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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 Princess 12. A Baby is… 23. Brother 34. Deepak’s Plane 45. In My Dreams 66. How Baya Built a Nest 77. Rain and Wind 108. A Very Sad Tooth 119. Chocolate Milk 13

10. Magic Vessels 1411. Ice Cream 1512. Rope Rhyme 1813. Earth Shake! House Break! 1814. Kaha Bird 2015. Every Time I Climb a Tree 2316. Bunyip of Berkley’s Creek 2417. Dragon 2518. The Monster and Me 2619. Caterpillar Voice 28

Workbook 31-61

The Storyteller1. Granny Granny Please Comb My Hair 622. Toad Brings Down the Rain 623. What is Pink? 634. The Pixie Club 635. If You Should Meet a Crocodile 646. Gift of Ghosts 647. Grandmother Spider Brings Light 658. I Wish I Were 669. Kites 66

10. Upside Down 6611. Gopal Bhand, the Star Counter 6712. The Amazing Shawl 68

Contents

1

Let’s talk about… Page 3

• Deepak was excited because his mother was going to havea baby. Yes the whole family was excited.

• Encourage the students to come up with different answers.

Word fun Page 3

A. Students should match the words from the story to their correctmeanings.

1. quickly catch

2. clean

3. run very fast

4. pass me something

5. holding something very tightly

6. very softly and carefully

7. prettiest

8. amazement

B. Students should find out the opposites of these words and makesentences with them. You can help them if they find any worddifficult.

1. stale 2. stand up 3. opened 4. awake 5. shouted

Write the answers Page 4

1. Deepak said he was not hungry because he was longing togo to the hospital to see the baby.

2. After lunch he finished painting the ‘welcome new baby’card he had been drawing.

3. He thought she would be a nice playmate to him.

4. He made a card and shouted out in excitement at the newsof the baby being born. He asked his granny to hurry up so

CCCCCOURSEOURSEOURSEOURSEOURSE B B B B BOOKOOKOOKOOKOOK

The Princess

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that they could reach the hospital quickly and he took timeto button up his shirt and tie his shoe laces as he was soexcited.

5. He was clumsy.

6. She looked no bigger than a doll and was just perfect.

7. He was proud of her and thought she was the prettiest babyin the world.

Listen and talk Page 4

The teacher could help the students to complete the conversationas per the pattern given in the book.

Write other things Page 5

A. Students should fill in the blanks choosing the correct describingword from the box.

1. funny 2. tiny 3. enormous 4. amazing 5. exciting

B. The students can be guided to write the describing lines afterholding a classroom discussion where the students will come upwith their point of view.

C. The teacher could encourage the students to think independentlyand then write is down in their notebook.

NOTE: The children can be asked to make a family tree explainingthe role each member plays and list the responsibilities they wouldlike to take on for their family.

A Baby is…

The children could be told to identify all the rhyming words anduse some other describing words to express their thoughts aboutbabies—for instance, they could say babies drool, gurgle, wail, babble,etc.

3

Brother

Let’s talk about

• This is an open ended question, the answer can vary fromstudent to student.

• The students can be asked to conduct a discussion on thistopic. The class can be divided into two groups, one arguingin favours of the girl and the other speaking against her.Every opinion with a just reason will be acceptable.


1. The little girl wanted to change her little brother as shefound him troublesome.

2. The mother asked her not to be a bother as she must havebeen busy and probably didn’t want her to complain.

3. Her father told her that all little brothers were the same andshe shouldn’t trouble herself as they would all misbehave.

4. After that she put her little brother to bed.


The question could be left open to student’s interpretation. Thestudent can be given guidelines as to how to write the answer in aproper manner.


The students can be encouraged to write their answers according tothe given example.

NOTE: The children can be made to realise that how important itis to be patient, responsible and cooperative especially if they happento have a younger sibling. You can also teach them how to focusmore on the qualities people have rather than on their shortcomings.

4

Deepak’s Plane

Let’s Talk about… Page 13

• He enjoyed tapping in the nails with the hammer his fathergave him.

• Yes the hammer was special because it was his grandfather’sand his father used it while doing odd jobs around thehouse when he was a young boy.

• Yes it was alarming as it spelt the danger that could be facedwhile flying an aircraft.

• He said it because he was relieved to know that his fatherhad saved his life and those of the passengers by calling out‘May Day’.

Word fun Page 14

The meanings of some words used in the story are given.

Students should search the word and write it against the meaning.

1. graph

2. sighed

3. patiently

4. odd

5. distress

6. sleek


A. Students should fill in the blanks.

1. pilot

2. flying

3. model of a plane

4. wood

5. hardware

6. row of buttons

5

7. May Day

8. Cheetah

B. Students should read the story carefully and write down thesteps Deepak and his father followed to build the plane.

• First Deepak’s father made a list of the things required.

• Next they bought the stuff from a hardware shop.

• Then on weekends Deepak helped his father build the planehanding him the tools he needed.

• After that his father taught him how to hammer in smallnails.

• Next his father put in a painted panel with a row of buttonswhich would light up when pressed.

• Then he taught the children what to say before take off andlanding and if they were in distress to call out ‘May Day’.He also told them of his experience with bad weather.

• The next weekend, Deepak pushed the start button on thepanel and heard the sound of a plane taking off.

• When the body of the plane was complete the childrenpainted the canvas silver grey and called it Cheetah.


A. Students should choose from the box what they would call thefollowing persons.

1. astronaut 2. photographer 3. tailor 4. artist 5. doctor

B. Students should choose the words from the box and place themin the correct columns.

gh silent: light, sigh, caught, daughter, sight, right

f sound: cough, tough, enough

C. This question can be left open to children’s interpretation.

NOTE: The attention of the students can be drawn to the amountof organisation and planning required to complete or createsomething. They could be encouraged to make something but onlyafter they have listed down what they require and the step by stepprocedure needed to make it.

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In My DreamsLet’s talk about… Page 19

• Being an astronaut and flying in the sky can be dangerous.

• A plane flies higher.

• The students can describe their views by performing actionsin the class.

Word fun Page 19

A. Students should match these words to their meanings.

1. floating – to move slowly on water or in the air.

2. hovering – to stay in the air in one place

3. streaking – to move very fast in a particular direction

B. Students should fill in the blanks choosing the correct wordfrom the pairs given.

1. sun 2. son 3. some 4. sum 5. wait 6. weight7. hair 8. hare 9. deer 10. dear 11. to 12. two

C. Students should find as many words as they can that they wouldassociate with the word ‘flying’.

floating, hovering, landing, streaking


Students should answer the following questions.

1. She wants to fly higher than an eagle, plane, wind and rain.She wants to look at stars and look for planets. She wantsto land on the moon and streak past the sun.

2. rain3. She will stare at stars and look for a planet.

4. touch the sky.


The students will find out the rhyming words and read aloud asinstructed in the question.

Write other things

The students can be asked to first discuss their thoughts in the class

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and then write it down in their notebook. They can be asked towrite the letter in a proper format after being guided by the teacher.

NOTE: The children can be asked to talk about their wishes anddesires. A classroom bulletin board could be prepared displayingeach student’s ambition.

How Baya Built a Nest


• It depends on child’s interpretation of the woodpecker. Forexample, the woodpecker could either be understood as selfreliant or selfish.

• Yes, possibly as he learnt his lesson and was goaded intofending for himself.

Word fun Page 23

A. Students should find words from the story and complete thepuzzle. The clues will help them find the word.

1R

O 2P 3M A R V E L

R E 4 S5T O R R E N T

U6H 7G U 8 S T

9S L A M W

R A10S T U R D Y

H

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B. Now they should use the words in the grid to complete thesentences.

1. harsh

2. gust

3. peering

4. slammed

5. sway

6. roared

7. snug

8. torrent

9. sturdy

10. marvel

C. Students should unscramble the bird calls in the bubbles andwrite them against the given birds.

1. hens: cluck

2. sparrows: chirp

3. owls: hoot

4. cocks: crow

5. chickens: cheep

6. crows: caw

7. pigeons: coo



1. on a tree

2. The storm was fierce because the wind roared, bending treesand snapping off branches, while the rain poured down likea torrent.

3. make a strong nest

4. First he found a sturdy branch, which might bend with thewind, but not break. Then, slowly he learnt how to tear offlong strips of strong grass, using his sharp beak. He carefully

9

wove these around the branch, to form a strong rope fromwhich his nest would hang. He spent hours, knotting thegrass tightly, and then stitching them together to form thewalls of his nest. Finally, he plastered the opening of thenest with clayey mud, so that it would stay strong.

5. Yes. This is open to child’s interpretation.


The students should be made to think from the point of view of thebird Baya. The class can be divided in pairs. One person will act asBaya and give instructions to build the nest and the other will askquestions if in doubt.


A. Students should choose the correct word and complete thefollowing comparisons.

1. proud

2. cunning

3. strong

4. tall

5. greedy

6. fast

B. Students should add –ly words of their choice in the givensentences.

1. melodiously/sweetly etc

2. soundly/peacefully etc

3. quietly/rapidly etc

4. quickly/slowly etc

5. loudly etc

C. The students could be guided to carry forward the given line ofthought and complete the message.

NOTE: The necessity to improve ourselves, be more self–reliant,resourceful and proactive can be discussed. Sometimes lessons in lifeare learnt with difficulty—you can initiate a classroom discussion onthis with children sharing instances from their own lives.

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Rain and WindLet’s talk about... Page 29

The answers should come from the students.

Word fun Page 29

A. Students should tick the things that can go ‘squelch’.

tomatoes brinjal

B. The students could be explained the meaning of the word‘squirt’ and they should come up with examples from their everydaylife.

C. The meaning should be well explained and should be left on thestudents to answer.

D. Students should fill in the blanks with words from the poem.

1. float

2. bow

3. dance

4. fly

5. a wave

6. blow


1. This is open to child’s interpretation.

2. We know that it is raining heavily from the following lines:

Squelch and squirt and squiggle

Such a lot of water

Comes down with the rain!

3. The students could be encouraged to think independentlyand come up with different sentences.

4. clothes

hair

trees

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clouds

grass

flowers

However, the list is not exhaustive and the students can have morethings to add to the list.


The students could be motivated to stand up and speak how theywould like to spend a rainy day in their own way and then pendown their thoughts.

NOTE: The children can be told that poetry is best enjoyed whenone uses all of one’s senses. The meaning is best understood andappreciated in this manner.

A Very Sad ToothLet’s talk about Page 33

1. This question can be answered in any way. You could askthe children to use a few describing words to express theirthoughts and feelings.

2. The beginning is the introduction to the story, startingwith ‘Once upon a time’. The middle portion begins isfrom ‘tooth was very unhappy’. The end or the conclusionis from the ‘tooth said what happened’.

3. The end is pleasant as the tooth is cured and the goop feelswell utilised. The two live happily ever after.

4. The children can use their imagination to answer thisquestion.

Word fun Page 33

A. The meanings of some words from the story are given here.Students should read them carefully and write the words in theblanks.

1. cavity 2. pounced 3. drill 4. tiara

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B. Students should fill in the blanks with the words that they havewritten above.

1. pounced 2. cavity 3. tiara 4. drill 5. curious

C. The words in the box tell of different actions that are done withthe teeth. Students should fill in the blanks using the correct actionword.

1. gnawed 2. gnashed 3. clenched 4. chattered


A. Students should answer the following questions.

1. He found that all the other teeth were looking at him andlaughing.

2. It had a hole in it.

3. It told him that he had a great big cavity.

4. It said ‘Mmmm’ because the food which had got stuck init was pumpkin pie and whipped cream which it founddelicious and it made him grow fatter.

B. Students should complete the following sentences.

1. it felt it was of no use to anyone.

2. helpless teethlings. Prepare to meet your doom.

3. the goop into the cavity and applied some heat.

4. it had a tiara now instead of a cavity and looked veryspecial.


The class can be divided into groups and the conversation can beplanned out with teacher acting as a facilitator.


A. Students should match the single word to the group it belongsto.

1. word – vegetables

2. word – cereals

3. word – crockery

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4. word – cutlery

5. word – furniture

B. Students should write the plurals for these singular words. Onehas been done for them. Page 35

2. feet 3. geese 4. mice 5. men 6. children

What else? Page 35

The teacher may ask the students whether they know the answers tothe following riddles.

1. comb

2. saw

NOTE: The children can be asked to reflect on the issue of personalhygiene and can be told about certain necessary precautions thatneed to be taken in order to keep healthy.

Chocolate MilkLet’s talk about… Page 36

• It is much shorter and does not have rhyming words.

• The words great, fix and crazy are used differently in thispoem.

• The poet here refers to the sensation felt by the mouth. Itcould happen when one has something delightful (or ingeneral, the expression ‘mouth going crazy’ could also beused when one eats or drinks something very chilly or souror distasteful.) In this poem the reference is to somethingvery tasty and mouth–watering.


The students will first make a list of the food they dislike and thenmake sentences in the given pattern.


A. The different meanings of given words can be discussed first andthen they can make sentences of their own. There are many morewords with different meanings which can be brought to the focus

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of the students to increase their vocabulary.

B. A class discussion can talk place on how to write a poem, howto begin it, etc. students can be motivated to think creatively andcome up with their ideas which then can be incorporated into thepoem. The best poem can be written on a chart paper and displayedon the class display board.

C. The students could be allowed to think freely and come up withnow design and innovative ideas for making a poster on the giventopics. The class can be divided into two groups, one group canmake poster on icecream and the other on milkshakes, using thegiven key phrases. The students can also make a poster on the topicof their own choice, if they feel like.

NOTE: The students can also be asked to prepare a healthy dietplan for themselves for at least one day.

Magic VesselsLet’s talk about Page 42

The questions could be left open to student’s interpretation. Everyanswer with a logical justification can be treated as the right answer.

Word fun Page 42

Students should match the word pairs. One has been done forthem.

1. pots and pans

2. bread and butter

3. cup and saucer

4. shoes and socks

5. bat and ball

6. fork and knife


1. He fixed it after the harvest because they would have grainin the house and money to buy gifts.

15

2. Tenali had planned a grand fest. He had also invited famoussingers, musicians and dancers.

3. They lent their cooking vessels such as brass pots, plates andtumblers to Tenali and his wife.

4. He gifted them a small vessel each when he returned theirvessels.

5. They went there because they wanted to complain aboutTenali who had failed to return their silver vessels after hissecond daughter’s wedding.


The class could be divided into groups of four and then an imaginaryconversation can be initiated by the teacher which can be furthertaken up by the students.


A. Students should rewrite the following sentences using the shortform of the highlighted words.

1. I’ll 2. You’d 3. It’s 4. Don’t 5. We’ve

B. The students should write a letter on their own. They can writeabout the decoration, the feast and can even talk about a trickwhich was being played on the guests (if they can think of any) tomake the letter humorous and interesting.

The teacher could tell the children that help should be renderedwithout expectation of reward. Talk to the children about theintrinsic satisfaction that one gets by assisting others. You could taketheir points of view and initiate a sort of debate in class.

Ice CreamLet’s talk about… Page 48

• Granny probably wanted to surprise Rini.

• It could be because of the sound it made or just the sightof it swirling around.

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• She thanked her because she and her friends enjoyed the icecream which was made from Kanchi’s milk.

Word fun Page 48

A. Students should match the words to their meanings.

1. awaiting eagerly

2. strike or push with head or horns

3. to enjoy lying or sitting in the sun

4. to force liquid out of narrow opening

5. sit on one’s heels

6. very interested



1. She was excited because during her last visit there she hadhelped her to plant strawberries which would be ripe by thetime Rini visited her in summer.

2. She ran to the garden to look at the strawberry patch.

3. Yes she was because she thought Kanchi was a girl.

4. Kanchi was not thin and scrawny like the cows in Delhi.She was clean and healthy and did not try to butt them.

5. It was a treat for her as she had given them a lot of milk.

6. First granny took out an old wooden ice cream maker witha long handle. Inside this she placed a container with cream,sugar and milk. Then she packed layers of salt and ice aroundit. After that everyone took turns to churn the mixture byturning the handle round and round.

7. The fun part for the kids was when they all took turns tochurn the mixture. It was fun because they had to turn thehandle round and round and after all their efforts theywould get the creamiest ice cream to eat.

B. Students should choose the correct answer.

1. Ghoom 2. summer 3. cow 4. apple

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The students should write this answer on their own expressing theirfeelings, thoughts and joy which they experience when they are withtheir favourite grandparents.


A. Students should fill in the blanks by adding –est to the wordsin the brackets.

1. highest 2. brightest 3. longest 4. prettiest

5. funniest 6. fastest 7. hottest 8. nearest

B. Students should fill in the blanks with a suitable word that isused to mean a group, or a large number. They should choose thewords from the box.

1. We bought a bunch of bananas from the market.

2. In winter, the flock of cranes flew away to warmer places.

3. We live in a block of flats at Dadar.

4. Grandmother gave me a big bouquet of flowers on mybirthday.

5. The army of soldiers marched towards the border.

C. Students should rewrite the following sentences using quotationmarks.

1. ‘Do you know how to swim?’ asked Rita.

2. ‘I got a prize for drawing,’ said Arjun.

3. ‘Happy Birthday!’ said my Mother.

4. ‘We’re going for a picnic,’ said our teacher.

5. ‘Please lend me your colour pencils,’ said Frenny.

D. The students can be helped in writing the letter.

E. The students should try writing a poem on their own.

NOTE: The teacher can draw the children’s attention to findingpleasure and joy in simple pursuits. Holidays are fun even if they arenot to exotic locations or about buying things. Just spending timewith one’s family, going for a long walk, discovering new places etc.can give one immense pleasure.

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Rope RhymeLet’s talk about… Page 52

• get set, jump, bounce, kick, giggle, spin, hits, count.

• Yes they are having fun because they are playing togetherand are giggling and jumping.

Word fun Page 53

Students should match the words in column A to their rhymingwords in column B. Then they should add a rhyming word of theirown in column C.

1. in spin thin

2. ground sound found

3. about out doubt

4. back pack sack

5. hit fit lit

Earth Shake! House Break!Let’s talk about… Page 57

• They had different points of view about how they couldsave their houses from an earthquake.

• This is an open–ended question.

• He means that it doesn’t remain unyielding and canaccommodate changes without snapping.

Word fun Page 57

The students should describe something that is weak. They mightlike to make a list of the animals or people. One has been done forthem.

1. as weak as a chicken.

2. as weak as an unwell person.

3. as weak as a dry branch.

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B. Students should complete these sentences by adding their owncomparisons.

1. His hair was like a mane.

2. His eyes shone like stars.

3. His voice was like a nightingale.

4. His feet were like a club.

C. Students should say where the following animals live. They shouldmatch them to their homes.

1. kennel 2. stable 3. den 4. burrow 5. shed 6. pen

D. Students should read the following words aloud and underlinethe silent letter in each. One has been done for them.

wreck island writes science know wrong scene wrist knock


A. Students should choose the correct word and fill in the blanks.

1. caves

2. valley

3. stone

4. mountain

B. Students should say who said the following.

1. middle brother

2. mother

3. youngest brother

4. earthquake god

5. earthquake god

6. eldest brother


A. Students should rewrite the paragraph, adding –un to theunderlined words, so that they have the opposite meaning.

Baya was miserable and happy (unhappy). How kind (unkind) andfriendly (unfriendly). Woodpecker had been! Luckily,(unluckily)hisnest had blown away, and he felt safe (unsafe) . Baya looked around

20

him. Though the night was dark, Baya was afraid (unafraid).

B. This story might remind the children of the story of ‘The Threelittle Pigs’? They should fill in the given table to find out how thisstory is different.

Three Little Pigs Earth Shake! House Break!

• Three pigs Three brothers

• Big Bad wolf Earthquake God

• First house made of straw Youngest brother’s housewas made of bamboo andcord

Second house made of sticks Middle brother’s house wasmade of bamboo and cord

Third house made of bricks Eldest brother’s was madeof stone

• Wolf says, ‘I’ll huff and I’ll Earthquake God says, ‘Earthpuff and I’ll blow your shake, househouse in.’ break’

• In the end, the wolf dies. In the end the EarthquakeGod in a fury stamped backup the mountain

C. The students should write the note which would includestatements from all the brothers.

NOTE: This chapter conveys an important message– One should beaccomodating and be ready to adapt to different situations in aflexible and intelligent manner. You could ask the children to thinkon how they would react when faced with a difficult situation.

Kaha BirdLet’s talk about… Page 64

The children’s interpretations need to be accepted and differentpoints of view could be discussed in class.

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Word fun Page 64

A.Given here are some words and their meanings. The letters a, e,i, o and u are missing in the meanings. Students should fill in theletters to find the meanings.

Word Meaning

1. perch s a t

2. physician d o c t o r

3. urged i n s i s t

4. tempt a t t r a c t

5. alarmed f r i g h t e n e d

6. prosperous r i c h

B. The Kaha was a large bird. Students should write down at leastthree more words that mean the same as large.

big, enormous, huge

C. Students should read the following sets of words aloud andunderline the word with the odd sound in each. One has been donefor them.

1. blood, flood, bud, food, mud

2. cool, pool, book, tool, school

3. wood, cook, poor, book, stood

4. floor, door, flood, more, pour



1. The Kaha felt sorry for the fisherman as after waiting all dayhe had managed to catch only one small fish. She offeredto bring him one large fish every night which he could sellin the market for a good price.

2. The fisherman heard the Shah’s crier asking people if theyknew where to find the Kaha bird. The reward would behalf the Shah’s kingdom and fifty bags of gold.

3. The Shah was blind and was told by his physician that ifhe washed his eyes with the blood of the Kaha his eyesightwould be restored.

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4. The old man planned to host a feast for the bird and whenshe would come down the king’s men would catch her.

5. The Kaha got alarmed and slowly spreading her wings roseinto the air. She carried along with her the fisherman andall the king’s men. All these men finally fell to their deathbut the Kaha stayed in the sky, safe from greedy men.

B. Students should say whether the following sentences are true orfalse.

1. The fisherman caught one big fish every day. false

2. The Kaha bird had silver feathers. true

3. Kaha dropped a fish every afternoon. false

4. The Shah wanted to wash his eyes with Kaha’s blood. true

5. The men were able to catch Kaha. false


This question could be left open to student’s interpretation. Differentendings should be appreciated.


A. Students have already come across words that sound alike butare spelt differently and have different meanings. They should tickthe correct word in the given sentences.

1. I herd/heard the door shut.

2. The shepherd took the herd/heard of cows to graze.

3. Raman new/knew the story that our teacher told us.

4. Shakila got a new/knew doll on her birthday.

5. Please write/right the answers to these questions.

6. It is not write/right to tease animals.

7. The Arabian sea/see is to the west of India.

8. We can sea/see the Lotus Temple from our house.

9. The rode/road to the church is a narrow one.

10. George rode/road a bicycle to reach school daily.

B. Students should insert the (’) at the right place in the sentencesbelow.

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1. day’s 2. Shah’s 3. Deepak’s 4. Deepak’s 5. Gran’s 6. Kaha’s

C. The students can suggest more than one different endings, startingin the manner given in the book.

NOTE: The teacher can divide the class into two groups arguing forand against the fate of the old fisherman and whether they thoughtit was justified. Their points could be listed on the blackboard andone group declared the winner if they present stronger arguments.

Every Time I Climb a Tree


• Yes.

• The people who ask him this question could be his family,friends or spectators.

• It is a poetic device drawing attention to the main emotionthat is being expressed in the poem.

Word fun Page 69

Students should read the poem carefully and match these words totheir meanings.

1. to accidentally rub the skin off

2. scratch or injure

3. to see or notice something

4. to move aside suddenly


Students should complete these sentences from the poem.

1. I scrape a leg and skin a knee.

2. And get the ants all over me.

3. Don’t they know that I am free?

4. I like it best to spot a nest.

5. Climbing may be good for ants.

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The students should share their experiences in class.


A. The different meanings of the words as naming and action wordcan be explained to the students. Then they can make moremeaningful sentences with them.

B. The list can be prepared through a class discussion and them thestudents can write a paragraph.

Bunyip of Berkley’s CreekLet’s talk about… Page 74

• The question can be left open to the students.

• They were scared because the creature was large and muddy.

Word fun Page 75

A. The meanings of some words from the story are given here.Students should read them carefully and write the words in theblanks.

1. jump into water with head and arms going first dive

2. a narrow area of water where the sea flows into the land

creek

3. the sound of light, dry things moving together rustling

4. calm and quiet; not moving still

5. a place where animals go to drink pond

6. soon, in a little while presently

B. The students can make sentences on their own.


A. Students should complete the following sentences.

1. Something stirred at the bottom of Berkley’s creek.

2. A platypus answered, ‘You are a bunyip.’

3. The wallaby said, ‘Bunyips have webbed feet and feathers.’

25

4. The man said, ‘Bunyips don’t look like anything, they don’texist/are nothing.

5. Bunyip left the creek because the man said bunyips don’texist at all.

6. Bunyip stared in surprise as something large and muddyemerged.

B. Students should say who said the following. Page 75

1. emu

2. bunyip

3. bunyip


The class can be divided into pairs. The teacher can initiate theconversation giving guidelines on how to begin the conversation andthen the students can carry it forward.


A. Students should fill in the blanks by adding –ly to the words inthe brackets.

1. Asha arranged the clothes neatly in the cupboard. (neat)

2. The baby slept peacefully in the cradle. (peaceful)

3. All the students went silently to the assembly. (silent)

4. The singer sang sweetly. (sweet)

5. Rashid and Rahul ran happily to the beach. (happy)

6. Luckily, the train was late and Mrs Shukla could catch it.(luck)

B. The students can answer this on their own. They can think fromthe position of Bunyip and also what they would feel if nobody saysnice things about them.

DragonLet’s talk about Page 78

The teacher could encourage the students to express their viewsfreely and any kind of explanation could be considered.

26

Word fun Page 78

Students should complete the following with words from the box.

1. as brave as a lion

2. as big as an elephant

3. as smooth as silk

4. as black as coal

5. as busy as a bee

6. as cold as ice

7. as cool as a cucumber

8. as free as a bird

9. as proud as a peacock

10. as quick as lightning


Students should complete these lines from the poem.

1. His ears were open and his eyes were shut.

2. His scales were as hard as a coconut.

3. His tail was stretched round the railings.

4. He breathed like an engine.


The class can be divided into pairs. Each pair will talk amongthemselves about how they will took after their pet dragon and whatname will they give to it.

The Monster and MeLet’s talk about… Page 82

The teacher should encourage the students to express their ownopinion freely while answering these questions.

Word fun Page 83

The word ‘forehead’ is made by joining two words, ‘fore’ and ‘head’.Students should match the words in column A and column B to

27

get new words which they should write in column C.

1. afternoon

2. bathroom

3. grandfather

4. raincoat

5. toothbrush

6. newspaper

7. moonlight

8. lunchbox

9. sunflower

10. football


1. As the monster crept out, from under the bed, first hishand, then his foot, then his goggle–eyed head could beseen.

2. His face was the scariest Willie had ever seen. There werescars on his forehead and he was covered with hair from hishead to his feet.

3. Willie was curled up in his bed, with the covers pulled allthe way, over his head,

4. He realised the monster was just lonely and wanted a friendto play with. He meant no harm.

5. He began to cry which was rather surprising as monsters aresupposed to be mean and scary.

6. Willie jumped on his back, and he showed him the places,where he liked to hide – such as the back of the closet,where nobody looked, the trunk in the attic, behind theold books. They climbed out of the window, and played inthe trees. They even hung upside down, on a branch fromtheir knees. They lay in the grass and gazed up at the moontill daylight and then bid each other goodbye.

7. Willie tells kids who are frightened of monsters to givethem their love, and befriend them as that’s the best thingto do!

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This question can be left open to student’s interpretation.


A. Students should fill in the blanks in the given chart.

1. pretty prettier prettiest

2. scary scarier scariest

3. heavy heavier heaviest

4. easy easier easiest

5. tough tougher toughest

B. The students can develop the story on their own with the helpof the teacher and given points.

C. The question can be left open to student’s imagination.

NOTE: The teacher can speak to the children about their fears, howthey can overcome them and ask them to suggest ways in which theycan do this.

Caterpillar VoiceLet’s talk about… Page 91

• The caterpillar took over his house because he wanted arefuge, a place to eat and wanted to feel powerful.

• It was the frog who really helped him.

• The frog threatened the caterpillar who knew that he wasoutdone.

Word fun Page 92

A. Students should choose the correct meaning of each word.

1. crouch

2. tread heavily

3. to mash

4. tiny

5. to dance

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6. grip

B. Students should match these animals to the sound they make.

1. roar

2. squeak

3. neigh

4. trumpet

5. bark

6. croak

7. bray

8. moo



1. The hare was upset because a creature had entered his homeand had eaten part of it. The creature seemed fierce andfrightening .The hare realised he couldn’t evict this creaturefrom his home.

2. The jackal wasn’t any help as he too got scared by thethreats of the caterpillar.

3. The leopard liked to enjoy herself and enjoyed going toparties. She also liked to give advice.

She found the caterpillar beautiful. Her real interest lay inattending a party.

4. The Rhino said he would simply knock the hare’s houseover, and see what was inside. In this way when the housecollapsed, whatever was inside would be killed.

5. The elephant asked the hare to stay with a friend that nightand deal with the problem if it still existed the next morning.He also asked him to stay at his home for the night as hefelt most problems go away if one ignores them long enough.

6. The Rhino says that he has a family to support. A bunchof little rhinos await him at home and he can’t afford totake any risks.

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7. The frog is unafraid and threatens the caterpillar cowinghim down.


The students can carry out this activity among themselves in pairs.


A. Students should rearrange the letters in the following words toget names of living things. One has been done for them.

2. ant 3. dog 4. ram 5. owl 6. rat 7. fowl 8. bear

B. The question can be left open to student’s interpretation.

NOTE: The teacher can ask children to enact this play and then listdown the character traits of each animal. They could then state theirpreference for one character over another explaining their choice.

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WWWWWORKBOOKORKBOOKORKBOOKORKBOOKORKBOOK

Names… Names… Names…

Page 1

A. The students will have to read the poem and then they will circlethe naming words in it.

B. girl, man, pencil, fan, dog, mouse, mother, sister, dosa, samosa

Person… Place… Thing Page 2

The students will have to choose the right word from the box.

1. I have got a new dress on my birthday.

2. Our aunty came to the station to bring us home.

3. You have to pack your clothes in the bag.

4. This cake is from the Sunder Bakery.

5. There were clouds in the sky but it was not raining.

6. The children were very happy.

7. Bina is my friend.

8. Zoya has got a prize for her painting.

9. A new gift shop has come up in our local market.

10. The paper boats bobbed up and down in the stream.

11. Tushi was fixing the toaster inside the kitchen.

12. The playground in our school is very big.

13. My dog Coco barks when he is hungry.

14. The bottle with the plant was kept on the window sill.

15. Mr Joshi has bought a new car last month.

16. All of us like to eat an ice cream.

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Is and ArePage 3

The students will read the example sentences and observe thedifference in the use of is and are.

1. My parents are going to office.

2. This is my new bag.

3. Piu, Raja, Mina and Bina are playing Kho–Kho.

4. My mother is driving the car.

5. The dogs are running on the road.

6. They are going to Pune.

7. She is my friend.

8. Are you going to the market?

Working in PairsPage 4

A. The students will read the following words aloud and then listthem in appropriate columns.

st– str–

stuff strapstar strongstill strokestop strangestage streetstorm stripstay stripestall strawstick streamsteamstoutstory

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B. th– as in thin th– as in that

thanks thanthing themthree theythick thisthink thosethird theirthin the

CapitalsPage 5

The children will observe the use of capital letter and understand itsconcept through the given sample sentences and explanation.

1. Janakpuri West is a metro station.

2. Kanpur is an old city.

3. My friend Rita lives in Gol Market.

4. I liked reading the story of the bird Kaha.

5. Our Maths book is called Number Game.

6. 15 August is our Independence Day.

7. The Cherry Tree is a book written by Ruskin Bond.

8. Ragav and I go to Talkatora Stadium for our swimminglessons.

9. Amul Butter is the best butter.

10. We have a holiday on Friday.

Going for a PicnicPage 6

A. The students will read the given words aloud and then fill in theblank with the right word.

34

B. On 14 November we went for a picnic. We went by bus. Allof us had to pin our i–cards neatly on to our uniform. We had toget a water bottle and a napkin in a small bag. We could bring anapple and some toffees to share with our friends. Our teacher toldus that we would go to a garden. We could bring our cricket bats,balls and skipping ropes from home. We could also play a game ofKho–Kho or be on the swings. When we reached there, we saw thatit was a big place. We made groups and went around the place.

One side of the garden had different kinds of lilies and a cave too!There was also a pond with fish in it. Benches were there to situnder the shade. On the other side, there was a strange tree withmany branches. It was made of clay. There were giant lizards andmonkeys on its branches. All these were looking real, but wereactually made of clay. All around, there was soft grass with pathwaysin between. After some time, we sat down in a big circle. We atealoo–puri and halwa in a paper plate. Then we played for sometimeand came back to school. In our classroom, we made a picture ofthe garden with crayons and put it up on the board.

Actions all DayPage 8

NOTE: The children will read the poem and circle each actionword.

A. brush, wash, dress, eat, drink, polish, take, walk, go, run, play,read, colour

B. B – brush; C – clip–clop, colour; D – drink, dress; E – eat; P– polish, play; R – run, read; T – take; W– wash, walk.

C. 1. We can read books in the library.2. I like to eat oranges after my lunch.3. My mummy has to run to office at 10 ’o clock.4. Bobo, my pet, loves to drink a bowl of milk everyday.5. You have to colour the pictures in this lesson.6. I walk to my school everyday.7. We can play till late evening during our summer holidays.

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Naming WordsPage 9

A. Thestudents will write the given words in a - b - c order.1. sandpit, see–saw, shisham, slip, swing2. chair, chalk, children, class, crayon , register3. bed, bike, books, bottle, brother, bunk4. panther, parakeet, peacock, puma, python

B. papaya, pear, pineapple, pomegranate

C. The answer will vary from student to student as every child willwrite different names.

Something SpecialPage 10

A. The students will read the given passage and note that all thenaming words begin with capital letter.

• puppy – Bruno• book – The Giants and Monsters• chocolate cone – Kwality Walls

B. Each student will answer this on his/her own.

C. Raju, India, Bata, Lipton, Aligarh, Modern School, Rajasthan,Darjeeling, Enid Blyton

I read. She reads.Page 11

The students will read the sentences carefully and see the differencein the usage of verb form with 1st person, 2nd person, 3rd person.

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Where Has the Mouse Gone?Page 12

A. The students will read the poem carefully and then find the samewords in the grid that follows.

B.

z c l n u r a b d o ei b s t b d o w n u fa l o n g s f u m t uf u m u n d e r s s nt p o t q s w u f i de u w l t h o a t d er t s m i n s i d e r

Page 13

C. The students will fill in the blanks with the right word from theword grid.

1. The fruits are in the basket.

2. The man is standing outside the house.

3. The clock is kept on the table.

4. My brother ran up the stairs.

5. The monkeys are inside the cage.

6. The dog is sleeping under the tree

7. Reena is standing at the gate.

8. The children rolled down the slope.

9. The cat ran after the mouse.

10. The little boy ran along the fence.

D. The students will read the sentences and circle the correct word.

1. The dog jumped through the ring of fire.

2. The bird flew above his head.

3. Sanjay’s house is behind the wall.

4. Birju jumped over the puddle.

5. Tina is standing in front of the gate.

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Read, Choose, Write and ColourPage 14

The students should be made to read the words aloud in the class.The teacher can hold a discussion and encourage the students tocome up with the answers. Single word can be used to describemore than one thing. The answer can vary from person to personand every justifiable description could be considered correct. Thelist given below is not exhaustive.

Car: white, big, shiny, small, new, huge, etc

Pencil: white, small, shiny, new, etc

Cone: white, big, sweet, crunchy, creamy, etc

Tree: big, leafy, huge, long, etc

Just NowJust NowPage 15

NOTE: The given passage could be read aloud with proper stress onhighlighted words.

A. eating, sitting, knitting, talking, reading, speaking

Page 16

B. The students should add ing to the words given in the bracketsand fill the blanks.

1. Javed is sleeping (sleep) on the sofa.

2. The birds are singing (sing) sweetly.

3. I am cleaning (clean) my table.

4. The policeman is stopping (stop) the car.

5. Diya is coming (come) to give me a pencil.

6. The baby is crying (cry) for the toy.

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C. The children will make more ing words.

• By adding –ing

1. jumping 2. painting 3. flying

4. counting 5. standing 6. falling

• By making changes

1. writing 2. making 3. baking

4. skating 5. giving 6. taking

• By doubling the last letter

1. hopping 2. sitting 3. flipping

4. getting 5. fitting 6. digging

One + One = OnePage 17

NOTE: The teacher can make the students read the words aloud inthe class.

A. The words should be made with the help of the picture clues andgiven words.

1. ladybird

2. football

3. rainbow

4. tablespoon

5. sunflower

6. tablelamp

B. The words should be broken up into two smaller meaningfulwords.

1. grand + father 2. time + table 3. foot + path

4. bed + cover 5. rain + coat 6. tea + cup

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Work People DoPage 18

A. The students can be taught about other people’s job apart formthose given in the book.

1. Doctor

2. Cobbler

3. Author/Writer

4. Carpenter

5. Painter/Artist

Page 19

B. The students will tick the right option.

1. looks after books.

2. acts in plays and films.

3. cleans up (sweeps and mops bathrooms and other places).

4. looks after my teeth.

5. stitches clothes.

Short–LongPage 20

A. The children can be told about what a short form is and howit is derived.

doesn’t does not

he’s he is

it’s it is

can’t cannot

we’re we are

I’m I am

she’s she is

they’re they are

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don’t do not

you’re you are

Page 21

B. The students will write down the above list in their notebookturning it the other way round, as given in the book.

Page 21

C. The blanks should be filled with the short forms of the wordsgiven in the brackets.

Dipu: Good that you’re (your are) here. How are you today?

Diya: I’m (I am) better. Has everyone come?

Dipu: They’re (they are) on their way.

Diya: Thank God, it’s (it is) a warm and sunny day. DoesRontu know that we’re (we are) going for a picnic?

Dipu: No. He doesn’t (does not).

Diya: He’s (He is) going to be sad. What to do? He hasbroken his leg.

Dipu: Don’t (Do not) feel bad. In February, we shall haveanother outing and then he can come with us.

Diya: Here come the twins! They’re (They are) so similar toeach other.

Dipu: Yes, sometimes I’m (I am) so confused as to who isShruti and who is Suman.

Diya: Yes, sometimes you can’t (cannot) tell Shruti fromSuman. Mostly when they’re (they are) wearing woollencaps.

Dipu: Is Mini Aunty coming with us?

Diya: Yes, she’s (She is) coming.

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Telling Us MorePage 22

The students could be made to read the given sentence and it couldbe pointed out that how the highlighted word adds to the meaningof underlined words.

A. 1. Tolstoy Marg is a busy street.

2. Anu has shiny hair.

3. I have a sharp knife.

4. Subhu is a happy child.

5. My mother makes tasty pao–bhaji.

B. The teacher should encourage the students to come up with theirown answers.

Mani, the PostmanPage 23

The students could be made to read the paragraph about the postmanto know the things that the uses.

A B C

plough farmer axescissors barber bladebrush painter painthose fireman gloves

blackboard teacher penflour baker oven

screwdriver mechanic pliersgloves boxer pads

NOTE: The given answer is not the standard one. The studentsshould be encouraged to think independently and come up withtheir own answers.

42

An Umbrella or A Raincoat?Page 24

NOTE: The usage of a and an should be properly explained to thestudents.

A. a camel a fan an igloo a pen

a jug an ant an eraser an egg

an axe a letter a tree an eagle

B. 1. Diya wants to be a teacher.

2. Gayatri wants to eat an egg every morning.

3. Rik got a cycle for his birthday.

4. I saw an anthill in the park.

5. The story had a mouse and an elephant.

6. Leela’s father is an architect.

7. My father eats an onion everyday.

8. She wants a notebook to do her work.

Ask and TellAsk and TellPage 25

NOTE: The teacher should explain the usage of full stop and aquestion mark.

1. Kaha was a beautiful bird.

2. Are you going to Kerala?

3. My friends always help me.

4. Can I come with you?

5. Where is my watch?

6. Have you ever seen a Bunyip?

7. It is cold outside.

8. The teacher did not come today.

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9. Did you like the chocolate?

10. She will go by bus.

It’s Christmas Time!Page 26

Students should write the sentences as given in the book.

1. Jatin has brought a crate of juices.

2. Mili has brought a box of choclate cakes.

3. Shiny has brought a packet of dhoklas.

4. Imran has brought a bowl of green chutney.

5. Juhi has brought a set of paper plates.

6. Harpreet has brought a jar of salted peanuts.

7. Philo has brought a tin of home–made cookies

8. Runa has brought a tin of home–made cookies

She was… They were…Page 27

NOTE: The teacher should make the students read the sentencesand explain them the difference between was and were by givingmore examples. Then they can solve the given exercises.

A. 1. There was a wise old man living in a cave.

2. Deepak’s friends were happy to learn from his father.

3. The poor old fisherman was greedy.

4. Last week, it was a very pleasant weather.

5. The children were out in the garden.

B. 1. Nikhil’s aunt and uncle were kind and loving.

2. There was a big lake near our hotel.

3. My feet were cold when I look off my shoes.

4. It was a rainy day when my uncle came from Bombay.

44

5. Vikram’s grandmother was a doctor.

6. The children were waving happily at their parents.

Writing a NotePage 28

NOTE: The teacher could help the students to write the note andcare should be taken that the students should be the activeparticipants in writing the note.

The Moon and the TajPage 29

The teacher can explain the use of the in an elaborate manner.

A. 1. a.

2. b.

3. c.

4. d.

5. b.

6. e.

C. The moon came up at 8 o’clock. Tinni and Raghu ran towardsthe main building. The tomb shone like a huge pearl! The childrenwere excited. The Taj Mahal was looking really beautiful. It is thebest monument in the world.

The Food FestivalPage 30

NOTE: The teacher could explain the concept of past tense(things which have already happened).

1. It was drizzling so Muniya took out her blue umbrella.

2. Our librarian told us the story of Jack and the Beanstalk.

45

3. Yesterday, Nidhi went to her dance class.

4. Our teacher sung a song for us.

5. Soha gave me her new set of colours.

6. Last week, we got our report cards.

7. Bula eat/ate up her friend’s tiffin before the bell rang.

8. Mother bought a new dress for me.

Important SoundsPage 31

NOTE: The teacher should clearly explain the difference between/s/ and /k/ sound and the long/o/ and /ow/ sound.

/s/ sound /k/ soundface coldlace cardice cartrace cubpencil coatfence copycereal carrot

campcookcandycalfcoffeecandlecake

/o/ sound: grow, know, arrow, pillow, snow, narrow, tow, shadow,flow

/ow/ sound: town, brown, flower, shower, down, towel, crowd,how, allow

NOTE: The given sentences should be read aloud with proper stresson the highlighted words. The teacher can help the students inlearning the correct verb usage so that they can attempt the givenexercises.

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Who Goes TherePage 32

The given sentences could be read aloud with proper stress on thehighlighted words. The teacher can help the students in learning thecorrect verb usage so that they can attempt the given exercise.

A. 1. She does the class work herself.

2. They do a quiz every week.

3. The children go for swimming in the VI period.

4. Vinita does the art work neatly.

5. My grandfather goes for a walk everyday.

6. We’ll go for an outing in March.

B. I go for a picnic.

You go to play in the park.

We do our work quickly.

He does cleaning once a week.

He does his work untidily.

They do yoga everyday.

C. 1. My mother cooks very well. Page 33

2. Maria and her brother sleep in the car.

3. These boys never come for the class.

4. Geeta’s dog likes to eat biscuits.

5. Do you come for the cricket practice?

6. He plays carom very well.

7. Vikram puts his bat away everyday.

8. Owls sleep through the day.

9. I bring my work home everyday.

10. Shalu and Ritu like to ride their bicycles in the evening.

11. My father listens to the 9 o’clock news everyday.

12. Rinku dances with her friends.

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In Place of a Naming WordPage 34

NOTE: The sample sentences could be read aloud in the class andthe import can be explained to the students.

A. 1. I ate the mango. It was sweet.

2. The children were happy. They were going for a picnic.

3. Deepak’s mother was happy. She gave him a card.

4. Akbar was a great ruler. He was also very kind.

5. Dhriti and I play together. We play teacher–teacher at times.

B. 1. Reeva and Jay are good friends. They live in Neeti Bagh.

2. Rajeev Sir is our Western Music teacher. He plays the guitarand drums.

3. Shobha aunty has bought a new car. It is red and shiny.

4. My cousins will be here tomorrow. We would go to visitthe Red Fort.

5. Anshu Ma’am is our Music teacher. She plays a harmonium.

There and TheirPage 35

NOTE: The difference between there and their should be wellexplained.

Anu and Ali are going to Corbett Park in their winter holidays, withtheir parents. They are very excited because they have to stay incamps there, and not in a hotel. It would be very cold there So theyhave to carry their caps and mufflers. Their friends have told themthat they could see many animals and birds there. There could bea surprise if they are able to spot a tiger. The children are happilyhelping their. parents to pack for the trip. The bus terminus is neartheir house. They have to reach there at 5 am. So Anu and Ali areready with their backpacks and water bottles for the trip.

48

Mister and MissusPage 36

A. The students should write the shorts forms the given words ontheir own, based on the examples given in the table.

1. Dr B C Negi2. MP3. S V N4. UP5. Mrs R Khanna6. I E R7. HT8. Mr L K Das

B. 1. Times of India2. World Bank/Workbook

Tara’s ListPage 37

NOTE: The notion of apostrophe should be well explained to thestudents. The ‘where’ and ‘why’ of its use should be taught as well.

A. The students can do this question on their own.

B. 1. Which way is the girl’s hostel?

2. Prerna’s cycle is brand new.

3. My pet’s name is Coco.

4. Is this Zia’s sharpener?

5. That is Sumi’s brother’s photo.

6. The fairy found out Rini’s address.

7. I will go to my nani’s house on Sunday.

8. Baya’s nest was blown away in the storm.

9. Deepak’s mom gave him a nice card.

10. The two brothers ran to their brother’s house quickly.

49

Page 38

C. 1. This is the palace of a king.

It is a king’s palace.

2. This is the pencil box that belongs to Mukund.

It is Mukund’s pencil box.

3. This is the table of the teacher.

It is the teacher’s table.

4. This is the gun of a hunter.

It is the hunter’s gun.

5. This is my friend’s house

It is my friend’s house

6. This is the muffler that belongs to Suree.

It is Suree’s muffler.

6. This is the tail of a lion.

It is a lion’s tale.

7. These are the feet of the duck.

These are the duck’s feet.

Apoorv’s FamilyPage 39

The students can be explained the different words that are used formales and females.

• brother sister

• father mother

• uncle aunt

A. she heprincess princequeen kinglioness lion

50

daughter sonactress actormummy papaniece nephew

NOTE: The teacher can also talk about the masculine and femininegender.

B. 1. The hen was sitting on the eggs, and the cock was chasingaway the chickens.

2. The tiger and the tigress were playing with the cubs.

3. This girl and that boy work in the same office.

4. The man and the woman/lady were waiting for the bus.

To or Too or TwoPage 40

The difference between the three words should be well–explained.

A. Lali is a small little dog. She belongs to the whole colony. Shehas a soft and brown coat and two beady little eyes. She comes toall of us for a pat. She is too loving to be shooed away. She takesturns to visit our homes for her meals. Many of us have made warmlittle beds in front of our doors, between the two blocks of flats.At night, Lali is free to come to any of her beds to sleep.

B. The teacher will help the students to make sentences on theirown.

ConnectingPage 41

And and but as connectors should be taught and how they differfrom each others should be well explained.

A. 1. The fruits are fresh and juicy.

2. It is cold and windy.

3. The merchant was rich and cunning.

51

B. 1. Runa wants to go to school but she has fever.

2. It is cloudy but it is not raining.

3. Harish was tired but he wanted to complete his work.

C. 1. The Kaha bird is big and strong.

2. I wanted to play hide–and–seek but none of my friendswere there.

3. It was cold and wet in the hills.

4. Renu knew the address but could not find my house.

5. The woman was old but strong enough to walk without astick.

One and More Than OnePage 42

The sentences should be filled in with the correct plural form of thewords given in the brackets.

A. 1. There are four chairs (chair) around the table.

2. There are many tomatoes (tomato) in the basket.

3. We wear black shoes (shoe) to school.

4. Gayatri has two new pencils (pencil).

5. There are five benches (bench) in the park.

6. The girls (girl) are going to the play ground.

B. The puppies (puppy) and ponies (pony) are animal babies (baby).The cities (city) of fairies (fairy) have strange little stories (story)where skies (sky) are all yellow and the sun is a blue hollow!

Let’s WritePage 43

NOTE: The teacher can help the students to write the sentences.He/She could act as a facilitator motivating students to thinkindependently.

52

CollectionsPage 44

A. The correct number should be written against the words. Thisquestion should be left on the students to answer.

bunch _6_ crowd _7_ flock _1_ crate _4_

pair _5_ box _3_ herd _8_ bundle _2_

B. The teacher can help the students to write sentences on theirown. Care should be taken that the students should be the activeparticipants.

It’s Different!Page 45

A. The students should make changes as directed in the question.

What is a ladybird? It sounds like a bird but it is a little insect. Thispretty insect is found mostly in gardens. It moves quietly among theplants or in the grass. It is red in colour and has black spots all overits body. It is slightly oval. It has three pairs of thin legs to moveon. It can also fly for a very short distance. It looks so pretty thatyou would like to touch it. Sometimes children pick it up put itin little boxes and show it to their friends and teachers. Have youever seen a ladybird?

B. The teacher could encourage the students to come up with theirviews. The teacher should initiate a discussion and then the tell thestudents to pen down their views.

Long Ago…Page 46

A. The blanks should be filled in with the correct verb form.

We once went (go) to a school with a big playground. There was ahuge mulberry tree in the middle of the ground. There was a jungle

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gym, a slide and two swings on one side. The library was nice too.In the library, the children sat (sit) on the colourful mudas and kept(keep) their books on low and round tables. The shelves were placedlow and the children saw (see) and took (take) out books of theirown choice. They could also put them back again. Ms Muni Bajpailooked (look) after the library. She helped (help) the children tochoose their books. She was nice and friendly.

B. The teacher will help the students to write the paragraph afterholding a class discussion. The teacher involve all the students andgive them time to speak up their mind.

Why? Because…Page 47

NOTE: The students could be taught about ‘why’ as the questionword and ‘because’ as the ‘reason’ word.

1. Parth is crying. He has hurt his toenail

Why is Parth crying?

Parth is crying because he has hurt his toenail.

2. Dhriti cannot eat an ice cream. She has a cold.

Why can’t dhriti eat an ice cream?

Dhriti can’t eat an ice cream because she has a cold.

3. Darrel is sad. His best friend has gone to Mumbai.

Why is Darrel sad?

Darrel is sad because his best friend has gone to Mumbai.

4. Mr Singh is late. He has missed his bus.

Why is Mr Singh late?

Mr Singh is late because he has missed his bus.

5. Kiran is worried. She has lost her purse.

Why is Kiran worried?

Kiran is worried because she has lost her purse.

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Many ThingsPage 48

The students could be taught that commas is used to separatedifferent things in a lists but it is not used before and.

A. 1. Kaha was a big, beautiful, kind and a gentle bird.

2. Bingo is a big, fat, hairy and lazy dog.

3. Mother wants sugar, tea, salt and oil from the grocer’s shop.

4. Penaz bought a small mirror, a cane basket, a rag doll anda pair of gloves from Delhi Haat.

5. Zia brought kebabs, sandwiches, toffees and oranges for theparty.

6. Raja, Amit, Tapan and Tanvi were in the same class.

7. The glass on my table has a pair of scissors, a small ruler,two pencils and a brush.

8. Orange, pink, yellow, red and purple are my favouritecolours.

The Fair Girl at the FairPage 49

NOTE: The teacher could explain the different meanings of thesame word and also give more examples.

A. 1. My father keeps his money in a bank.

2. Raghav left for the market at 5 o’clock in the evening.

3. Can you give me a sheet of paper?

4. His house is on the bank of River Ganga in Haridwar.

5. Ketan has a blue sheet on his bed.

6. Varun played many games at the village fair.

7. If we get late, we need to pay a fine at the gate.

8. Roshan writes with his left hand.

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9. The weather is just fine today for an outing.

10. The fair princess believed the wicked magician.

B. The teacher will help the students in making sentences with thesame word bringing out different meanings.

Mehak’s BookmarkPage 50

A. The sentences should be numbered in the correct order.a. draw a funny face on one side of the card 3b. put the ribbon through the hole 8c. stick the bindis in place of eyes/use the plastic eyes 4d. colour the funny face 5e. make a nice border 6f. punch a hole 7g. measure and put the markings on the sheet 1h. cut out the card neatly 2

B. The teacher will help the students to make beautiful card. TheArt teacher can also help the students in this aspect.

Happily or Sadly?Page 51

The sample sentences can be read out aloud in the class and theimportance of the highlighted should be explained.

A. 1. The children clapped loudly at the clown.

2. Neeru spoke politely to the man on the train.

3. The trekking team came back safely from Uttarakhand.

4. Deepak looked lovingly at his baby sister.

5. The little girls skipped happily in the park.

6. Anu wrote out the card neatly.

B. The teacher will help the students in making nice and precisesentences.

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Fun with LettersPage 52

A. The students should try finding out the words with some set ofletters on their own.

team meat

was saw

mile lime

stop post

B. The students should try to make new words on their own.

1. dear 2. life 3. mane

4. listen/enlist 5. state 6. note

C. The teacher will help the students to make sentences on theirown.

As Fluffy as Candy FlossPage 53

NOTE: The teacher will explain the students the way of comparingthings using as. She/he can also elaborate the use of similes throughthe use of more examples.

A. 1. Sita’s hair is as black as the night.

2. The puris have become as stiff as leather.

3. The baby’s skin is as soft as kitten’ coat

4. Piu’s bag is as heavy as a log.

5. The litchees are as sweet as sugar.

6. Mr Chatterjee is as straight as a ruler.

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Lost and Found!Page 54

NOTE: The teacher will help the students to write down the twonotes. The teacher should make it a point to involve all the studentsin the thinking process.

Different SoundsPage 55

A. Read aloud the words in each group. Underline the word withthe different sound in each group.

1. do moo shoe home who

2. come some ton won tone

3. home tone gone stone bone

4. doe crow mow don low

5. poor cool pool wool hoot

6. wood stood hood stool good

7. shot rode pot pod rod

B. i sound as in bird—sir, stir

i sound as in kite—rice, side, bike, fire, write, hire, mile, wirei sound as in king—spin, dish, milk, ring, pink

RiddlesPage 56

The answers should come from the students.

Red little ….. the ground: carrot

My leaves.....in me: book

Bandy legs…… the green: frog

It has… handy: chair

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In our …sound: fridge

It is running… away: clock

Never planted… knows: hair

QuestionsPage 57

The teacher can talk about the question words starting with ‘wh’and their meaning.

• What is this? 2 • Where is my book? 1

• When do you sleep? 6 • Why are your laughing? 4

• Who is coming? 3 • Which one is your kite? 5

B. 1. Q: Where do you live?

A: __________________________________________2. Q: Why are you crying?

A: __________________________________________ 3. Q: Which chocolate do you want, Dairy Milk or Kit–Kat?

A: __________________________________________4. Q: What is your sister doing?

A: __________________________________________5. Q: When is your lunch break?

A: __________________________________________6. Q: Where/Who is your partner?

A: __________________________________________NOTE: The answers should come from the students. They can givedifferent answers for each question. Every view point should begiven due weightage.

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Once Bitten, Twice ShyPage 58

A. The teacher should divide the class in pairs and tell each pair toenact the story. One or two enactments can be shown to the classas model enactments.

B. The blanks should be filled with appropriate ing words.

1. ‘Once bitten twice shy’ is a saying.

2. The dog was lying in the sun.

3. The wolf was waiting/going to eat the dog.

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C. Correct past form should be filled in. The students should firsttry it out on their own.

1. cried 5. catched

2. thought 6. shouted

3. went 7. spotted

4. replied 8. returned

D. The students can be asked to make sensible questions to whichthe given statement should be the answer.

1. Where was the dog when the wolf returned?

2. What did the dog say?

3. When the wolf came from behind where was the dog lying?

4. Who was the smarter of the two—the dog or the wolf?

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Reading SignsPage 60

A. The teacher should make the students read the signs correctlyand explain them their meanings.

B. Signs should be matched correctly to their places.

1. Casualty

2. Fixed Rate

3. Silence

4. Security Check

5. Wash Room

6. Gallery

7. Beware of Dogs

8. Coach No AS4

What a Bird ThoughtPage 62

A. 1. This question can be left open to the children’sinterpretation.

2. It lived in a nest made of straw.

3. It saw the blue sky.

B. The question should be left open to the students.

C. clutter mutter butter gutter

D. The students will draw the answers in their notebook. Theteacher can help the students to find the two meanings of the sameword.

E. well, shell, bell, tell, etc

other, mother, brother, smother, etc

find, blind, kind, mind, etc

blue, you, due, few etc.

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NOTE: The students can add as many words as they like. Theteacher should hold a class discussion and ask the students to standup and add more words to the list. The teacher can also ask rhymingwords apart from those given in the text.

Find Your WayPage 64

NOTE: The teacher should ask the students to read the map carefullyand then answer the questions on their own.

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Creative activities Page 9

NOTE: You can ask the children to reflect on their relationshipwith their grandparents and list down their qualities andcharacteristics. They can also be encouraged to engage in some routineactivity of their grandparents—such as watering plants, putting an eyedrop, accompanying them to the park, etc.

Toad Brings Down the RainCreative activities Page 7

Problem They had a very hot summer withno rain at all.

Solution They asked the swallow to fly upto the blind god Yuku and askhim for rain.

Who went first? Swallow went first.

What happened to him?

Why? He led Yuku to the village but diedbecause he could not withstandthe storm clouds, wind, thunderand lightning.

Who followed? Sparrow followed Swallow.

What happened to her? She too tried to guide Yuku tothe village because she wasn’tstrong enough to fly in the stormand died like Swallow.

Who succeeded? Toad succeeded because he had toget Yuku to their village.

TTTTTHEHEHEHEHE S S S S STORTORTORTORTORYTELLERYTELLERYTELLERYTELLERYTELLER

Granny Granny Please Comb My Hair

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B. They were desperate because there had been no rain at all. Thestreams had run dry and there was little water to drink. Thecorn they had sown would shrivel in the heat and the land washard and cracked.

C. They had the same end because they could not withstand thestorm that followed them when they tried to lead Yuku to theirvillage.

D. Toad did not lead Yuku but followed him instead therebyescaping the storm and thunder. Finally, when Yuku sloweddown sufficiently, Toad jumped onto his back and led him tohis village.

E. This question should be left open to the children’s interpretation.

F. This question should be left open to the children’s interpretation.

G. storm, wind, thunder, lightning, water, wet, puddles

H. You could ask the children to express how they enjoy the rainand the special things they do when it rains. They could also beasked to discuss the qualities of the toad who proved to be themost resourceful and brought an end to their problems.

What is Pink?Creative activities Page 10

NOTE: You could ask the children to read the poem aloud andthen identify the rhyming words. As an additional vocabulary exerciseyou could also help them elicit the meaning of ‘brink’, ‘mellow’ and‘twilight’.

The Pixie ClubCreative activities Page 15

A. 1. Kanika was annoyed with Priya because she got a new cycleand didn’t play with her any more.

2. Priya asked Kanika to return the Barbie doll sports clothesshe had lent her and said she didn’t care about the Pixieclub.

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3. Priya told Kanika that sticks and stones may hurt her bonesbut words would never hurt her.

4. Kanika agreed to have lunch with Priya because her parentshad issued an invitation but she said she will be polite butnot friendly.

5. Priya finally accepted the invitation to join the Pixie club.

Questions B, C and D should be left open to the students.

NOTE: The children can be asked to talk about their friendshipsand how they have successfully resolved a fight. Encourage them toexpress how they felt after that.

If You Should Meet a CrocodileCreative activities Page 17

NOTE: You could draw the children’s attention to how the poethas not only described a crocodile but also issued a warning tellingchildren to be careful if they ever come across one.

A. frightening, sleepy, quiet

B. The question should be left open to the students. They can writethe letter with the help of the teacher.

Gift of the GhostsCreative activities Page 24

A. They helped the Brahmin the first time as he had helped releasethem from the well.

B. He probably meant that he should not have been greedy norshould he have cheated his uncle.

C. 1. True

2. False

3. False

4. True

5. False

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D. The teacher can divide the class in groups and then hold adiscussion on this topic. Students should be motivated to come upwith different ideas and speach in front of the class.

E. 1. very sad2. to disappear suddenly3. connected with the nose4. cunning5. the end of an arm or a shirt6. walk very silently

F. 1. not a soul no one there2. set off left3. play the fool to joke4. quiet as a mouse very silently5. black and blue bruised very badly

The sentences should be made by the students as they know themeanings.

NOTE: You could ask the children to enact this story and alsowrite a diary entry as the nephew, expressing regret for what he didto his uncle.

Grandmother Spider Brings LightCreative activities Page 31

A. There was chaos in the animal world because their part of theworld did not have any light and they kept bumping into eachother as they moved around.

B. This question should be left open to the children’s interpretation.

C. She was wise, intelligent, planned her strategy well and wasdetermined too.

Page 32

D. 1. came down with a rush

2. ashamed

3. very tiny

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E. The question can be left open to the students. They can answerit after discussing it with their partners.

F. This question could be treated as a group activity. The card canbe made in groups of four/five.

G. The question should be left open to children’s imagination. Theillustration could be made on a chart paper and best three can bedisplayed on the class bulletin board.

NOTE: The children could be asked to share their research on howcertain creatures are of use to us. They could also be made to reflecton how brains and not brawn helped the animals.

I wish I werePage 33

NOTE: This poem should be read aloud with the sole purpose ofenjoying the wordplay and humour.

The question could be left open to student’s imagination.

KitesCreative activities Page 40

The questions are open-ended.

NOTE: In addition to the given activities, you could also ask thechildren to make their own kites and name them. You could askthem to write a special message on their kite and display it in class.

Upside DownCreative activities page 41

A. Yes the poet does seem to like them as he marvels at these littlecreatures and tries to imitate them.

B. This question should be left open to children’s ideas.

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C. 1. very amusing

2. strange

3. peculiar

D. that and flat, wall and all, more and floor

E. This question should be answered by the students on their owndepending upon their own notion of the world.

F. This should be left open to student’s personal perception.

NOTE: You could ask the children to reflect on the other thingsinsects can do but they cannot. They could enlist them and thenread them out in class.

Gopal Bhand, the Star CounterCreative activities Page 48

A. The problem was that the Maharaja was asked by the Nawab tofind out how big the earth is and how many stars there are in thesky.

B. He was dumbstruck by Gopal’s answers as he knew he had beenoutwitted by Gopal who asked him to count the hair on the sheepto find the answer to his questions.

C. The answer to this question will vary from student to student.

D. Yes in a way because he realized that his answer was infinity.

E. 1. muttering 2. twirled 3. finest4. amaze 5. nonsense 6. splendid

F. Gopal—intelligent, ambitious, spendthrift, trickster, proud

Nawab—ambitious, patient, good–humoured, generous, proud

Maharaja—helpless, obedient, confused, loyal

G. This question should be left at child’s discretion.

NOTE: You could initiate a discussion in class about the kind ofperson one would want to be—the Nawab, Maharaja or Gopal andalso how else the Nawab’s strange request could have been tackled.

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The Amazing ShawlCreative activities Page 57

A. This question can be left open to the children’s interpretation.

B. Vatchagan wove a message to Anait in the cloth of gold tellingher where he was.

C. 1. she had beauty and brains2. able to earn enough on his own3. intelligence

D. The students should discuss it with their partners and thenformulate a logical answer.

E. M A S T E R P I E C E

G O C H A H R I P F D

X S O I P G A D A S U

R H U U B O I H X I N

P R N P J Q S A O U G

N T D A I R E F U S E

S K R S Z Z G G K G O

O U E L S S L D B A N

Z V L O O M Y B S Z I

Z C F R U K P I E B G

J A E B P R A I S E F

A M A Z E D J Q E O G

F. The children can draw the shawl on their own but in the guidanceof the teacher as they have to put in the secret message in it.

NOTE: The children can be asked to voice what they have learntfrom this lesson and give reasons for their points of view.

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