasure.He chose the latter and rewarded Ahmed too. The secondhalf of the question can be left open to the children’sinterpretation.


A. Let the students work in pairs and use their imagination tocomplete the given dialogue

B. Let there be a healthy discussion between the students in a groupand between the different groups.

Write other thingsEncourage the students to make the letter interesting as well asamusing.

NOTE: The children could dramatise this play in class and evenhold a mock trial for the thieves.

37

Page 1

A. The students will writ the words in alphabetical order as shown.

B. The students will categorise the words under the given headings.

Trees Actions Animals Describing words

eucalyptus bite cat fat

gulmohur dig gander high

neem drive lion kind

peepul faint octopus nice

jog zebra oblong

jumble

lift

print

NounsPage 2

A. Help the students write five nouns for each group.

B. The students will underline the nouns in the given sentences.

1. In spring, the tree was covered with sweet-smelling flowers.

2. The cat curled up on the cushion.

3. One parrot stayed behind on the tree.

4. Rashid was a good sportsman.

5. The hare reached the cave, where the wise old man of theforest lived.

WWWWWORKBOOKORKBOOKORKBOOKORKBOOKORKBOOK

Words, Words and Words

38

Animal BabiesPage 3

A. The students will find the names of the baby animals.

1. kitten 2. calf 3. fawn 4. cub

5. kid 6. foal 7. piglet 8. puppy

9. lamb 10. duckling

B. The students will write the names of the babies in the sentences.

1. The little calf ran to the mother cow.

2. The young one of a sheep is a lamb.

3. The piglets are sitting all around the sow.

4. A baby deer is a fawn.

5. The black and white puppy wags its little tail and gives asmall bark when it sees its mother.

6. The horse stands proudly near its foal.

7. The ducklings follow their mother, clucking in a line.

8. The mother goat nudges the kid.

9. The kittens snuggle close to their cat mother.

10. The tigress is playing with her cubs.

Capital LettersPage 4

A. The students will tick the correct option in each.

1. b. 2. b. 3. b. 4. a.

B. The students will put capital letters wherever needed.1. It was a cloudy June evening.2. My and I were going to Nainital3. The Volvo buses are nice and comfortable.4. Our school will reopen on Tuesday.5. The Republic Day parade passes through Rajpath.6. Nita and Charu will go to the Dolls Museum.7. I took my dog to Dr Neeti Garg.8. Mayur Vihar is in East Delhi.

39

What’s Different?Page 5

A. The students will circle the odd word in each set.

1. metro 2. fingers

3. penguin 4. hand pump

5. coffee 6. piano

7. traffic lights 8. bat

B. The students will circle the word with the different sound ineach group.

1. fury 2. fruit 3. put 4. phoney

5. freight 6. chew 7. through 8. mow

C. Help the students identify the difference in the meanings of thewords.

AdjectivesPage 6

A. The students will write the describing words for each.

the girl little the dress shiny

the chair round the doll new

B. The students will circle the adjectives.

1. We get red and juicy apples in Manali.

2. An elephant has a long trunk and a short tail.

3. I have a square wooden box to keep my treasures.

4. The crow made its nest on a thick branch.

5. Nupur bought a silk scarf with her dress.

C. The students will complete the story with adjectives of theirchoice.

40

Chime a RhymePage 7

A. The students will use rhyming words for each

2. snake and fake

3. range and strange

4. glad and dad

5. old and gold

6. flight and night

7. fair and mare

B. The students will write two rhyming words for each.

1. snail: pail mail

2. packet: jacket racket

3. town: brown crown

4. drink: brink link

5. humble: bumble mumble

In ActionPage 8

A. The students will underline the verbs.

1. Biju and Ramesh are playing football.

2. Shuja baked a chocolate cake yesterday.

3. We will go to Agra tomorrow.

4. The shopkeeper gave me the bottle of jam.

5. The children ran after the bus.

6. Meeta sings very well.

7. My parents have gone to Jaipur for a day.

8. They ate tasty bhelpuri at the park.

9. Jaya has worked very hard for the show.

10. Yamini ran up the stairs.

11. The teacher is helping the girl to write the answer.

41

12. The pigeons have made a nest in my balcony.

B. The students will find the odd verb in each group.

1. listen 2. stand 3. hear 4. eat 5. worry

OccupationsPage 9

A. The students will fill in the blanks with the correct words fromthe box.

1. A plumber came to repair the leaking taps.

2. Mother has called the electrician to fix the switchboard.

3. The carpenter was making a set of six chairs.

4. The mason was working with cement and bricks to repairthe boundary wall.

5. The potter near my house makes beautiful pots.

6. Our gardener works hard to grow lovely roses in winters.

7. Bhuj Singh manages the school canteen very well. He is amanager.

8. My brother is a keen photographer. He has just bought anexpensive camera.

B. The students will match the occupations to their meanings.

1. detective a person who inspects crimes and collects proofand information.

2. barrister a person who fights cases in higher courts.

3. greengrocer a person who sells fresh vegetables and fruit

4. confectioner a person who makes/sells candies,ice creams,cakes, etc

5. janitor a person in an office building, school, etc whocleans public areas, removes garbage, etc

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ComparisonsPage 10

A. The students will choose a word from the box to complete eachsimile.

1. as green as grass

2. as strong as an ox

3. as cold as ice

4. as thin as a reed

5. as slippery as an eel

6. as sweet as honey

7. as sharp as a razor

8. as swift as an eagle

B. The students will circle the best comparison.

1. Neeta’s hair is as long as the winding road.

2. The stars in the clear sky looked like a string of diamonds.

3. The cookies were as hard as pebbles.

Oh No! It is Creepy!Page 11

A. Help the students to use the exclamation mark properly.

B. The students will put (!) at the right place.

1. Neeta opened the box carefully. And it was empty!

2. Poor bird! It had broken one of its wings.

3. What a relief! It is raining at last.

4. Watch out! You might slip down the stairs.

5. Oh dear! I have lost my pencil box again.

6. The little children were a delight to watch.

7. Don’t be such a pest! Go back to your room now!

8. Rashid suddenly realised that he had won the race!

43

C. The students will write five sentences of their own using theexclamation mark.

SynonymsPage 12

A. The students will circle the synonyms using a coloured pencil.

1. sleep snore doze file

2. fight quick clash quarrel

3. cottage hotel house nest

4. good fair nice happy

5. slim thin regular narrow

6. sweet lovable foul sugary

7. man child lad boy

8. clever mean smart intelligent

B. The students will match the synonyms from the two boxes.

1. vanish disappear

2. weak frail

3. dislike hate

4. powerful strong

5. shine sparkle

6. price cost

7. begin start

8. centre middle

9. wise clever

10. riddle puzzle

11. yell scream

12. afraid scared

13. unhappy sad

14. annoyed angry

15. big large

44

C. The students will write the synonym for the highlighted words.

1. correct

2. portion

3. instruct

4. even

5. smiled

GenderPage 13

A. The students will group the words from the box in the rightcolumns.

‘She’ words: vixen, spinster, ewe, mistress, peahen, hen, empress,goose, lioness, princess, actress, madam, woman, sister, cow

‘He’ words: actor, sir, bull, peacock, emperor, mister, brother, prince,man, lion, bachelor, ram, cock, fox, gander

B. The students will match the males and the females from eachgroup and write them as pairs.

Male Female

fox vixen

bachelor spinster

actor actress

sir madam

ram ewe

mister mistress

peacock peahen

cock hen

emperor empress

gander goose

lion lioness

prince princess

man woman

45

brother sister

bull cow

C. The students will rearrange the letters in the brackets to get theright word.

1. All the males belong to masculine gender.

2. All the females belong to feminine gender.

Long Forms and Short FormsPage 14

A. The students will write the short forms for each.

what’s he’s she’d I’m

they’ve didn’t we’re he’ll

B. The students will complete this dialogue by writing the shortform for the underlined words.

Mir: How’s the weather in Delhi?

Jagmohan: It’s hot and humid. There’s no rain.

Mir: Is it so? It’s just the opposite in Bombay. It’s been raining. I’mstuck at home for the past three days. We are eating hot pakoras anddrinking lots of hot tea.

Jagmohan: How’s Tina?

Mir: She’s better. She’d be joining next Monday.

Tall, Taller and the TallestPage 15

A. Help the students with the spellings as they write the -er and-est of the given adjectives.

-er form -est form

1. cold colder coldest

2. kind kinder kindest

3. thin thinner thinnest

46

4. short shorter shortest

5. big bigger biggest

6. loud louder loudest

7. clever cleverer cleverest

8. strong stronger strongest

Page 16

B. The students will follow the example to make sentences with thegiven words.

1. The giraffe is taller than the zebra.

2. The desert is hotter than the plain.

3. The elephant is stronger than the bull.

4. A shark is bigger than a car.

5. Lightening is brighter than a star.

6. Aloo chaat is tastier than a dosa.

7. A lion’s roar is louder than a dog’s bark.

8. A doll’s house is nicer than a golf set.

9. Cotton wool is softer than hair.

10. Water is heavier than air.

Singular–PluralPage 17

A. The students will form the plural of the given words as shownabove.

1. halves 2. loaves 3. dwarves 4. calves

5. shelves 6. thieves 7. lives 8. wives

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B. The students will write the plural or singular form of the wordsand complete this mathematics list.

8 boxes + 2 boxes = 10 boxes

5 benches + 5 benches = 10 benches

6 stories – 2 stories = 4 stories

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7 carrots + 8 carrots = 15 carrots

4 classes – 1 class = 3 classes

6 mice – 1mouse = 5 mice

1 child + 10 children = 11 children

4 goats + 3 goats = 7 goats

10 men – 1 man = 9 men

5 tomatoes – 2 tomatoes = 3 tomatoes

CollectionsPage 19

A. The students will complete the phrases with correct words fromthe box.

1. a pride of lions 5. a swarm of bees

2. a bunch of grapes 6. a bundle of sticks

3. a pack of wolves 7. a sheaf of papers

4. a flight of stairs 8. a string of pearls

B. The students will fill in the blanks with the correct collectivenoun.

1. We could see the team of players coming into the field.

2. There was a clump of trees behind the school building.

3. A flock of sparrows flew off from the terrace.

4. Ana brought a bunch/bouquet of yellow roses.

5. The police chased a gang of robbers in the city.

C. The students will choose the words and complete the list.

1. a packet of biscuit

2. a bottle of jam

3. a carton of apple juice

4. some cubes of sugar

5. a loaf of bread

6. a bar of soap

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Read, Write and Play a GamePage 20

A. The students will circle the verbs.

draw go sweep cut chop

break mop skip sing make

come colour dance wash run

B. The students will identify the verbs that go together.

go – come sweep – mop cut – chop

break – make skip – run sing – dance

C. Guide the students to do this exercise in pairs.

The Silent OnePage 21

A. The students will read the words aloud and circle the silentletter in each.

wring know wrist climb

hedge walk high hour

knight palm knee honest

doubt bright ghost comb

light calf wrong sign

wedge reign daughter dough

B. Help the students to groups the words under the given headings.

C. The students will complete the sentences using the silent letter.

1. An island is a part of land surrounded by water on all sides.

2. My sister takes an hour to have her bath.

3. I need a sharper knife to cut this loaf.

4. The manager needs to sign a cheque.

5. Maria always uses a thick comb to do her hair

6. This place looks scary at night

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7. You need strong wrists to play tennis.

8. My cupboard is full of books.

Where Do They Work?Page 22

A. The students will complete the sentences with words from thebox.

1. A car mechanic works in a garage.

2. A scientist works in a laboratory.

3. A doctor works in a clinic or a hospital.

4. A chef works in a restaurant or a hotel.

B. The students will write what these people are called.

1. A person who plays the guitar is a guitarist.

2. A person who gives you ticket in a bus is a conductor.

3. A person who reads your hand is a palmist.

4. A person who shows magic is a magician.

C. The students will write the correct sentences in their notebook.

1. A painter uses an easel and brush to make a fine painting.

2. A surgeon uses a scalpel and scissors

3. An electrician works with a screwdriver and a pair of pliersto fix our lights and plugs

4. A night watchman uses a stick and a whistle to guard ourhouses.

Making an OmelettePage 23

A. The students will complete the recipe with the given words.

1. Chop an onion into small pieces.

2. Break an egg in a cup.

3. Beat the egg with a fork till it is fluffy.

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4. Add the chopped onions into the beaten egg.

5. Put some fresh dhania leaves.

6. Add a little salt to it (as per your taste).

7. Put some oil in the pan.

8. Pour the mixture of beaten eggs with onion into the pan.

9. Fry the omelette till it is light brown and firm.

10. Turn it over and cook the other side.

11. Remove the pan from the fire.

12. Serve the omelette with some tomato sauce.

13. Eat it quickly.

Here and NowPage 24

Let the students do this worksheet on their own.

One Word, Many MeaningsPage 25

A. Help he students choose the correct word and write in eachbubble.

B. Help the students fill in the correct homonym.

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C. The students will make two sentences with each word to bringout the different meanings.

Work with Your PartnerPage 27

Guide the students to do this worksheet on their own.

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AdjectivesPage 29

A. The students will write the adjectives used for each.

• evening: hot sweaty

• midday: pleasant warm

• night: cool breezy

B. The students will make sentences of their own with each pair.

C. The students will do this exercise on their own.

More OccupationsPage 30

A. The students will choose the name of the right person from thebox to fill in the blanks.

1. I went to the florist and bought a bunch of flowers for mymother.

2. The architect drew a good design for our new schoolbuilding.

3. Kiran Sehgal, the dancer, is organising a dance show withher students in January.

4. The typist has typed out the letter quickly and neatly.

5. Jeevan Sharma is a chemist He runs a medicine shop atSheikh Sarai.

6. We can buy neatly packed meat from the local butcher.

7. The greengrocer near our house sells fresh vegetables.

8. Ravi Kumar is a journalist. He writes for Hindustan Times.

9. Madhvi has learnt many new steps from her aerobic trainer.

10. The clever juggler played with four sticks.

B. The students will find out what these people do.

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Making New WordsPage 31

A. The students will make new words by adding e to the givenwords.

1. care 2. bite 3. mane 4. cane

5. fare 6. mare 7. stare 8. stripe

9. plume 10. grime 11. dame 12. tone

13. kite 14. pane

B. Let the students make as many new words as they can.

Advertisement: dent, ties, seen, site, meant

Consideration: ratio, ration, side, snide, consider, rates

AbbreviationsPage 32

A. The students will match the abbreviations to their long forms.

1. c 2. d 3. g 4. b

5. h 6. 6 7. f 8. a

B. and C. Let the students do this exercise on their own.

Similar Sounding WordsPage 33

A. The students will use the given homophones correctly.

1. A plain is a flat area of land.

2. Mum put a flower in the vase.

3. Rita deposited the cheque at the bank.

4. We have to knead the flour into soft dough.

5. The plane landed at the airport safely.

6. The conductor came to check our tickets.

7. Grate the cheese and put in on the bread.

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8. You must not hurt animals.

9. The whole class went for the programme.

10. I had a great time with my cousins.

11. There was a hole in her sweater.

12. Her dress had a beautiful golden knot on the shoulder.

Finding MistakesPage 34

The students will find the words with the wrong spellings and writethem correctly.

1. night, restaurant, waiter, kitchen, tray, tripped, table

2. rain, cloudy, because, recess, see, sun

3. week, quiet, general, naughty, activities, across, patiently

Who or Which?Page 35

A. The students will join the sentences using ‘which’.

1. The children saw a movie which was about a strange man.

2. Robin ate the cake which had a clock made on it.

3. Our English teacher taught us a poem which was at the endof the book.

4. Have you taken the pencil which was on the table?

5. Radha bought all those things which were needed for theplay.

6. I have chosen the dress which had a beautiful pattern on it.

B. The students will join the sentences using ‘who’.

1. I met my great-grandmother who was 93 years old.

2. Are you talking about the doctor who lives in the nextblock?

3. They met the man who made beautiful bags with beads andstrips.

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4. Did you see the girl who was wearing a red, dotted frock?

5. Birbal was the man had a witty answer to all of Akbar’squestions.

6. We knew a lady who could understand birds’ language.

Whose Is It?Page 36

A. The students will rewrite each of these phrases using apostrophe(’s).

1. the bear’s claws

2. Jatin’s slipper

3. the camel’s hump

4. my sister’s toy

5. my brother’s watch

B. The students will put the (’) in the correct place.

1. the teachers’ bags 4. the babies’ bottles

2. the girls’ hair-bands 5. the bikers’ helmets

3. a peacock’s feathers 6. a clown’s cap

C. The students will rewrite the sentences using the apostrophe.

1. My sister’s name is Poorni.

2. The peacock’s tail is very colourful.

3. That is Smita’s brooch.

4. Akbar and Birbal’s stories are interesting.

5. This is Mr. Sharma’s orchard.

6. Pinky’s dresses are very pretty.

7. Gopal’s pencil box has a nice design on it.

8. The workers’ houses are neat and tidy.

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Writing a ParagraphPage 37

A.The students will number the sentences in the correct order.

• arrived at school, went to her classroom 4

• after dinner, she put the dishes into the sink, read abook for awhile 8

• brushed her teeth got ready for school 2

• took the bus home and prepared herself a snack 6

• ate breakfast, went out to wait for the bus 3

• Chandra woke up, picked out clothes for school 1

• met her friend Salma on the way to the canteen 5

• did her homework, watched TV till her mother calledher for dinner 7

B. The students will rewrite the above as complete sentences, in theform of a paragraph.

Chandra woke up. She picked out clothes for school. Then shebrushed her teeth and got ready for school. She ate breakfast andwent out to wait for the bus. After she arrived at school, she wentto her classroom. Then she met her friend Salma on the way to thecanteen. After school she took the bus home and prepared herselfa snack. Chandra then did her homework after which she watchedTV till her mother called her for dinner. After dinner, she put thedishes into the sink and read a book for a while.

C. The students will write a short paragraph on their own.

Different SoundsPage 38

A. The students will find the words with the ‘k’ sound.

echo chemical chord ache chorus school

B. The students will circle the word with the odd sound and saywhy it is different from the other words in the set.

gem: it has the ‘j’ sound.

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thin: it sounds ‘th’ and not the soft ‘d’ sound

cinema: it has the ‘s’ sound

their: it has the ‘d’ sound

great: it has the ‘g’ sound and not ‘j’

cross: it has the ‘k’ sound

A Letter to a FriendPage 39

A. The students will label the parts of the letter.

B. The students will write a similar letter to their friend in thenotebook.

Compound NounsPage 41

A. The students will make compound words by adding a word fromthe box.

1. grapefruit 2. briefcase 3. windmill 4. honeycomb

5. keychain 6. playground 7. backbone 8. workbook

B. The students will write the compound words for the givenpictures.

1. wristwatch

2. lighthouse

3. ladybird

4. chairman

Jhimli and JoyPage 42

A. The students will complete the dialogue with the correct formsof the verbs.

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Jhimli: Why is the table so dirty? Didn’t you clean it?

Joy: I cleaned it yesterday.

Jhimli: How is it so sticky?

Joy: My friend Birju had come yesterday. Mother had givenus some hot soup. Some of it fell on the table.

Jhimli: Why could not you wipe it?

Joy: I wiped it with a wet cloth but some of it still is stuckat the corners.

So, Jhimli got a small piece of cloth, took some powder soap andcleaned the table and showed it to her brother. Joy laughed andsaid, ‘You are the best cleaner.’

B. The students will write the past forms of the given verbs and thenuse them in sentences of their own.

1. wrote 2. slept 3. shouted 4. thought

5. taught 6. said 7. put 8. went

9. left 10. tried 11. found 12. kept

Make a New WordPage 43

A. Read the words in the box carefully. Put them in the correctcolumns so that they become new words.

im un in dis

impatient unclear incorrect disobey

impossible untidy inattentive disqualify

unimportant incomplete dislocate

B. The students will add -ly, -ness, -ful, or -less to the words in thebrackets to complete the sentences.

1. Chetak was a faithful horse.

2. Ms and Mr Bhatia shifted to their newly built house.

3. As darkness fell, the streetlights lit up.

4. The child has written neatly in the book.

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5. The shooter could see the target clearly

6. Rashid was confident and fearless as he ran the race.

Sounds and WordsPage 44

A. The students will circle words with the ‘k’ sound

A thick tick had a knack,

To sit pretty, be a slack;

Made its home in a black sack,

Which hung from a rickety rack.

The old mother came with a stick

To give the sack a hearty flick,

Old mother gave such a knock

It gave the tick a terrible shock!

B. The students will write the correct words against each. They willthen use the words in sentences of their own to bring out theirmeanings.

1. a small insect tick2. a mark to show correct tick3. a thin and long piece of wood stick4. to paste something with glue stick5. a big bag sack6. to ask a person to leave a job sack

In Place of a NounPage 45

A. The students will draw an arrow from each pronoun to the nounit replaces.

1. Virat – his2. boys – them3. teacher – she

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B. The students will complete the paragraph with pronouns.

My sister Devi and I went to the zoo with our parents. We boughtthe tickets at the gate. Once inside, we went to see the birds first.One of them looked like a parrot but it was not green. It had blueand yellow feathers. The man standing next to us told us that itwas a parrot. We looked at him curiously. The man said, ‘Whatyou know as parrot — a green bird with red beak—is actually aparakeet and not a parrot!’ He looked at my sister and smiled ather. We thanked him for this information!

Helping Verbs–1Page 46

A. The students will circle the helping verbs in these sentences.

1. Granny was reading out a story to us.

2. Priya and Tanya are very good friends.

3. This watch is a gift from my uncle.

4. The phone was ringing in the drawing room.

5. I am going to the dentist now.

6. The lake was very deep. We were told not swim in it.

7. These horses are of the best breed.

8. Our PT teacher is very tall and strong.

9. The elephant was bathing in the river.

10. The old charts on the bulletin board were replaced by newones.

Writing a NoticePage 47–48

Let the students do this exercise on their own, as they have alreadylearnt notice-writing in their previous class.

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Word WizardPage 49

A. The students will make new words by rearranging the letters ofgiven words. The meanings of the new words are given in the brackets.

1. hear 2. male 3. name 4. silent

5. file 6. tale 7. mate 8. saw

9. sign 10. pea

B. The students will find the words with a different sound in each set

1. clear 2. swing 3. rude 4. could

5. share 6. usage 7. jog 8. dent

C. The answer to this question will vary, as the students will sayrhyming words on their own.

Helping Verbs–2Page 50

A. The students will complete the sentences using has/have correctly.

1. Our classroom has big windows.

2. Deepti and Nazia have new badminton racquets.

3. The cupboard has six shelves.

4. We have bought your books from the bookshop.

5. I have a pet dog. It has a bushy tail.

B. The students will make sentences with the given phrases.

Telling Us More about VerbsPage 51

A. The students will find ten adverbs from the grid.

1. happily 2. sweetly 3. slowly 4. funnily

5. softly 6. clearly 7. loudly 8. angrily

9. quietly 10. fully

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B. The students will fill in the blanks with the words from the grid.1. Everybody sat quietly when the principal spoke.2. The puppies played hungrily near their mother.3. The thief crept up the stairs softly4. The child smiled at us sweetly as the bus moved away.5. The clown looked at us funnily6. The dog slept happily in the sun.7. The old woman was walking up the hill slowly8. Our neighbours were playing the music too loudly It

disturbed us.9. We could see the snow covered peaks fully from our hotel

room.10. The shopkeeper was rude to the lady. She walked out of the

shop angrilyPage 52

C. The students will circle the correct adverbs.1. Rini is dancing gracefully.2. The wind is blowing gently.3. The stranger knocked clearly on the door.4. The children played noisily in the class.5. The mouse ran quickly across the room.6. Ashima politely thanked the guide for his help.7. The eagle pounced on the rabbit swiftly.8. Obu’s father drove carefully in the busy street.9. Yatin ran fast but still missed the school bus.

10. The team played well and won the match.

A Ghastly Experience!Page 53

A. The students will write the correct ending for each.

1. Slowly, I opened the door and crept in as quietly as apossible.

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2. I was careful not to make any noise.

3. To my amazement, I found there was nobody at home.

4. Suddenly, a disagreeable noise disturbed the stillness.

5. In my excitement, I didn’t realize I had woken up my babybrother!

B. The students will strike out the incorrect word in each row.

1. correctful 2. rudeable 3. moveness 4. kindment

5. hopeness 6. agreeful 7. successly 8. politable

Where?Page 54

A. The students will underline the prepositions.

1. I was carrying the bowl of curry in my hands.

2. There is a nice picture on the wall.

3. The cars were parked outside the school gate.

4. The people boarded the train at the station.

5. We went around the house to the backyard.

6. The thief jumped over the hedge and ran away.

7. Rati stepped inside the principal’s office, feeling a littlescared.

8. There is a post box near the milk booth in the market.

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B. C. and D. The students will do these exercises on their own.

The Friend in NeedPage 56

A. The students will choose the correct words from the box tocomplete the sentences.

1. The children knew which road led to the zoo.

2. Hemant forgot to tell us how to turn off the machine.

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3. Let me know when the show begins.

4. Can you tell me who has left this box here?

5. Ritu could not remember where she had kept the diary.

6. Stop telling us what to do and what not to do!

7. Rajan knew where Neela was hiding.

8. I am not sure when I will be free from the meeting.

9. Shiraj has learnt how to bake a cake!

10. Please tell me which way is the canteen.

Join It with a DifferencePage 57

A. The students will join the sentences.

1. Preeti is slim but her sister is plump.

2. Venu loves dogs but he hates cats.

3. Gurcharan missed the bus because he woke up late.

4. Manjul made a nice plait because she had long hair.

5. We stood under the shade because it was raining heavily.

6. The chief guest arrived late but the function had alreadybegun.

B. The students will underline the right option.

1. I wanted to come to your party but I had some guest athome.

2. I like to attend parties because I can make new friends.

3. Uma was upset because her brother had broken her newpencil box.

4. She was upset but she did not scold her brother.

To Put Up a PlayPage 58

A. The students will choose the correct word from the box tocomplete the sentences.

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1. Baichung Bhutia, the footballer, was invited to give awaythe prizes.

2. The shopkeeper brought down the prices for the schoolchildren.

3. Arif took off his coat as it was quite warm.

4. Mother put on the lights and fans.

5. The children went on with their practice diligently.

6. Ketaki got along with her cousin very well.

B. The students will use the phrases in sentences of their own.

Vowel PairsPage 59

Let the students say the words aloud and then categorise them.

long oo sounds short oo sounds

bamboo look

shoot wool

moon hood

gloomy book

pool crooked

scream goodness

foot

long ea sound short ea sound

bead bread

feature meadow

teach wealth

cream thread

mean head

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The Shahi SherbetPage 60

A. The students will put the steps in order.

1. Put two tablespoons full of Roohafza syrup in a glass.

2. Put ½ teaspoon sugar.

3. Add one teaspoon lime juice in it.

4. Fill the rest of the glass with cold water.

5. Stir gently till it becomes pink.

6. Add ice cubes.

7. Put a leaf of mint and a slice of lemon to decorate.

8. Serve with a straw.

B. Let the students do this exercise on their own.

SimilesPage 61

A. The students will match the similes.

2. as quick as lightening

3. as light as a feather

4. as yellow as butter

5. as soft as a rabbit

6. as hard as a rock

7. as slow as a turtle

8. as clever as a fox.

B. The answer to this question will vary.

Facts and OpinionsPage 62

A. The students will write F for fact or O for opinion against eachsentence.

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1. Bombay has been renamed as Mumbai. F

2. She is a very talented actress. O

3. At school, we must eat our tiffins together in order tomake new friends. O

4. My mother makes the best pav bhaji in the world. O

5. All schools are closed on Sundays. F

6. Mango is the best fruit one could ever eat. O

7. Lucknow is famous for its chikankari embroidery. F

8. Delhi has more than 80 flyovers. F

B. The students will write two facts and two opinions about theirclassroom.

‘What’ Are We Talking About?Page 63

A. The students will match the two parts of the sentences and writethem in their notebooks.

1. Manpreet’s cycle has a musical bell.

2. Coco, out pet dog has a beautiful, fluffy coat.

3. This painting is made by a famous painter.

4. The room at the top has a great view.

5. The soldiers fought bravely.

6. Owls and bats come out at night.

B. The students will complete the sentences with words of theirown.

Story CharactersPage 64

A. The students will read the adjectives and write them in theproper columns. The answers may vary.

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School SurveyPage 65

Let the students study the graph carefully and answer the questionson their own.

Climb the StepsPage 67

A. The students will change one letter in each step to get a newletter.

1. east vast vest west

2. two too ton tin sin six

3. none cone come some

4. heat head held hold cold

B. The students will work with their partners to get the new words.

1. wet bet but buy bay day dry – 6 steps

2. old odd add aid bid bed fed few

new – 8 steps

Ajay and Dev—A StoryPage 68

The students will number the pictures and then write the completestory in their notebooks.

About Collecting StampsPage 69

B. The students will answer the questions after reading the passage

1. People get stamps:

• from blocks of stamps bought at the post office.

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• by buying a packet of mixed stamps.

• by removing them from envelopes.

2. Philately

3. Philatelists

4. packet

5. Mahatma Gandhi, Mother Teresa, Jawaharlal Nehru, Gatewayof India, India Gate, etc.

6. People collect stamps because they get to learn about differentcountries and periods of time.

As Sad As…Page 70

A. The students will write the answers after reading the poem.

1. The sock was sad because there was no one to wear it andthe strawberry was sad because there was no one to eat it.

2. The sun was to brighten the grey day.

3. The puppy would feel happy when there was someone tostroke it.

4. A birthday would be happy when there was someone toshare it with and a promise would be happy if no onewould break it.

B. The answer to his question will vary.

The Village of NoorganjPage 71

Let the students study the maop carefully and do the exercise ontheir own.

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TTTTTHEHEHEHEHE S S S S STORTORTORTORTORYTELLERYTELLERYTELLERYTELLERYTELLER

Getting to the WeddingCreative activities Page 7

A. The students will do this exercise on their own.

B. His mama, maternal uncle, was getting married at Rohtak. Rajeshhad to be there for the wedding of his favourite uncle. He was tobe the chota dulha or little groom, who sat behind the bridegroomon the richly decorated mare. This is why Rajesh was waitingimpatiently for school to get over.

C. The sardar at the tea shop helped them by lending his cycle tothem. He asked them to bring back sweets for him.

D. The students will complete the given table.

Masculine Femininebridegroom bridehorse mareuncle auntfather mothergrandfather grandmotherboy girlgentleman ladybrother sistersir madamson daughterman woman

E. and F. Encourage the students to do these exercises on their own.

Racing the WindCreative activities Page 10

A. The poet enjoys riding the bicycle because he loves racing whenthe wind is blowing and the sun is shining in his face. He likescycling down to areas undiscovered by others.

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B., C., and D. the students will do these exercises on their ownwith your guidance.

Montuai and the HyenaCreative activities Page 17

A. Montuai’s father had planted a crop of mealies and he was surehe’d have a good harvest if only he could keep the birds away. Heasked Montuai to keep watch over the field and scare the thievingbirds. She was happy to help her father even though it was lonelyfor her.

B. The hyena threatened to drown Montuai in the big pool. Whenhe carried her on his back she saw a heavy forked branch hangingfrom a tree ahead. She caught hold of it as they passed and put itover the hyena’s shoulders in front of her. Then she slipped quietlyoff over his tail and ran back home as fast as she could.

C. The students will find the opposites of the given words from thestory.

1. humble 2. sunset

3. unhappy 4. kind

5. full 6. unsatisfied

7. agree 8. light

D. Encourage each student to tell the class about what they do athome.

Tenzing NorgayCreative activities Page 26

A. It means ‘the wealthy and fortunate follower of religion’.

B. Let the students describe the journey after reading the text carefully

C. This is an open ended question and the children’s point of viewcan be accepted.

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Page 27

D. The students will make at least three new words from the givenwords.

1. fortune fort fun tune

2. mountaineering mountain ring training

3. pilgrimage pilgrim age image

4. expedition need edit diet

5. dismay may maid say

6. dream mare made read

7. porter port rote pot

8. descent scent decent cent

E. and F. Encourage the students to do these exercises on their own.

A TreeCreative activities Page 29

A. The poem conveys mixed emotions drawing attention to it’sdifficulties without really complaining.

B. C. and D. Let each student do these exercises on their own.

Pip and the ConvictCreative activities Page 40

A. He told him that his companion likes to eat little boys and onlyhe could stop him from doing so. He said his companion has a wayof finding little boys even when they’re asleep in their own homesand he carries them away very quietly—and no one ever sees themagain.

B. When Pip saw the convict eat and drink hungrily and desperatelyhe felt very sorry for him. He saw the bottle rattle against theconvict’s teeth and his hands shake violently. He looked very ill andmiserable, and Pip felt very bad for him.

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C. Pip and Joe were both compassionate and sensitive people.Theywere large- hearted too. The convict was a desperate man yet he washonourable as he did’nt let down Pip or Joe.

D. The students will find words from the story with similar meanings.

1. marshes 2. convict

3. moaning 4. feast

5. miserable 6. sergeant

E. and F. Let the students use their imagination to do the exercises.

Godfrey GordonCreative activities Page 44

A and B can be left open to the children’s interpretation.

C. After answering these, the students will think of other actionsusing parts of the body.

• when they are deeply troubled

• when they are very frustrated and annoyed

• when they are very angry

• when they find it difficult to believe something

• when they are angry and throw a tantrum

• when they dislike something

D. Let the students talk about their bad manners or habits.

The Great EscapeCreative activities Page 51

A. He thought it was the best way of capturing him.

B. He prayed all the time or stared hopelessly at the ceiling.

C. They could see Shivaji lying on his bed, unable to even speak. So,they let down their guard and failed to search the baskets thoroughly.

D. It was a very intelligent plan giving no cause for suspicion. Heused his wit instead of weapons and that is why his plan succeeded.Had he been caught, Shivaji, his son and brother in law would have

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been killed mercilessly by Aurangzeb.

E. He was instrumental in the plan being carried through successfullyand did not lose his nerve till the very end. He also didn’t careabout his own life as he did for Shivaji’s.

F. Use the words in the box to fill in the blanks.

1. Shivaji’s plan was a clever one as he had outwitted Aurangzeb.

2. Hiroji was a loyal servant of Shivaji. He risked his own lifeto save Shivaji.

3. Aurangzeb intended to capture Shivaji by unfair and deceitfulmeans.

4. The fearful Polad Khan kept a strict watch on the prisoners.

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G. The students will match the words to their meanings.

1. very angry

2. dishonour

3. wrap completely

4. cylindrical pillow

5. punished severely

6. cunning

H. The students will choose collective nouns from the box and fillin the blanks.

1. a sheaf of papers

2. a bouquet of flowers

3. a clutch of eggs

4. a swarm of bees

I. Let all the students take part in the discussion.

The SecretCreative activities Page 54

A. It is something which shouldn’t be told to everyone and shouldbe kept close to one’s heart.

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B. The answer to this question will vary.

C. The students will write 10 lines giving their viewpoint.

D. The students will find synonyms for the word secret.

hush-hush, undisclosed, confidential, private

E. Let all the students take part in this game.

F. The answer to this question will vary.

The Haveli by the QutabCreative activities Page 63

A. 1. Old Shiver and Shake, Head Ghost of the ghosts living inMehrauli, called the meeting.

2. Most of the old buildings, the home of ghosts for centurieswere being torn down and in their place huge gleamingstructures of glass and steel were coming up. The ghostsproblem was that now they had no place to inhabit anymore.

3. The only place left as a last resort was the old lady’s houseand the solution was they would have to get the old ladyout of the haveli.

B. He was chosen because he was always up to tricks and had a newone for every occasion. He packed fluorescent paint that would helphim glow, an out-of-tune harmonica that made weird noises, and acouple of plastic skulls and bones.

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C. The old lady was kind to him and expressed her unhappiness athow her greedy relatives and the government people wanted her tovacate the house for money. Ghoulie felt very remorseful and wantedto assure her that they were not doing it for money but because theyhad no other place to go to.

D. wise: She was perceptive enough to know the plans of her greedyrelatives and sense that Ghoulie was being truthful.

kind: She was hospitable and compassionate as she offered her ownresidence to the ghosts.

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strong: She wasn’t scared of either ghoulie or the greedy people andshe had the courage to live all alone in the big haveli.

E. Let each student take part and enjoy.

F. The students will write the message on their own.

G. Let all the students take part in the discussion.

Magnificent MachinesCreative activities Page 66

A. The little gadget was made of tweezers, hooks and springs. Grandadsaid His machine can mend just anything. He asked the children tobring their broken toys and broken china too as his machine wouldrepair them all.

B. Let the students’ imagination run wild!

C. Encourage the students to write their own scary story.

A Long StoryCreative activities Page 71

A. Gautam demanded to hear a story everyday and Ruskin Bondwas running out of ideas so he decided to tell him a serial story.

B. The leopard carried away the clerk, the barber and the shopkeeper.

C. He decided to end the story as, as a mere human being, he felthe had no right to decide who should be eaten or who should die.Things also came to a head when a real leopard appeared on thehillside and made off with his neighbour’s pet Pekinese. He wasalarmed and I wondered whether all his imagined stories about theblood-thirsty creature had come true. This is when he decided toend the story.

D. It continued till the end of the year and never seemed to enduntil he decided to bring it to an end.

E. The expression is ‘sagging waistline’.

F. The students will write the phrases against their correct meanings.

1. set off

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2. carried off

3. made off

4. shake off

5. take off

6. get off

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G. The answer to this question will vary. Let the students give theirown opinion.

H. This will require group work. Let the students express theirimagination.

Chicken PoxedCreative activities Page 74

NOTE: Draw the children’s attention to how one can treat anillness in the family. The poet has made light of chicken pox—youcould ask the children if they would like a similaratmosphere when they fall ill.

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