Marigold

Book Five

Textbook in English
for Class V

2019-2020
 ISBN 978-81-7450-813-3
First Edition
February 2008 Phalguna 1929 ALL RIGHTS RESERVED
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 FOREWORD

The National Curriculum Framework, 2005, recommends that

children’s life at school must be linked to their life outside the school.
This principle marks a departure from the legacy of bookish learning
which continues to shape our system and causes a gap between the
school, home and community. The syllabi and textbooks developed
on the basis of NCF signify an attempt to implement this basic idea.
They also attempt to discourage rote learning and the maintenance of
sharp boundaries between different subject areas. We hope these
measures will take us significantly further in the direction of a child-
centred system of education outlined in the National Policy on
Education (1986).
The success of this effort depends on the steps that school
principals and teachers will take to encourage children to reflect on
their own learning and to pursue imaginative activities and questions.
We must recognise that given space, time and freedom, children
generate new knowledge by engaging with the information passed on
to them by adults. Treating the prescribed textbook as the sole basis
of examination is one of the key reasons why other resources and sites
of learning are ignored. Inculcating creativity and initiative is possible
if we perceive and treat children as participants in learning, not as
receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and
mode of functioning. Flexibility in the daily time-table is as necessary
as rigour in implementing the annual calendar so that the required
number of teaching days are actually devoted to teaching. The
methods used for teaching and evaluation will also determine how
effective this textbook proves for making children’s life at school a
happy experience, rather than a source of stress or boredom. Syllabus
designers have tried to address the problem of curricular burden by
restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for
teaching. The textbook attempts to enhance this endeavour by giving
higher priority and space to opportunities for contemplation and
wondering, discussion in small groups, and activities requiring
hands-on experience.
NCERT appreciates the hard work done by the textbook
development committee responsible for this book. We wish to thank
the Chairperson of the advisory group at the primary level, Professor
Anita Rampal and the Chief Advisor for this book, Professor R. Lalitha

2019-2020
Eapen (CIEFL, Hyderabad) for guiding the work of this committee.
Several teachers contributed to the development of this textbook;
we are grateful to their principals for making this possible. We
are indebted to the institutions and organisations which have
generously permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the National
Monitoring Committee, appointed by the Department of Secondary
and Higher Education, Ministry of Human Resource Development
under the Chairpersonship of Professor Mrinal Miri and
Professor G.P. Deshpande, for their valuable time and contribution.
As an organisation committed to the systemic reform and continuous
improvement in the quality of its products, NCERT welcomes
comments and suggestions which will enable us to undertake further
revision and refinement.

New Delhi Director

30 November 2007 National Council of Educational
Research and Training

iv

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 Textbook Development Committee

CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS AT THE

PRIMARY LEVEL
Anita Rampal, Professor, Central Institute of Education, Delhi
University, Delhi

CHIEF ADVISOR
R. Lalitha Eapen, Professor, English and Foreign Languages
University (EFLU), Hyderabad

CHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department of
Education in Languages, NCERT, New Delhi

MEMBERS
Anupama Chatterjee, Primary Teacher, Army Public School,
Kolkata
Arti Rawat, Primary Teacher, Kendriya Vidyalaya, Raiwala, Dehradun
Jaishree Acharya, Senior Consultant, Education Development
Centre, New Delhi
Maitrayee Gopalakrishnan, Primary Coordinator, J.H. Ambani
Saraswati Vidya Mandir, Surat, Gujarat
Pinkoo Chawla, Primary Teacher, Kendriya Vidyalaya, AA1,
Rangpuri, New Delhi
Renu Viswanath, Primary Teacher, Mother's International School,
New Delhi
Sangeeta Dhall, Primary Teacher, La Martiniere Jr. College,
Lucknow
MEMBER-COORDINATOR
Usha Dutta, Former Professor, Department of Education in
Languages, NCERT, New Delhi

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 Acknowledgements

The National Council of Educational Research and Training thanks the

following authors and copyright holders for granting permission to use
poems and stories included in this book. Ice-cream Man by Rachel Field;
Teamwork by Jan Nigro. A wise old bird by Shivkumar changed to Flying
Together, from Stories from Panchatantra; Children's Book Trust, New
Delhi; The Ant and the Dove, Aesop's Fables; Robinson Crusoe adapted
from Daniel Defoe’s Robinson Crusoe; Crying by Galway Kinnell; My Elder
Brother translated and adapted from Bade Bhai Saheb by Premchand;
Rip Van Winkle adapted from the Legend of Rip Van Winkle by Washington
Irving; Class Discussion by Gervase Phinn; The Talkative Barber adapted
from the Arabian Nights; A Lion by Joseph G. Francis; Topsy-turvy Land
by H.E.Wilkinson; Gulliver’s Travels adapted from Jonathan Swift's
Gulliver's Travels; Nobody’s Friend by Enid Blyton; The Little Bully
adapted from Enid Blyton’s The Little Bully. Sing a Song of People by Lois
Lbnski; Around the World adapted from Around the World in Eighty-days
by Jules Verne; Day by Day I Float My Paper Boats by Rabindranath
Tagore; Malu Bhalu excerpts from Malu Bhalu by Kamla Bhasin
translated by Sandhya Rao, from the original Hindi — first published by
Tulika Publishers, Chennai in 1999; Who Will be Ningthou? a story from
Manipur by Indira Mukherjee, published by Tulika Publishers, Chennai
in 1999.
The Council also gratefully acknowledges the contributions of
Vandana R. Singh, Consultant Editor; Neena Chandra, Copy Editor;
Arvind Sharma and Haroon, DTP Operators.
It has not been possible to trace the copyright in all the cases. The
publishers apologise for any omissions and would be glad to hear from
any such unacknowledged copyright holders.

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 CONTENTS
Foreword iii

Unit 1 2-19 Unit 6 94-109

Ice-cream Man 2 Class Discussion 94
Wonderful Waste! 10 The Talkative Barber 100

Unit 2 20-41 Unit 7 110-129

Teamwork 20 Topsy-turvy Land 110
Flying Together 28 Gulliver's Travels 116

Unit 3 42-57 Unit 8 130-147

My Shadow 42 Nobody’s Friend 130
Robinson Crusoe 48 The Little Bully 135
Discovers a footprint

Unit 4 58-77 Unit 9 148-160

Crying 58
Sing a Song of People 148

My Elder Brother 64

Unit 10 161-178
Unit 5 78-93
Malu Bhalu 161
The Lazy Frog 78
Who Will be Ningthou? 167
Rip Van Winkle 82

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Unit
1 Ice- cream Man

Read and Enjoy

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 What is cold, sweet and creamy, and
wonderful to eat? Everyone's favourite treat especially
on a hot summer day is an ice cream! And everyone's
favourite person might just be the Ice-cream Man!

When summer’s in the city,

And brick’s a blaze of heat,
The Ice-cream Man with his little cart
Goes trundling down the street.
Beneath his round umbrella,
Oh, what a joyful sight,
To see him fill the cones with mounds
Of cooling brown and white:
Vanilla, chocolate, strawberry,
Or chilly things to drink
From bottles full of frosty-fizz,
Green, orange, white, or pink.
His cart might be a flower bed,
Of roses and sweet peas,
The way the children cluster round
As thick as honeybees.

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 blaze
New Words
: bright flame or fire
trundling : moving on small broad wheels
mounds : heap, pile
frosty-fizz : chilled drink making a
hissing, bubbling sound
cluster : gather around, group of similar
things

Reading is Fun
1. In which season is ice cream popular?
2. Who feels joyful on seeing the Ice-cream Man?
3. Name the different flavours of ice cream the Ice-cream
Man has in his cart.
4. What are the two things that the Ice-cream Man is selling?
5. What is the ice-cream cart compared to in the poem?

Let's Write
Having an ice cream on a hot summer day is exciting and
enjoyable.
1. Write about some of the exciting and enjoyable things that
one can do in the winter season.
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

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2. List as many summer activities as you can.

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

3. Now group these activities into indoor and outdoor

activities.
______________________ ______________________
______________________ ______________________

Say Aloud

Circle the words where you get a zzzzz sound.

One is done for you.

honeybees
price prize maze face
rice rise blaze fizz
lazy lacy busy racy
raise rays race ace
chase this these frosty

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 Let's Listen

1. Listen and tell the sounds that these words in the poem
produce.

4 cart ___________________

4 drinks ___________________
Can you make these sounds?
2. What are some of the different sounds you hear when
the Ice-cream Man comes?

Find Out and Write a Report

Here is a report on Uncle Lal’s farm.
Father took me to visit Uncle Lal’s dairy farm.
I saw all of Uncle Lal's cows. He has fifty
cows. They eat grass in the big green
farms. In the evening the farmers bring
them to the barn to be milked. Uncle Lal
sells his milk in the city.
When writing a report, remember to do these things

4 Think of a good title. Write it correctly.

4 Keep to your subject.
4 Tell things in the right order.
4 Make your paper look neat.
In groups of four, write a report on different brands of ice
creams available in your area.
You may use the following clues.
4Start with a short introduction which contains the topic.
4Then list the ice cream brands available in your area.
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4 Next, say which are the common flavours of ice
cream in each of the brands.
4 Under each brand, find out which flavours
are being sold the most. Also find out their
prices.
4 Finally, write which do you think is the
most popular ice cream.
___________________________________________
____________________________________________
____________________________________________
_____________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Word Building

1. Colour the boxes that have rhyming words.

city heat blows do

cart street goes go

hard bowl cow label

yard doll so table

sky play race write

my obey face night

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 2. What do the following words describe in the poem?
joyful ______________________________________________
little ______________________________________________
round ______________________________________________
What are the describing words used in the poem for the
following?
____________________ mounds
____________________ flavour
____________________ cluster

Fun Time

1. Colour the boxes with the colours of the flavours

mentioned in each.
chocolate vanilla orange black currant

strawberry raspberry butterscotch pista

2. Draw and colour your dream ice cream.

Describe it using interesting describing words — the
colours, the flavours, the size, how it looks, tastes, feels etc.

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3. Have you ever eaten kulfi, the ice cream from North
India?
The following sentences describe how it is served but
they are not in the correct order. Write the correct
number before each sentence.

____ He scoops out the kulfi on a plate.

____ Then he pours some sweet syrup over it

and serves it.

____ The kulfiwala takes the kulfi mould out

of the pitcher.

____ He arranges some falooda around it.

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 Wonderful Waste!
Waste can be quite useful !
Find out for yourself from this story...

Once, the Maharaja of Travancore

ordered a grand dinner in his palace. In the
afternoon before the dinner, the Maharaja
entered the kitchen to survey the dishes that
had been prepared for the feast.
“What are you going to do with those
vegetable scraps?” he asked the cook,
pointing to the basket of scraps near the
cook. The cook replied, “They are waste. We
will throw them away.”
“You cannot waste all these bits and
pieces of vegetables. Find a way to use them,”
the Maharaja commanded sternly and
walked away.
The cook was in
a fix and kept
staring at the
vegetable scraps for
some time. Suddenly,

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an idea flashed across his
mind.
He took all the
vegetable bits, washed
them and cleaned them
well.
Then he cut them into
long strips. He put them in
a huge pot and placed it on
the fire to cook. Next, he
ground some fresh
coconut, green chillies and
garlic together. He added
this paste and some salt to the cooking vegetables.
A tempting smell started coming from the pot.
Now he whipped some curd and added it to the curry.
He also poured a few spoonfuls of coconut oil and
decorated the dish with curry leaves.
Lo and behold! The new dish was ready.
The cook served this new dish to the guests that
evening.
Everyone was eager to know the name of
the new dish. The cook thought and
thought. Then a name came to
his mind. He named it avial
(uh-vi-ul).
Avial became famous all
over Kerala and is now one of the dishes in
a traditional Kerala feast. And imagine, it
all came from a basket of waste!

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 in a fix
New :Phrases
a situation hard to
escape from
flash across the mind : suddenly think of
lo and behold : look! what a surprise
traditional feast : hearty meal for many
guests served on a
special occasion

Reading is Fun

1. What were the preparations in the palace for?

2. Why did the Maharaja go into the kitchen in the afternoon?
3. What had the cook planned to do with the vegetable
scraps?
4. Ingredients are the things that are used to make a dish.
Circle the ingredients of avial in the box below.

chillies groundnut wood vegetable scraps

coconut roasted peanuts curd pot
garlic broken bangles basket curry leaves

5. State whether the following are True or False.

(i) The king had ordered a dinner in the palace.
__________
(ii) No one had heard of or tasted avial before.
____________
(iii) The cook had planned to make another dish using
12 the vegetable scraps.____________
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1. A recipe is a list of directions to prepare a dish. The
following sentences are not in order for preparing
avial. Number them in the correct order.
Grind some coconut, green chillies and garlic.
Cut the vegetable scraps into long strips.

1 Wash and clean the mix of vegetable bits.

Decorate with curry leaves.
Whip some curd and mix it in.
Pour some coconut oil on top.
Avial is ready.

2. Given in the box are some things that children do after

they reach home from school.

Choose five things that you do when you reach home

from school. Write them in order.

pack school bag put away school bag have lunch

read a story book chat with mummy about school
sleep for a while wash up
do the home work watch TV
go to play change out of school uniform

First, I_______________________________________________.

Then, I_______________________________________________.

Next, I_______________________________________________.

After that, I__________________________________________.

Finally, I_____________________________________________.

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 Let's Talk

The Maharaja was a wise man and ordered the

cook to use the vegetable scraps instead of
throwing them away.

4Name some of the things which are thrown away at home or

in school.
4Sit in groups of four and think of interesting ways in
which they can be made useful.
4Put up your findings on the class board.

Word Building

Pair work
1. Some words have more than one meaning.
For example, point —
Meanings: noun a dot in print or writing, full stop,
decimal, the number you score in
a game
verb to show or call attention to something
Look up the following words in the dictionary. They may
have more than one meaning. List these meanings.
ground ______________________________________________
survey ______________________________________________
scrap ______________________________________________
sternly ______________________________________________
tempting ______________________________________________

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2. Make new words by adding/dropping a few letters from the
root word. Some are done for you.
-ed -ing -er -est
pound × ×
try tried × ×
large × ×
new × ×
tasty tasted tasting tastier
wise × ×
stare × ×
clean

Do any of these words use all of four endings? ______ ______

Find Out
1. Name food that is made in your home
(i) for a feast/ festival.
(ii) when you are unwell.
(iii) everyday.
Share the information with your friends.
2. Avial is a dish made in Kerala.
Do you have a similar dish in your state made from a mix of
many vegetables?

4What is it called? _______________

4Note down the ingredients used to make it.
4Write down the recipe.
4Present attractively and display on the class board. You can
draw and stick pictures too.

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 Bamboo Curry
Have you ever eaten a dish made of bamboo?
Let's read this picture story and find out which part
of bamboo can be cooked and eaten.

1. One day the mother-in-law of

a Santhal bridegroom cooked
a special dish for him when
he visited her.

2. “This curry is delicious. What

is it?” The mother-in-law
pointed at the bamboo door.

3. Next morning, just as he

was about to leave, he
remembered that there was
no bamboo in his village.

4. So he removed the bamboo

door and carrying it with him
left for his home.

5. On reaching his village, he

told his wife, “Make curry
with this bamboo door.”
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 6. She was shocked. “How can I
make curry out of a bamboo
door?”

7. “Come, I'll help you by

chopping up the bamboo,” he
said.

8. His wife boiled it and boiled it.

Later when her husband
tasted it he said, “It’s too hard
to eat. You don’t know how
to cook.”

9. His wife added more water and

boiled it and boiled it.
“It’s still too hard. I can’t eat it.”

10. The in-laws came to visit the

young couple that evening.
They all laughed at his
foolishness. The mother-in-
law said, “ Didn’t you know
the curry was made from
bamboo shoot and not from
a bamboo door?
(A Santhal folk tale)

Did you know this? 17

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 Let's Write
1. Complete the sentences meaningfully.
(i) The bridegroom left with the door of his in-laws' house
because it was made of ______________ and there was
no bamboo in his ______________.
(ii) The bridegroom was unable to have bamboo
curry in the end because ______________
2. Word hunt
Fill in the blanks with words from the story.
(i) The bridegroom went to visit his ______________ .
(ii) The mother-in-law pointed _________ _________the
bamboo door.
(iii) He stayed the night ____________ his in-laws.
(iv) He carried the __________ __________back with him.
(v) The curry was made _________ bamboo shoots.

Say Aloud

im-pa-tient ( im-pay-shnt)
de-li-cious (di-li-shius)
bo-iled
cho-pped
bam-boo
be-gan

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Teacher's Page UNIT I
Poem: Ice-cream Man
Story: Wonderful Waste !
Picture Story: Bamboo Curry
THEMES
Recycling waste
Folk tales
Multi-cultural approach to food
To avoid wastage of food

READING TIME
In every country of the world, there are stories which have been handed down from
grandparents to grandchildren or which have been sung by mothers to their babies.
These stories are called folk tales and tell us about the customs and culture of the place
they are set in.

A Kerala folk tale and a Santhal folk tale have been retold in this unit. The teacher
should encourage children to read folk tales from different parts of the country. The
mother tongue can be given its due place by being used for discussion and
understanding, along with teaching of English.

The Poem and Say Aloud activities should be done through imitation — the teacher
first and then the children. Poems could be recited in groups. They may also be
presented through dramatisation, actions etc. in the school assembly. The children
can make big cutouts of ice creams and vegetables or dress up as particular
vegetables or ice-cream and recite the poem. You could think of a suitable rhythm for
the poem.

CONVERSATION TIME
The Let's Talk section can begin with a discussion started by the teacher, in this case
on environment and recycling of waste. This can be done with the help of a practical
example of children making paper bags from old newspaper. These bags could
be given to the neighbourhood provision store to be used instead of plastic bags.
Remember, paper bags are environment friendly. Old newspapers can also be
used to make envelopes of different sizes and masks for school plays.

WRITING TIME
When we use several sentences to tell others about something that we have
seen, read, heard or done, it is called a report. For Report Writing the teacher,
along with the children, should first go through the report on Uncle Lal's farm.
The children can then do the guided report on ice creams available in their area
or on food, toyshops, soaps, some animal, care of pets etc.

PROJECT WORK
A creative activity should be followed by a presentation before the entire class.
The poems, recipes, the findings of any task etc. could be done as group
activities and presented or displayed in the classroom. This sharing is as
important an experience as any individual activity. 19
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 Unit 2
Teamwork
Do you like to work and play with others?

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Let’s sing and dance
Teamwork, teamwork,
Together we can make our dream work.
Then we'll share the joy of what we've done,
Teamwork, everyone!

It's fun to shoot the basketball through the hoop,

But if nobody passes then nobody shoots.
And the relay race just can't go on,
If nobody wants to pass the baton.

We're the parts that make up the whole,

And we've got our eyes on a common goal.
Sometimes it can be a big plus,
When a you or a me becomes an us!

JAN NIGRO

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 New Words
teamwork : combined effort of a group
hoop : (here) wooden or iron ring
trundled along by child
passes : move onward
relay race : race between teams of which
each person does part of the
distance
baton : short tube or stick carried in
relay race

Let's Read

Complete the following sentences.

1. If nobody passes the ball in a basketball game, then you

can’t______________________________________.
2. In a relay race, if no one passes the baton, then
__________________________________________.

Think and Write

1. Name the team members needed for the following.

(i) To play cricket we need

batsmen, bowlers, fielders, coaches
(ii) To make a film we need
_____________________________________________________
(iii) To run a good school we need
_____________________________________________________
(iv) To run a restaurant we need
_____________________________________________________
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 2. Complete the sets of rhyming words. One has been done for you.

Words from the poem team plus done hoop shoot goal joy

Your own words beam

3. Read the poem.

For Want of a Nail

For want of a nail the shoe was lost,

For want of a shoe the horse was lost,

For want of a horse the rider was lost,

For want of a rider the battle was lost,

For want of a battle the kingdom was lost,

And all for the want of a horseshoe nail!

[traditional rhyme]
Now form questions for the answers given in the speech
bubbles.
Q. ............................................
A. The kingdom was lost because
Q. ............................ the battle could not be fought.
A. The shoe was lost
because of the nail. Q. ....................................
A. The battle was lost
because there was no rider.

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 Now make three more questions and answers from the
poem, Team work.

Q. __________________
Q. __________________ _____________________
_____________________ A. __________________
A. __________________ _____________________
_____________________
Q. __________________
_____________________
A. __________________
_____________________
Picture Composition
Look at the picture and answer the questions in one sentence, using
the word clues given in the box.

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 plumber painter mason
electrician labourer carpenter gardener

1. Who is laying the bricks?

_____________________________________________________________
2. Who is holding the ladder?
_____________________________________________________________
3. Who is the man on the ladder?
_____________________________________________________________
4. Who is making the door?
_____________________________________________________________
5. Who is painting the walls?
_____________________________________________________________
Now make up a story about the picture. Give names to the people. Write
the story showing the importance of teamwork.

Let's Talk

1. In groups of five, discuss what you enjoy doing

alone and what you like doing in a group.
Now prepare a list as shown below.

Things I like doing alone Things I like doing in a group

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 2. In your family, what activities are done individually and as a
group?
My mother decides ___________________________________________.
My father decides ___________________________________________.
I decide ___________________________________________________.
We decide _____________________________________________.
3. In a group, mime an activity (picnic, fair/mela, cricket match
etc.) which you enjoy. The rest of the class should guess the
activity and say whether it is done in a group/alone.

Let's Write

1. In the puzzle find the words given in the column. Notice that these
words are formed by joining two words. One is done for you.
Find some more such words.

sometime a c h g m k e v e r y o n e m f s
everyone b c d e g l n m p r s u v x n l s

basketball a b t e a m w o r k f g i l o w u
nobody s m b c e g l m p r s u v x b t n

teamwork k b s o m e t i m e u g v n o r d
baton e m b c m w m p r q x z w r d q a

t q w b a b s t a n d b y c y p y

b a c a d e f g h i j k l m p s r
a m b t e t m e c a n p o t x b t

l f g o h c n p t y s u w d a x f
l z w n x y v h a n d s o m e u s

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2. Let's write a poem.
I have a kite but need a friend to fly it with,
I know a song but need someone to hear it,
I have a ball but need someone to catch it,
I ____________________________________________________________
I ____________________________________________________________
I ____________________________________________________________
I ____________________________________________________________

Fun Time
Make groups of ten and present one of the following activities
in class.
skit song dance painting a chart for class
make paper bags from old newspaper
Say Aloud
4We sometimes use short forms for some words. For
example, we use I'm for I am and I've for I have. These
shortened words are called contractions.
4The mark ( ’ ) is an apostrophe which shows where the letters are
left out. Now read together.

we will — we'll cannot — can’t we have — we’ve

you have — you've there is — there’s what have — what’ve
we are — we're they are — they’re

1. Write the contractions for the following phrases.

has not ________________ have not ________________
do not ________________ are not ________________
2. Write the full forms for the following.
weren’t ________________ she’ll ________________
wasn’t ________________ who’s ________________

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28

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 Flying Together
What are some of the things your parents and
teachers tell you to do on time? ...Get up in the
morning… do the homework…. pack your
school bag...

What happened when you didn't do as they asked Trees and

you to do? plants are
Deep in a forest stood a very tall tree. Its leafy to be
branches spread out like strong arms. conserved.
This tree was the home of a flock of wild geese. Discuss in
They felt safe there. One of the geese was a wise old class and
bird. find out
He noticed a small creeper at the foot of the tree. which
He spoke to the other birds about it. plants,
“Do you see that creeper?” he said to them. “Let creepers
us destroy it”. “Why must we destroy it?” asked the or trees
geese in surprise. “It is so small. What harm can it may be
do?” “My friends,” replied the wise old bird, “that harmful
little creeper will soon grow. As it creeps up this tree, for the
it will become thick and strong.” existence
“What of that?” asked the geese. “What harm can of others.
a creeper do us?”
“Don't you see?” replied the wise bird, “with the
help of that creeper, it will be possible for someone to
climb this tree. A hunter can come up and kill us
all.”

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 “Well there’s no hurry,” they replied, “the creeper is
very small. It would be a pity to destroy it now.”
“Destroy the creeper while it is still young,” the old
bird advised. “Now it is tender and
you can cut it easily. Later it will
become hard and you will
not be able to cut it.”
“We’ll see, we’ll
see,” answered
the birds. But
they did not
destroy the
creeper. .
They forgot
the wise old
bird’s advice. As
the creeper grew, it
began winding its way up
the tree.
Stronger and stronger it became,
until it was as strong as a thick rope.
One morning when the geese had
gone out in search of food, a hunter
came to the forest.
“So this is where the wild geese
live,” he said to himself. “When they
come back in the evening, I shall
catch them.”
The hunter climbed up the
tree with the help of the
creeper. He got to the top and

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 spread his net there. Then he climbed down and went
away.
In the evening, the geese returned home. They did not
notice the net. As they flew into the tree, they were
trapped. They struggled hard to get out, but could not.
“Help! Help!” cried the geese. “We are caught in the
hunter’s net. Oh! What shall we do?”

“Don’t make a fuss now,” said the wise old bird. “Long ago I told
you to destroy the creeper, but you did not. Now see what has
happened. Tomorrow morning the hunter will come back and kill
us all.”
“We were foolish,” wept the birds. “We are very sorry we did not
listen to you. Please tell us what to do?”
“Then listen carefully,” replied the wise bird. “When the hunter
comes you must all pretend to be dead. Just lie still. The hunter
will not want dead birds. He will throw us to the ground. It will then
be easy for him to climb down, collect the dead birds, and take

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 them home. When the last of us has
been thrown down, we must quickly
get up and fly away.”
In the morning the hunter came to the
tree and climbed up. He looked at the
geese in the net.
“They are all dead,” he muttered to himself.
He threw them out of the net one by one. The birds lay
still until the last one had been thrown down. Then, all
at once, they got up, flapped their wings, and flew away.
The hunter was taken by surprise. From the top of the
tree he watched all the geese fly away.
SHIV KUMAR
(Adapted from Stories from
Panchatantra – ‘A wise old bird’)

New Words
geese : plural for goose; large web-footed bird
creeper : plant that needs support to grow,
usually along a wall or a tree
winding : go in circular, spiral course
muttered : spoken in a low tone
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Let's Read
1. Where did the geese live?
2. Why did the old bird advise the other birds to destroy the
creeper?
3. Why did the geese cry, “Help Help”?
4. What did the hunter do when he thought that the geese
were dead?
5. Why did the geese pretend to be dead?
6. Describe one incident when you got into trouble because
you did not do your work on time.

State whether the following statements are True or False.

1. The tree was the house of a flock of parrots.

_______________
2. The wise old bird wanted the creeper to be destroyed.

_______________
3. The hunter climbed the tree with the help of a ladder.

_______________
4. When caught in the net the foolish birds began to weep.

_______________
5. The wise old bird helped them

to escape. _______________

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 Let's Listen

Listen to the following paragraph.

The Ant and the Dove

On his way home, an ant saw a
sparkling fountain. He crawled
on to its wall to take a closer
look.
Suddenly he slipped and fell
into the water. He gurgled and
panicked and waved his legs in the
air. “Help! I can't swim,” he
cried. Luckily, just at that moment, a friendly dove
flew by. She saw that the tiny ant was drowning
and quickly flew to a
nearby tree.
She pulled off a leaf
and let it glide down
to the ant. “Here you
are,” she cooed, and
flew away.
(Adapted from Aesop’s Fables)

(i) Why do you think the dove helped the ant?

(ii) How do you think the ant felt on finding the leaf?

(iii) Have you ever been in trouble like the ant? Did
anyone help you?

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Let's Talk

1.Work in pairs.

4Ask your friend questions about all the things he does.

4Use question words such as where, what, how, who,
when, why. One is done for you.
Anu : I watch TV in the evening.
Amit : When do you watch TV?
Anu : I play games.
Amit : _____________________________________________
Anu : I collect stamps.
Amit : _____________________________________________
Anu : I play in the ground.
Amit : _____________________________________________
Anu : On Sunday I go shopping.
Amit : _____________________________________________

2. Answer these questions about yourself.

(i) What is your name?
(ii) What languages do you speak?
(iii) How old are you?
(iv) Which is your favourite food?
(v) Where did you go yesterday?
(vi) Which country do you belong to?
(vii) When do you go to sleep?
(viii) Why do you drink milk?

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 3. In groups of five discuss what you would do if you
were caught in the following situations.
4Your friend falls in the play field and is hurt…
4You are trapped in a fire...
4You are stuck in a traffic jam…

Let's Write

1. The words in the clouds describe something or

someone in the story. Name them in the blanks provided.
Make sentences of your own with the words given in the
clouds.

careless
wise
_______________
_______________

foolish
thick and
strong _______________
_______________

tall

_______________

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2. Here are some answers about the given picture.
(i) The colour of the ant is black.
(ii) It lives on land.
(iii) It has two long antennae.
(iv) It crawls on the ground.
(v) It eats sugar.

Now frame questions for the above answers.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

3. Fill in the blanks with prepositions such as to, at, off, on,
in, into, with. One has been done for you.

(i) This tree was the home of a flock of wild geese.

(ii) He noticed the creeper ____ the foot of the tree.

(iii) “It would be a pity ____ destroy it now.”

(iv) As they flew ____ the tree they were trapped.

(v) The boy ran ____ the dog.

(vi) The frogs jumped ____ the well.

(vii) The girl was thrilled ____ see her new bicycle.

(viii) The birds were caught ____ the net.

(ix) The children walked ____ the bridge.

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 4. Complete the paragraph with suitable words from the
box.

around across with along to

after next to into from

One day, as I was walking ________________ the bank of the

river, I saw my friend running ________________the field.
He was calling my name and waving ________________ me. I
stopped and waited. ________________ sometime he
reached where I was standing.
He said, “I went all ________________ the town looking for
you. I have some exciting news to share ________________
you. Do you remember the old house ________________ the
neem tree? Guess who is moving ________________ that
house? Janak Das, the great magician. Now we can learn
lots of magic tricks ________________ him.”

5. Fill in the blanks given below with question words.

For example, where do you live?
(i) ______ do you play?
(ii) ______ do you get up?
(iii) ______ do you have for breakfast?
(iv) ______ do you go to school?
(v) ______ do you like best in the school – games,
art or music?
(vi) ______ is your birthday?
(vii) ______ do you want for your birthday?

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 6. Reference to context.
2
1
“So this is where the wild
“ Well there's no hurry, the geese live.”
creeper is very small, it would be
a pity to destroy it now.”

Who said this? _________________ _________________

To whom was it said? _________________ _________________

When was it said? _________________ _________________

Draw pictures of the speakers of the above lines.

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 Fun Time
1. Proverbs are short, wise sayings. For example — Look
before you leap. This means that we should think carefully
before we take any action. Here are some popular English
proverbs. Read them aloud together and discuss what each
could mean.
4Old is gold
4As you sow so shall you reap
4Unity is strength
4United we stand divided we fall
4A friend in need is a friend in deed
2. Look at this proverb: All's well that ends well.
(i) Discuss what it means. Can you think of events/
happenings in life where this proverb can be used?
(ii) Write down your story or the event. Then read the
paragraph to your neighbour.

The clap word game

3. Let’s play the clap word game.
Where the word produces one sound, clap once, as in
‘creep’. Clap twice if the word can be broken up into two
syllables as in cree-per, and thrice as in to-mo-rrow.
creeper struggled tomorrow geese
throw foolish possible noticed
carefully flapped returned evening
trapped surprise

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 UNIT 2
Poem: Teamwork
Story: Flying together

THEMES
Collaboration
Teamwork
Doing work on time

READING TIME
Help children experience the joy which comes from listening to good poetry. Let the
class express how they feel about music. They can dance, tap their fingers, laugh, or
sing poems. Explain to the class that listening to poetry is like listening to music. Poetry
helps children sing inside themselves.

The stories of Panchatantra, originally written in Sanskrit, are very old. Panchatantra
depicts nitishastra (wise conduct of life) through the medium of stories. The stories are
mainly of animals, which children love to read. To enhance their reading habits the
children must be encouraged to read more Panchatantra tales on their own. They can
listen to stories from their grand parents and be asked to read some stories aloud to
their friends. For purposes of language learning, listening needs to be encouraged with
the help of music which includes folk, classical or popular compositions.

CONVERSATION TIME
The questions in the Let’s Talk exercise aim to develop the language and thinking skills
of the child. Real life situations familiar to the child have been given so that he/she is
able to identify with them. Every child should be given an opportunity to freely express
himself/herself.

WRITING TIME
The child will make a list of activities he/she likes to do alone and in a group.
They can share with the class which activities they enjoy more.

Working in pairs, the children will write five ways in which they think birds and
animals are like human beings. E.g. Humans look after their young ones and so
do animals and birds.

The picture writing exercise should be done after a discussion about the
various people involved in building a house and also the different steps
involved in building a house.

PROJECT WORK
Undertake a tree conservation drive to look after the plants in the school by watering
them and weeding the area around them.

The students can also take up a campaign for keeping the school compound
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 Unit 3 My Shadow
Do you know whenever there is light someone
follows you? Have you ever wondered who it is?

Read and Enjoy

I have a little shadow that goes

in and out with me.
And what can be the use of him is
more than I can see.
He is very, very like me from the
heels up to the head;
And I see him jump before me,
When I jump into my bed.

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 The funniest thing about him is the way
he likes to grow
Not at all like proper children, which is
always very slow;
For he sometimes shoots up taller like an
India-rubber ball,
And he sometimes gets so little that
There's none of him at all.

One morning, very early, before the

sun I was up,
I rose and found the shining dew
on every buttercup;
But my lazy little shadow, like an
arrant sleepyhead.
Had stayed at home behind me and was
Fast asleep in bed.

ROBERT LOUIS STEVENSON

New Words
India-rubber ball : a ball that can bounce
very high
buttercup : a yellow flower
arrant : bad
arrant sleepyhead : completely inattantive

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 Let's Read

1. Who do you think your shadow looks like?

2. Why do you think your shadow jumps into
bed before you can?
3. What time of the day do you think it is when
your shadow is the tallest? Why?
} Morning
} Afternoon
} Night
4. Read the lines from the poem and answer the following.
He is very very like me.
From the heels up to the head!
(i) Who does he refer to?
(ii) Who does me refer to?
(iii) Why are he and me alike?

Let's Talk

Work in pairs and discuss the following.

What would you do if
} a dog chases you?
_______________________________________________________
_______________________________________________________

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} you have forgotten your homework copy at home?
_______________________________________________________
_______________________________________________________
} you are alone in a room and the lights go out?
_______________________________________________________
_______________________________________________________

Fun Time

} Shine a torch behind your hand and see

its shadow on the wall.
} Move the torch a little away from your
hand and see the shadow on the wall.

Do you find a difference in the size of the hand

on the wall?
fore
Working Together middle
ring
1. Work in groups of five.
small
} Make a large hand on a plain sheet. thumb
} Mark the names of fingers, thumb and palm on the
hand. Use the hints given in the box.
2. Do the actions as given below, and observe which part,
or fingers, of your hand is being used.

point at a door bounce a ball scratch your chin

twist your ear comb your hair draw with a pencil

touch a flower

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 2. Let's create a pyramid!
Use the following clues.
(i) A two letter word beginning with B.
(ii) A three letter word beginning with C.
(iii) A four letter word beginning with D.
(iv) A five letter word beginning with E.
(v) A six letter word beginning with F.

Let's Work in Pairs

Have a conversation with your partner based on the picture
below. You can start as -
Hunter 1 : “Look at the footprints in the mud!”
Hunter 2 : ________________________________________

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 Write a few lines on Mithoo and his little dog named
Shadow.
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________________________________________________
_____________________________________________________

Say Aloud

shoe shadow fish bush

ship sheep dish wash
shell shade wish brush

When the sun shines, I can see

My shadow right in front of me
When I walk, my shadow walks!
When I hop, my shadow hops!
When I jump, my shadow jumps
And when I stop, my shadow stops!

LOUISE BINDER SCOTT

Act out the poem as you read it slowly.

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 Robinson Crusoe
Discovers a Footprint

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 Robinson Crusoe's ship had been destroyed by the sea.
He had been alone for many years and longed for
company. One day he discovers a footprint on the sand.
Let's find out what he did then.

One day, when I was going towards my boat, I was

surprised to see the footprint of a man on the sand. I
stood amazed! I listened; I looked around me; I could
neither hear nor see anything. I went up higher to look
down; I went up the shore and down the shore, but it was
no good; I could find no other footprint but that one. I
went to it again to see if there were any more footprints
and to tell if it had been my imagination. But I was not
mistaken, for there was exactly the print of a foot — toes,
heel, every part of a foot. I could not imagine
how it came there.
I stayed a long time thinking, but
became more and more confused.

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 At lastand
Read I returned
enjoy home very frightened, looking behind
the poem
me after every two or three steps, mistaking every bush
and tree to be a man.
When I came to my cave (which I called my castle), I
ran inside it, as if I was being chased. I do not remember
whether I used the ladder or went in by the hole in the

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rock, which I called the door. I ran for cover, faster than
any animal could run.
I did not sleep that night. The more I thought about
what I had seen, the more afraid I became. I thought it
could be one of the savages of the mainland who had
wandered out to the sea, in a small boat.
Luckily I was not on shore at that time, but what if he
had seen my boat! If he had seen the boat he would have
realised that someone lived on the island and would soon
return with others to kill and eat me.
And so I lay fearful for many days and prayed for
protection. In doing so, I was much comforted and began
going out to investigate. But even now as I went forward, I
looked behind me frequently, because I was still
very frightened.
However, as I went about for two or three days and
saw nothing I became a little bolder. I decided to go down
to the shore again and examine the footprint once more. I
decided to measure it with my own footmark.
As I came closer to the footprint, I realised that it could
not be my footprint because I had not come to this part of
the beach since a long time. Secondly, as I placed my foot
alongside that footprint, it seemed larger than my own.
My fear returned! I went home again, believing that
there was someone there.
The island was inhabited!

(Adapted from Daniel Defoe’s Robinson Crusoe)

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 savages
New Words
: wild people in primitive state
mainland : large continuous extent of land
wandered : go from place to place without
a definite route
bolder : more confident
inhabited : occupied, dwelled in

Let's Read

1. What made Robinson Crusoe think that the print on the

ground was a footprint?
2. Why was Robinson afraid when he looked at the bushes
and trees?
3. Why did Robinson pray when he saw the
footprint?
4. Choose the correct answer.
(i) Robinson ran back to his home, as fast as
he could because he
(a) was racing.
(b) was afraid.
(c) was in a hurry to go home.
(ii) He could not sleep because
(a) there was an animal outside his cave.
(b) he thought savages had come from the
mainland.
(c) his bed was uncomfortable.

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 (iii) Why was Robinson Crusoe sure that it was not his
footprint?
(a) It didn't look like a human footprint.
(b) It looked smaller than his.
(c) He had not come to this part of the beach
in a long time.
(iv) Where was Robinson Crusoe?
(a) On a boat.
(b) In a town.
(c) Alone on an island.
(d) On an aeroplane.

Let's Talk

} How would you feel if you saw unknown

footprints outside your front door?
} If you were alone at home and suddenly
someone knocked at your door, what
would you do?

Let's Write

1. The words in the sentences are jumbled. Write them in

order. One is done for you.
(i) alone was not Robinson an island on
Robinson was not alone on an island.
(ii) was island the inhabited
__________________________________________________

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 (iii) footprint to someone this belonged
_____________________________________________________
(iv) I around me looked
_____________________________________________________
(v) I went the towards footprint large
_____________________________________________________
(vi) was afraid I now
_____________________________________________________

2. Fill in the blanks with the correct word.

and but because so
(i) I was frightened ___________ curious.
(ii) I decided to go to the beach ___________ I went along the
water's edge.
(iii) I ran as fast as I could ___________ I was frightened.
(iv) I was very tired ___________ confused.

3. Write a story on strange footprints.

} Where did you see the footprints?
} What sort of a day was it?
} Did you see them at night?
} What happened when you followed the footprints?
} What did you see?
} What happened then?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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4. Use the joining words given below and join the sentences in
Column A and B.
or and so but because
A B
(i)I can sing well. I forgot to post it.
(ii)She wore a raincoat. It was raining.
(iii)We may go to Shimla. He was late to school.
(iv) He wanted a book for We may go to Darjeeling.
his birthday.
(v) He missed the school He wanted a football for
bus. his birthday.
(vi) I wrote the letter. I can’t dance at all.

eg: I wrote the letter but I forgot to post it.

________________________________________________
________________________________________________
________________________________________________
________________________________________________

Fun Time

1. Look at the footprint

shown here.
Hint: This is the footprint
of the first man on the
moon. His name was

_____________________________

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 2. Let's create a pyramid!
Use the following clues.
(i) A two letter word beginning with B.
(ii) A three letter word beginning with C.
(iii) A four letter word beginning with D.
(iv) A five letter word beginning with E.
(v) A six letter word beginning with F.

Let's Work in Pairs

Have a conversation with your partner based on the picture
below. You can start as -
Hunter 1 : “Look at the footprints in the mud!”
Hunter 2 : ________________________________________

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Teacher's Page UNIT 3
Poem: My Shadow
Story: Robinson Crusoe Discovers a Footprint

THEMES
Investigating the unknown
Suspense and sense of curiosity
Overcoming fears by scientific analysis

READING TIME
A classroom library reading programme would provide for reading tastes, interests
and abilities of all children. The teacher should ask the children to read the original
story, Robinson Crusoe by Daniel Defoe. They could also read other books on
adventure, stories of family life, humour, mystery, animals stories and stories of
people, and talk about what they have read. The exceptional qualities one finds in
adventurers can be discussed in class.

CONVERSATION TIME
Take the children outdoors to see the shadows of trees and the school building. Help
them understand the absence of shadows on a cloudy day. The teacher should
explain the shortening and lengthening of shadows through the day.

Since this unit is about our fears, the children could be asked to express some of their
fears, also their unreasonable fears. They can discuss how best to deal with these
fears.

WRITING TIME
The two creative writing exercises have leading questions to guide the children.
These exercises will stimulate their imagination.

PROJECT WORK
Find out how ships and planes are guided towards land? The children should
consult the encyclopedia and share their answers with the class. To cultivate a
taste for reading, one period a week can be devoted to using the library. Books
appropriate to the age group can be chosen for individual reading. Children can
be asked to write about the book they have read during the language class or
share a story with their classmates.

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 Crying
Unit 4
Read and enjoy
Crying only a little bit
is no use. You must cry
until your pillow is soaked!
Then you can jump in the shower
and splash-splash-splash!

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 Then you can throw open
your window
and, “Ha, ha! ha ha!”
And if people say, “Hey,
what's going on up there?”
“Ha ha!” sing back, “Happiness
was hiding in the last tear!
I wept it! Ha ha!”

GALWAY KINNELL

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 New Words
soaked : completely wet
shower : bath in which water is sprayed
from above
wept : shed tears, cried

Let's Read
1. According to the poet, should you cry a little
or should you cry a lot?
2. What can you do after crying a lot?
3. (i) Read the first two lines of the poem. Is the mood
happy? sad? angry? jealous? upset?
(ii) In the last few lines the mood of the poet has changed.
What is it now?
very happy angry cheerful sad jealous
4. Are these sentences right or wrong?
(i) The poet says you must not cry much. ( )
(ii) The poet says that you should cry till your pillow is
soaked. ( )
(iii) The poet says that after crying you should open the
window and laugh so that people will see that you are
happy. ( )
(iv) The poet says that you should open the window and
show people that you are crying. ( )

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Let's Talk

1. Where do you cry? What are the things that make you cry?
2. Can you cry when you are happy?
3. Which are the things that make you happy?
In what ways do you show your happiness?

Say Aloud

dash bash splash cash trash

steer tear clear deer dear
shower power tower flower mower
poked croaked soaked stroked joked
wept kept crept leapt slept

Word Building

The word happiness ends in -ness and comes from the word
happy. Write three words that end in the same way. Which
words do they come from?

____________________ ness; ____________________

____________________ ness; ____________________

____________________ ness; ____________________

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 Let's Write

1. Fill in the blanks with the exact feeling word.

(i) The tourists were ___________ to see the beautiful
Taj Mahal. (amazed, shocked, worried)
(ii) The lights went out suddenly. I was alone and
_____________. (worried, shocked, frightened)
(iii) He has been ill for a long time and his parents were
__________. (unhappy, worried, angry)
(iv) The shopkeeper was ____________when he saw his
safe wide open with all his money missing.
(unhappy, shocked, angry)

Creative Writing

Narrate an incident when you have experienced

happiness, excitement, surprise. You can use the
following clues.

With whom...
When did it happen...
Why...
Where...

_____________________________________________________

_____________________________________________________

_____________________________________________________

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Food for Thought
When you have something serious to think about then
you have food for thought.
Here's some FOOD FOR YOUR THOUGHT!

Tomatoes are red, beans are green

A brinjal has a crown, just like a queen.
Potatoes are brown, onions are pink
Carrots have juice, which I can drink.
Vegetables make me healthy and wise
So eat some daily with roti and rice.

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 My Elder Brother
This short play is about two brothers who are affectionate
and respectful to each other. The story also shows that
learning from our day to day experiences is as important as
what we learn from books in the school. This play is based on
the famous story in Hindi-Bade Bhai Saheb
written by Munshi Premchand.

English

m ar
Gram

Maths

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SCENE 1 A hostel room. Two brothers, aged 9 and 14 years
sitting at a study table. The elder brother, Bhaiya,
is reading a book and the younger one, Munna, is
drawing pictures of birds and animals.

BHAIYA What are you doing, Munna?

MUNNA I am drawing.
BHAIYA When will you study? Where were you in the
morning?
MUNNA (turning pale) I was playing. Bhaiya, how can
you sit with a book for hours together?
BHAIYA That's because I want my foundation in
education to be very strong. If the base is
strong then the building will stand firmly.
Sometimes it takes me two years to do one
year's work.
MUNNA Bhaiya, you are five years older than I am and
three classes ahead of me. I wonder why you
keep writing the same word twenty times, one
sentence more than twenty times and copy
poems several times in beautiful letters?
BHAIYA You know, studying English is no child's play,
one has to work very hard in order to learn the
subject. To speak or write English properly,
tremendous effort is required. But the moment
you get a chance, you run to the field, play
marbles and fly paper kites, or sit idling away
with friends for fun! Can’t you sit down and
study?
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 MUNNA Oh Bhaiya, there is a big mela in the village
today. Should we go?
BHAIYA Have you ever seen me going to a fair or going
to watch a cricket or hockey match? I don't go
near them. I prefer to study a book. I don't
mind repeating a class for more than two
years. But you might stay in the same class all
your life. Do you expect to pass if you waste
your time playing all the time? You are simply
wasting father's hard earned money.

(Munna starts crying on being scolded and

sobbing sounds wah, wah, bah, bah, hu, hu,
are heard)

MUNNA Bhaiya, I feel like running away and going

back home.
BHAIYA Now, now! Stop crying. Put on a nice smile.
Look I will make a timetable for you to follow.
Get up at dawn.

Time Schedule
6 AM Wash your hands
Have your breakfast and sit down to study
6-8 AM English
8-9 AM Maths
9-9.30 AM History
3.30 PM Then off to school
5-6 PM Grammar
Half an hour for strolling
6.30 - 7 PM English composition
Then dinner
8-9 PM Translation
9-10 PM Hindi
10-11 PM Other subjects and then to bed
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MUNNA But when is the time to play?
BHAIYA Play? What is the need, Munna?
MUNNA Oh! I love the green fields, the gentle breeze, I
want to jump up like a football, I like the touch
and go and hu tu tu sounds of the kabaddi, and
the hurry and flurry of volleyball pulls me like
a magnet. As soon as I am on the field, I forget
everything.
SCENE 2 The final exams are over and the results are out.

BHAIYA Alas! I have failed once again.

MUNNA Oh! But Bhaiya, I have passed and topped my
class. Now there is only two years difference
between us.
BHAIYA But my dear brother, don't be so proud.
You have passed only one class and you think
that I'm stupid and you are smart. Once in a
while, in a gulidanda game, you might get
lucky and hit a goal but that does not mean

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 you have mastered the game. You have to work
hard to be successful in life. When you have to
study a subject like Algebra or Geometry in
higher classes then you will understand the
importance of hard work.
In Geometry, if one writes ‘acb’ instead
of ‘abc’ the answer is marked wrong. The
examiners will not spare you. They want you to
learn word by word from the textbooks.
MUNNA Oh Bhaisaheb! This is scary. I don’t think I
want to go to the 9th class now, but I will still
complete my day’s homework so that I get no
punishment in class.
BHAIYA Just today, we were asked to write a short
essay on the topic of Punctuality in four pages!
And imagine, can something be written on four
pages and still be short? It’s all so mixed up!
MUNNA (thinking aloud) Thank God, it was time for
school or else, the scolding would have gone on
and on.

SCENE 3 The results were out once again and it so

happened that Munna passed and Bhaiya
failed again. Bhaiya was really upset. Munna
was also sad seeing his brother so unhappy.
Bhaiya now becomes gentler with Munna.
Munna became naughtier because of this and
studied even less than before.
MUNNA (talking aloud) Ah! I am lucky. I can pass easily.
I need not study so hard. Now I can play games
with my friends and fly kites. But I should
still be careful that Bhaiya does not see me
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 (One day a kite is flying slowly downwards, Munna
starts running in order to grab it. Suddenly, he comes
face to face with Bhaiya.)
BHAIYA (catching hold of Munna’s hand) Aren't you
ashamed to be playing kites all day long? Don't
you realise that now you are in the eighth class
and are not studying in a lower class? If you
think that I am just one class ahead of you and
I can't say anything, you are wrong. I am five
years older than you are, and will always be.
Understanding doesn’t come only from reading
books. Look at Ma and Baba. Ma has never
gone to school and Baba has only passed fifth
class.
MUNNA Really Bhaiya! Is that true?

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 BHAIYA Yes! There are a thousand things that they
know more than you or me. And even if we
have studied the wisdom of the whole world,
Ma and Baba will always have the right to
explain to us and correct us.
Now, what would you do if I were to fall sick
today?
MUNNA I don't know, Bhaiya! I would tell Baba and he
would rush to the hostel.
BHAIYA Aha! I had expected this answer. Now Baba
would not get upset. He would first try to find
out what was wrong and then he would call a
doctor. Baba would know exactly what to do.
They have more experience than us.
MUNNA (with tears in his eyes) Bhaiya I am sorry, what
you say is true.
(Bhaiya hugs Munna lovingly)
BHAIYA I also like to play and fly kites. But if I also play
then how can I watch out for you? You are my
responsibility.
MUNNA I love you, Bhaiya!

New Words
foundation : solid base
schedule : (here) timetable
essay : composition on any subject
idling : without any purpose, lazy
mastered : gained expertise, skilled

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 Reading is Fun
1. What are the things that Munna liked to do?
2. What did Bhaiya do all day?
3. Why was Munna not happy with the timetable that Bhaiya
made for him?
4. How do you think Munna felt when his brother was so strict
with him? Why was Bhaiya so strict with him?
5. Whose character do you like more — Munna’s or Bhaiya’s?
Why?

Let's Talk

1. Do you have a timetable at school?

How many periods are there for the following subjects and
activities in one week?
English ___, Hindi ___, Maths ___, Science ___, Social
Studies ____, Games ___, Art ___, Craft ____, Music ____,
Dance _____, Any other activity? ____

2. Now make a timetable for yourself including your study

time and your play time.

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 Creative Writing
The format of a letter is given to you.
Letters to friends and close family are written in the same way
as you speak to them.

Krishna Boys’ Hostel writer’s address

Model Public School
Kolkata
10th July, 2000 date
My dear Ma, greeting

This is my first letter after the summer vacations. We

started our classes the day after we reached the hostel. I
have settled in well.
introduction
We have a new teacher for clay modelling and pottery. She
tells us how to make fruits and vegetables with clay. We
then paint them. They look so real.
body
We have an inter-house poetry recitation coming up in
August. I am really excited about it. It is a long poem but
we learn it together with our teacher.
It is nice to be back in school with my friends and teachers.
I remember you and Baba a lot. Give my love to
grandmother and grand father.
ending
Do write back soon.
Your loving son
Pratap closing

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1. After reading the letter, answer the following questions.
(i) Who has written the letter? ____________
(ii) To whom has the letter been written? ____________
(iii) Where is the writer of the letter? ____________
(iv) What is the name of his hostel? ____________
(v) On which date was this letter written? ____________
2. Now, write a letter to your friend or relative in another city
telling him/her about activities/events in your school.
Follow the same pattern as the above letter.
__________________
__________________
__________________
__________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
__________________
__________________

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 Comprehension
Read the following passage and answer the questions
that follow.
Oliver was a nine-year-old boy. He lived with other homeless boys
in an orphanage. He was pale and thin as were the other boys living
there. This was because they had to work hard but were never given
enough to eat. The owner of the orphanage, Mr Bumble, was a
cruel man and he ill-treated the boys.
The boys were always hungry It was true that they were given
three meals a day but each meal consisted only of a bowl of watery
soup. They were almost starving. So it was decided by them to ask
the master for more soup. But who would bell the cat? Finally the
task fell to Oliver.
When all the boys had assembled in the cold stone hall for their
evening meal, the soup was served. It soon disappeared. The boys
whispered to one another and one boy pushed Oliver a little. Oliver,
making a brave effort, stood up, walked up to the master with his
bowl and spoon in his hand, and said tremblingly, “Please sir, I
want some more.”
1. Why did Oliver live in the orphanage?
2. Who was Mr Bumble?
3. What meals were the boys given?
4. What did Oliver say to Mr Bumble?
5. The boys were given three meals a day. Then why
were they always hungry?
(i) Because the soup they were given was never enough.
(ii) Because they worked very hard all day long.
(iii) Because the older boys drank up their soup.

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6. Find the words from the passage that mean the same as
(i) very hungry (para 2) ...............................
(ii) to vanish (para 3) ...............................
7. ‘All the boys assembled in the cold stone hall.’ Here the
word assembled means
(i) moved away (ii) collected (iii) worked together
8. From the word 'assembled' remove the last two letters. Add
one letter to make a word which means a time at the school
when the whole school gathers.
assembl ____
9. Give a suitable title to the passage.

Let's Write
1. To learn means to understand or to gain knowledge.
To teach means to show how or to explain.
Complete the following sentences using the correct form of
teach or learn.

learn learns learned has learned

teach teaches taught has taught
(i) Will you __________ me chess?
(ii) Mr Sharma _________ Class VIII.
(iii) The students have ___________ about ‘road safety’.
(iv) My sister has ___________ me how to ride a horse.
(v) I have ___________ some of the customs of India.
(vi) I ________ how to cycle when I was just four
years old.
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 2. Choose the correct word and complete the paragraph.
All the class V students of our school ______________ (were/
was) gathering in front of the Principal's office. They
_______ (were/was) going for the inter-school race. The bus
__________ (arrive/ arrived) and they ___________ (leave/
left) for the stadium. The runners were ___________
(taking/ taken) to the starting point. The runners ________
(take/ took) their positions. Sir _________ (blow/ blew) the
whistle. One student of our school _________ (run/ran) fast
and __________ (come/ came) first. Everyone ________ (do/
did) their best and our school _______ (won/ wins) the
trophy. Everyone ___________ (feel/ felt/ fell) joyous.
3. Read the following sentences.

4 Bhaiya has been studying in the same class for two

years. (for a period of time)

4 Munna was flying kites since morning. (from a time in

the past till the present)
Fill in the blanks using for or since.
(i) I have lived in this house ______ I was a baby.
(ii) This big jar has been in our family ______ many years.
(iii) The old banyan tree in the village has been there
______the last 200 years.
(iv) Nobody has seen him ________ yesterday.

Project Work

Choose a story that you like.

In groups of four, write down dialogues for the story and make
it into a short play. You may then present it in the class.

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Teacher's Page UNIT 4

Poem:Crying
Story: My Elder Brother

THEMES
Respecting elders and their experience
Looking at the lighter side of life

READING TIME
Teachers should encourage children to read classics in English as well as in any
other languages they know, to enhance their reading habit.

It is also important for children to understand that all poems need not rhyme. There
are also poems that are in blank verse though there is a basic rhythm to such poems.

This Unit presents a story of Premchand translated into English, setting forth
translation as a means of understanding other cultures.

CONVERSATION TIME
The teacher should view children's talk as a valuable resource. Conversing in small
groups can nurture the abilities to compare and contrast, to wonder and remember,
to guess and challenge, to judge and evaluate.

Children can be asked to enact different emotions like joy, anger, excitement,
sadness etc.

Children can discuss their interactions with parents and other elders and share the
reasons why sometimes they dislike being told what to do /not do.

WRITING TIME
The writing exercises, creative writing and the letter writing should be done
after a general discussion in class so that every child is clear about what has to
be written. E.g. the meanings of the feeling words should be clear to the
children. The use of the dictionary should be advised and encouraged
throughout.

PROJECT WORK
Through the medium of creative dramatics children can become whatever they
wish to be. Teachers can plan for experiences in dramatic expression
and interpretation.

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Unit 5

The Lazy Frog

Unit 5
On a school day, you are busy studying, playing and
chatting with friends. When you have a holiday from
school what do you do? Would you behave a little
like the frog in the following poem?

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 Fred is a very lazy frog
Who lolls all day upon a log.
He always manages to shirk
Doing a single stroke of work.
His poor old mother calls in vain
“Come in and help!” he does not bother
To move two inches, much preferring
To be extremely hard-of-hearing.
He lies there in a silent heap,
And stays conveniently asleep.

If a lady frog hops past

You’d think he would get up at last
To bow, and help her on her way?
But no, I am ashamed to say
That when a lady frog comes by
He does not open up one eye!
ANONYMOUS

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 New Words
loll : to lie around lazily
log : trunk of a tree that has been cut
shirk : to not do something you should do
in vain : uselessly
prefer : like something better
hard of hearing : deaf
bow : to bend your head to show respect

Let's Read

1. What did the frog do all day?

2. Besides lazy, what other word can you think of to
describe the frog?
(Hint: how he behaved with his mother…,when a lady
frog walked by…)
3. Complete the sentences with reference to the poem.
(i) When the frog’s mother called him, he pretended
to________________________________________________
(ii) When a lady frog hops by, he does not even
__________________________________________________
4. Did you like the frog’s behaviour?

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Let's Write
Refer to the poem and understand.
The frog loved to laze and lie around all day.
He did not like to do any work at all.
Now make true sentences about yourself!
Write about the people you like, a game you play, a hobby, a
habit you have. You may use the following clues.

I love….......................................................................

I like…........................................................................

I don’t mind….............................................................

I don’t like…...............................................................

I hate….......................................................................

Try and find out the same from your family members also.

Say Aloud

Add one more matching word to each pair. One has been
done for you.
log frog dog
shirk work ________________
vain deign ________________
preferring hearing ________________
heap keep ________________
past last ________________
way say ________________
What kind of words are they? ________________

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 Rip Van Winkle
This story is about Rip Van Winkle, a good-natured
but lazy man, who goes away into the hills and
falls asleep. When he awakens twenty years later,
Rip finds that quite a few things have changed!

Many years ago, at the foothills of the Kaatskill (Kat-skill)

mountains, was a little village. In the village lived a
simple, good-natured fellow named Rip Van Winkle. He
was a kind neighbour, ready to help anyone. Everyone in
the village liked him. The children of the village shouted
with joy whenever they saw him because he played with
them, he taught them to fly kites and shoot marbles, and
told them long stories.
The only problem with Rip was that he was very lazy.
He did no work on his own farm and just idled away his
time. His fences were falling to pieces. His cow was going
astray. Weeds grew on his farm. Rip's constant
companion was his dog, named Wolf. To avoid work, he
would walk away into the forest with his dog.
One day, Rip just walked on and on and reached the
highest part of the mountains. It was late in the
afternoon when he reached there. Tired after his long
climb, he lay down and began daydreaming. It was soon
evening and he realised it would be night by the time he
reached his village.
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 Suddenly, he heard a voice calling out, “Rip Van
Winkle, Rip Van Winkle!” He looked around and saw a
short, old man, with thick hair and a grizzled beard
walking towards him with a barrel. He made signs to help
him carry the barrel. Rip hurried to help the stranger
who caught his hand tightly.
Together they reached a place
where there were some more
odd looking men, playing
ninepins. They were all
dressed the same way and
all of them had beards of
various shapes and colours.
Even though they were
playing a game, their faces

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were serious and there was silence! The only sound was
the noise of the balls, which echoed in the mountains like
thunder.
As Rip and his companion reached them, they
stopped playing and stared at Rip with a fixed gaze. Rip
was really frightened. His companion emptied the
contents of the barrel into glasses and made Rip drink it.
Rip obeyed as he was trembling with fear. Since he was
thirsty he drank a few more glasses and slowly fell into a
deep sleep.
On waking up, he found that he was at the place
where he had first met the old man. He rubbed his eyes —
it was a bright sunny morning. “Surely, I have not slept
here all night,” thought Rip.
He looked around for Wolf, but he was nowhere. Rip
whistled for him. “Wolf! Wolf!” he then shouted. No dog
was to be seen. “Where has this dog gone?” he muttered
to himself. He began to descend the mountain to go back
to his village.

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2. What kind of a man was Rip Van Winkle?
(i) He was a kind neighbour.
(ii) _____________________________________
(iii) _____________________________________
(iv) _____________________________________

Vocabulary Building

1. Pick out the names of the games mentioned in the story.

_____________________
flying kites
_____________________
chess
ninepins
_____________________
shooting marbles
mountain-climbing
_____________________
shooting
skipping
_____________________
hopping
_____________________

2. Sometimes we join two words to make a describing

word. For example, Rip was a good-natured man,
everybody liked him.
Here are some more describing words. Use them to
complete the given paragraph.
long-sleeved high-heeled well-dressed
open-mouthed sweet-looking odd-looking
part-time

Mrs Das has a ___________________ job in a clothes

shop. Yesterday, an ___________________ woman walked

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2019-2020
 (ii) Fill in the blanks using the words in the previous
questions.
(a) _________________ and ________________ quickly!
You will be late for school.
(b) Shh! The baby is ________________. Don't make a
sound, or she will ________________.
(c) Are you still ________________? You should be
________________ now or you will not be able
to________________ in the morning for school.

Let's Talk

1. Lots of things must have happened in the village when Rip

was away. Imagine you are the neighbour who greets Rip
after 20 years. One student should act as Rip. Tell Rip
about all that had happened in the village after he left.
(Talk about what happened to his family, to his friends, to
the other villagers, to the children he played with, the
changes in the village… etc. Your teacher will guide you.)
You may start this way: Guess what happened on the day you
left. When you didn't come home in the evening, your wife…
2. Read the speech bubbles. Who walks to school most often?
Put them in order.

Mini
Anu
Arjun I sometimes Nazim
I don't
John I always walk to I usually
usually walk
I never walk to school, at walk to
to school. I
walk to school. I times I take school. It's
often go by
school. I live right the bus a nice way
cycle.
live very opposite also. to start the
far away. the school. day.

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 Creative Writing

1. Write about yourself using the following

expressions (do you play in the park, go to bed
late, fuss over food, study hard, etc.?)
always frequently usually
often sometimes rarely
For example: I always do my work neatly.
(i) __________________________________________________
(ii) __________________________________________________
(iii) __________________________________________________
(iv) __________________________________________________
(v) __________________________________________________

2. Use the following clues to complete the following exercise.

play stop buy learn see meet learn be

eat go travel start read visit
(i) Write three new things you have done in the last
three years.
(a) I have started ______________________________
(b) ____________________________________________
(c) _____________________________________________
(ii) Write three things you have not done in the last
three years.
(a) I have not played __________________________
(b) ____________________________________________
(c) _____________________________________________

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 Unit 6 Class Discussion
Recite and Discuss

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“In the class discussion Jane, you hardly said a word.
We all aired our opinions but from you we barely heard.
You sat and stared in silence surrounded by the chatter,
Now tell me Jane,
and please be plain,
is there anything the matter?”

Jane looked up and then she spoke,

Her voice was clear and low:
“There are many people in this world
Who are rather quiet you know!”

GERVASE PHINN

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 New Words
discussion : talking together in a group
on a single topic
aired : make public
barely : only just
stare : look fixedly with eyes wide open
plain : (here) clear

Let's Read
1. What activity was going on in the class?
2. Who was the quiet one in the class?
3. Why was she quiet?
(i) she was afraid to air her opinions.
(ii) she hated the noise.
(iii) she didn't like the activity.
(iv) she was quiet by nature.
4. How do you interact in class during discussions? Do you
participate or remain quiet?

Think and Write

Choose two friends in your class who are very different from
each other. Use the clues in the box to describe their nature.
You may also add your own words to describe them.

naughty lively sharing careless studious

quiet friendly helpful regular cheerful

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 _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Let's Talk

1. What is a Discussion?
To discuss means to talk together or decide something.
When you do this, you are taking part in a discussion.
Read the sentences below. They tell us what happens in a
discussion.

4 In a discussion each person gives his ideas one by one.

4 Some tell why something should be done. Others may
tell how.
4 Participants ask questions and answer them.
4 Many ideas are given. Everyone helps to decide which
ideas are the best.

Note the points you might discuss

before planning a visit to the park.Look at the picture in the
(i) Choose a day and time. poem. Imagine and write
(ii) What things to bring to play? what the discussion in
(iii) Assign duties. the class is about.
(iv) Things to eat.

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 2. Fill in the grid given below by assigning qualities to each
person. Some clues are given here to help you.
Clues
4Sangeeta lends her pencil to her partner.
4Nirav is also called a chatterbox.
4Pranav recently saved a cat from drowning
in the lake.
4Megha is just the opposite of Nirav.
4Mithila always teases everyone.
4Ritu is always seen with a book in hand.
brave naughty quiet talkative generous studious
Nirav
Pranav
Megha
Mithila
Ritu
Sangeeta

Le'ts Read and Do

4 Children who show exceptional bravery are honoured

with the bravery award to recognise their presence of
mind.

4 In 1957, the Indian Council of Child Welfare started these

National Bravery Awards.

4 Brave children are awarded cash prizes, free school

education and a certificate from the Prime Minister of
India. They ride on an elephant in the Republic Day
parade.

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 4Harsh Srivastava, a 12 year old boy, and his
15 year old sister rescued a child from
the attack of a raging bull.

4Yumnan Jayadeo Singh, 11 years old,

jumped into the flooded river, and
saved a three year-old from
drowning. The act of bravery
was recognised because he
saved the life of an infant.
Find one story of bravery about a
child. You can search for the
story by talking to older people or
watching a TV programme or from
a film.
4 Write down the story. Also mention its source.
4 Narrate the story to the class.
4 Which story did you like the best? Write down your reasons.

Write a Notice
A notice tells who, when, where, and what.
The girls and boys of Class V wrote notices for the bulletin board.
1. Read Sheela's notice. Discuss the questions that follow.

Notice
4Who was to meet?
The Drama Committee will meet 4When were they to meet?
in the classroom on Monday, at
two o’clock. We’ll plan a play for 4Where were they to meet?
our Annual Day.
Will each one of you please
4What were they to do?
bring a play?
SHEELA

2. Write a notice about a library committee or a football match.

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 The Talkative Barber
Long long ago a Sultan, whose name was
Shahriar, ruled over a large kingdom. His
queen was a good storyteller. Each night she
would tell a story to the king. She narrated
ancient Persian and Arabic folk stories. This is
one of the stories, from the Arabian Nights.

Read this story about a man who cannot stop talking.

In the city of Cashgar, lived a barber who was a great

talker. Once the Sultan called the barber to shave
his head. The barber started talking non-stop
instead of shaving him. The Sultan got angry.
“When are you going to stop talking and begin to
do your work?”
The Barber replied, “You do me an injury by
calling me a chatterer. For, everyone says I am very
quiet. I have six brothers whom you might call
chatterers. Their names are Bacbone (buk-bon),
Bakbarea (buk-buria), Bakbac (buk-buk), Alcouz
(ul-kooz), Alnaschee (ul-nashi) and Schacabac( sha-
ka-bak). One is humpbacked, one is toothless, one
is half blind, one is quite blind, one is deaf and the
other has a defect in his speech and they are all
great talkers, but I am the youngest of my family,
and I am very quiet and sparing with words.”

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 “Give him three pieces
of gold,” the Sultan cried,
losing all patience, “and send
him away. I will not be
shaved today.”
“My Master,” cried the
Barber, “it was not I who
came to seek you, it was
you who ordered me to
come. So I will not quit
your house till I have
shaved you.”
He then began narrating another
story, which lasted half an hour.
“Stop making your fine speeches and let me go
quickly. I have an affair of the greatest importance. I have
to go out at noon,” said the Sultan.
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 When he saw that the Sultan was really angry with
him, the Barber said, “O Master, do not be angry, I will
begin to shave you.” Saying this, he washed the Sultan’s
head and began to shave. But he had not touched him
even four times with the razor, when he stopped and
said, “My Master, you are acting hastily in this matter.”
“Go on shaving me, speak no more”, ordered the
Sultan.
“Be patient,” said the barber, “perhaps you have not
considered well what you were going to do. I wish you
would tell me what this matter of great importance is all
about and then I will give you my opinion on it.”
“Finish shaving at once,” the Sultan exclaimed. But,
instead of doing this, the Barber left the Sultan half-
shaved to go and see what time it was.“ My patience is
exhausted,” the Sultan cried.
“Be calm, my Master and you shall be shaved in a
moment,” said the Barber and saying this, he continued
shaving the Sultan. But while he was doing this, he could
not help talking.
“If you could inform me what this important affair is, I
would give more advice, which you might find useful,” he
said.
The Sultan was completely fed up by now and decided
to satisfy the barber. He told him that he was giving a
feast to some friends at noon which was why he was in a
hurry to leave.
When the barber heard the Sultan mention a feast he
exclaimed, “That reminds me. Yesterday, I invited four or
five friends to come to my house today. But I had quite
forgotten it and have not made any preparations

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for them.” The Sultan who was at the mercy of the
Barber, was ready to do anything to be rid of him.
“Be quick and finish your work,” the Sultan replied,
“and you shall have all the food that has been prepared
for me today.”
“Please show me the food so that I may judge if it is
enough for my five friends.”
“I have enough food for you!” the Sultan exclaimed.
But he ordered that all the food prepared for his feast be
brought in.
The Barber looked over the food and said “This is very
good but I shall want some fruit for the dessert also.”
The Sultan, in desperation, since his head was half
shaved, ordered that the fruits should also be brought in.

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 The Barber left off shaving
the Sultan to examine
each dish separately.
This took up half
an hour.
The Sultan
stamped his feet
impatiently
but the
Barber did
not hurry.
At length,
however, he again took up the razor but after a few
minutes of work, stopped suddenly and cried, “ I
never knew that you were so generous.”

New Words
chatterer : someone who talks a lot
defect : a fault
opinion : what a person feels about a person, thing or subject
exhausted : tired and fed up
dessert : a sweet dish served after the main meal
examine : to look at something very carefully
at length : at a stretch

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Let's Read

1. How many brothers did the Barber have?

2. Why was the Sultan in a hurry?
3. Why did the Barber take so long to shave the Sultan?
4. Write True or False.
(i) The Barber was shaving the Sultan’s beard. ________
(ii) The Sultan gave him three gold coins. _________
(iii) The Barber refused to leave the Sultan’s palace.
_______
(iv) There were seven brothers altogether in the Sultan’s
family. ____________
5. Why did the Barber want a lot of food?

Let's Listen

A Lion
A lion emerged from his lair
For a short summer cut to his hair,
But the barber he wept,
While his customers slept
As they waited their turn in the chair.
JOSEPH G. FRANCIS

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 Let's Talk

1. Did the Sultan enjoy the Barber’s talk? Why do you say so?
2. Which part of the story did you find the funniest?
3. What are the things the Sultan gave to the Barber?
4. Do you think the Sultan was really very generous?
Why do you say so?

Word Building

1. Study the words in the first column and see the changes in
them in the second column. The words in Column II are the
opposites of the words in Column I.
I II
important unimportant
patient impatient
pleasure displeasure
Now write the opposites of the following using un-, im-, dis-.
(i) believe _____________________________
(ii) shaved _____________________________
(iii) perfect _____________________________
(iv) satisfy _____________________________
(v) polite _____________________________
(vi) respect _____________________________
(vii) pure _____________________________
(viii) expected _____________________________
(ix) obedient _____________________________

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2. Fill in the blanks by adding un-, im- or dis- to the words
given in the box.

tidy patient kind like

able appear possible
(i) The teacher got upset with Rani because her work
was _________________.
(ii) The dog was_________________ to climb the tree to
chase the cat.
(iii) I _________________hot milk, I like it cold.
(iv) It is _________________ to cross the road during peak
traffic hours.
(v) The magician waved his magic wand and made the
rabbit _________________.
(vi) The passengers became_________________when the
train was late again.
(vii) It is very_________________to make fun of another
person’s weaknesses.
3. Notice the highlighted words in the sentence given below.
You ordered me to come, so I will not quit your house till I
have shaved you.
While he was shaving me, he could not stop talking.
Now use the joining words given in the box
to fill in the blanks.
if or till where unless so while
(i) Please wait with me _______ the bus arrives.
(ii) Do you like football _______ cricket?
(iii) My father packed my lunch _______ my mother
combed my hair.

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 (iv) We will reach on time _______ we go by the car.
(v) Your speech cannot be heard by the audience
_______ you use a powerful mike.
(vi) It was a beautiful day _______ they decided to go for a
picnic.
(vii) We went to the zoo _______ we saw many animals.

Word Fun sit drink play

yell dance sing
1. Look at the words in the bubbles. serve run
enjoy buy wave
Write what you do when you are at a
shout ride
(i) feast? ______________ greet win cheer
(ii) race? ______________ compete
(iii) cricket match? ______________
(iv) cinema? ______________
(v) fair? ______________
(vi) party? ______________

Let's Write

How does your father/uncle shave his face every day?

He lathers his face with shaving cream, then he uses his
razor. He runs it over his face, in even strokes. After this,
he washes his face and wipes it to get rid of the lather.
Now describe two of the following processes.
(i) How to send a letter/e-mail.
(ii) How to make a salad.
(iii) How to prepare a garden bed to grow flowers.
(iv) How to paint a mural or a wall picture.

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Teacher's Page UNIT 6
Poem: Class Discussion
Story: The Talkative Barber

THEMES
Humour
Awareness about different kinds of personalities — talkers, quiet people
and brave people

READING TIME
The use of a dictionary while doing all the vocabulary exercises should be encouraged
to help students gain confidence when they come across new, challenging words. The
teacher can ask the children to read stories from The Arabian Nights and other witty
and humorous stories, e.g. Tenali Raman, Akbar-Birbal etc.

CONVERSATION TIME
Ask the children to talk about wit and humour and understand their importance in
life. The teacher should explain that we must also learn to laugh at ourselves.

Some people talk too much and do not realise what they are saying while others do
not say a word. In both cases, the problem may be shyness. The teacher can help
children gain self-confidence by carrying out group activities like singing, dancing,
acting, sports, or a hobby like craft, painting etc. When the child discovers he is good
at something, it shall boost his self- confidence. Remember, every child has
something to say and has some insight to contribute to a class discussion. The
teacher needs to recognise this and help the children gain confidence, and teach
them to be courteous and civil.

WRITING TIME
Before starting on the writing exercise, the teacher could do a guided writing piece,
step-by-step, on the blackboard.

PROJECT WORK
What does being brave mean?
Telling the truth, not being tempted to do naughty things, not hiding things
from parents, being generous, all require children to be brave. Saving
someone's life, catching thieves etc. are brave deeds. Both, being brave and
doing brave deeds are creditable. It is not easy to be brave and children should
be encouraged to be brave and courageous.

The teacher can then discuss the Republic day parade, and the significance of
little children like them being given Bravery Awards.

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 Topsy-turvy Land

Have you ever thrown your school bag

on your bed?
Have you ever left your shoes and socks
here and there?
Have you ever played with your ball in
your room?
Does your room sometimes look like
this?

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 Now read about one such upside-down land.

The people walk upon their heads,

The sea is made of sand,
The children go to school by night,
In Topsy-turvy Land.

The front-door step is at the back,

You're walking when you stand,
You wear your hat upon your feet,
In Topsy-turvy Land.

And buses on the sea you'll meet,

While pleasure boats are planned,
To travel up and down the streets
Of Topsy-turvy Land.

You pay for what you never get,

I think it must be grand,
For when you go you're coming back,
In Topsy-turvy Land.

H.E. WILKINSON

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 New Words
topsy-turvy : upside down
pleasure : feeling of enjoyment
grand : big, (here) great fun

Reading is Fun

1. When do children go to school in Topsy-turvy Land?

2. In the poem, if buses travel on the sea, then where do the
boats travel? How should it rightly be?
3. The Topsy Turvy land is very different from our land. Let's
draw a comparison by filling in sentences wherever
needed.

Topsy-turvy Land Our land

(i) People walk on their heads. (i) _______________________

(ii) ______________________ (ii) The buses run on land.

(iii) They wear their hats (iii) _______________________

on feet.

(iv) ______________________ (iv) Boats sail in the sea.

(v) People pay for what they (v) _______________________

don’t get.

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Let's Listen
Fun with sounds

pleasure treasure measure

wear tear

stare where

planned canned scanned strand

topsy-turvy hurly-burly curly-whirly

Let's Talk

1. The words in the sentences are jumbled here. Rearrange

them to make meaningful sentences. Words that begin with
a capital letter are the first word of the sentence.

(i) Renu naughty is a girl.

(ii) untidy room Her always is.

(iii) mother Her advises her clean to it.

(iv) never listens She her mother to.

(v) kind of What child a you are?

2. Can you tell of some things that go topsy-turvy at home
and there is disorder?

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 Let's Write

1. Write five things that you do at home

to make your home look neat and clean.
(i) ___________________________________________________
(ii) ___________________________________________________
(iii) ___________________________________________________
(iv) ___________________________________________________
(v) ___________________________________________________
2. Let’s imagine a topsy-turvy scene and describe it in the lines
below.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

3. Two stories got mixed up. Sort them out and write them
in the appropriate boxes.

4We thought the lion had eaten someone.

4Suddenly the kite lifted him off the ground and took him
over the treetops.

4He saw a shoe in the lion's cage.

4Finally, the kite brought him back to the park.

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4Our class had gone to the zoo.
4Puran was flying the brand new kite in the park.
4Some children stood and screamed, and some ran to the
Director of the zoo.

4Puran was frightened and excited.

4The lion had not eaten anyone, because the shoe was
one of the lion's toys.

The Magic Kite

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Who Did the Lion Eat?

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

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 Gulliver's Travels

When a person tells the story of his life in his own

words it is called an autobiography. Gulliver, a sailor,
was once caught in the land of Giants. This is how he
describes his experience.

On the 16th of June 1730 we discovered land. Our

captain sent a dozen men with vessels for water, if any
could be found. When we came to land we saw no river or
spring nor any inhabitants. I went on to explore. The
country was barren and rocky. I turned back to join the
crew, only to see them getting into the boat and rowing
for life to get to the ship.
Before I could reach them I observed a huge creature
walking after them in the sea as fast as he could. The
water of the ocean reached only till his knees! However,
the monster was unable to overtake the speeding boat. I
turned back quickly and climbed up a steep hill with fields
of barley on either side and the corn rising upto forty feet.
There was a fence to pass from one field to the other.
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 It was impossible for me to climb because every step
was six feet high. I was trying to find a gap in the hedge
when I discovered one of the inhabitants in the next field
walking towards the fence. He was of the same size as the
creature chasing the boat. I was struck with utmost
fear and astonishment and ran to hide myself. He called
in a voice much louder than a trumpet. It sounded like
thunder! Seven monsters like him came towards the field
ready to reap the corn. They carried a reaping hook
which was very big. When
one of the reapers
approached where I lay
hidden I screamed as
loud as I could. The
cr eatur e stopped
reaping, picked
me up between
his thumb and
forefinger and
brought me close to
his eyes, sixty feet
above the ground. He
looked at me with curiosity
and blew my hair aside to get
a better view of my face.
He called his friends and
gently placed me on the
ground.
They all sat on the
ground to take a good
look at me. I walked

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slowly backward and forward, pulled off my hat and made a
low bow towards the farmers. I tried to speak to them loudly in
several languages. Each time I did so the farmer who picked
me up held his ear very close to me but in vain. The farmer
took me to his house and placed me at some distance on the
dining table which was thirty feet high from the floor.
Dinner was brought for the farmer in a dish which was ten
feet in diameter. The farmer's wife crumbled some bread and
placed it before me. In the middle of the dinner I heard a noise
behind me. It was the purring of a cat that was ten times larger
than an ox. The farmer's wife was stroking him. Then entered
the farmer's one year -old son in the arms of a lady. On
seeing me the child grabbed me from the table and
put my head into his mouth. I shouted so loudly
that the baby dropped me. I would have
broken my neck if the mother had not held
her apron under me. Later she put me on
her own bed and covered me with a
clean white handkerchief.
I slept dreaming of my home, my
wife and my children.

(Adapted from Jonathan Swift’s

Gulliver’s Travels)

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 New Words
bellowing : very loud noise
inhabitants : occupants
barren : land with no vegetation
astonishment : greatly surprised
crumbled : broken into pieces
grab : (here) pick suddenly

Reading is Fun

1. Why did the captain send the men to the land?

2. Why did the men rush back to the ship?
3. Choose the correct answer.
(i) The giant carried a reaping hook because
(a) he was fighting with the other giants.
(b) he was going to reap the corn.
(c) he wanted to frighten Gulliver.
(ii) They put Gulliver on the ground to look at him because
(a) they had never seen a human before.
(b) they thought he was a doll.
(c) they had never seen such a tiny man.

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 (iii) Gulliver was
(a) a farmer.
(b) a sailor.
(c) a dwarf.
(d) a giant.
4. Name the creature to whom you would look like Gulliver.
The creature is now extinct.
The word begins with the letter D______________________
5. From the text, write the sentence that tells you the
following.
(i) The giant reapers were fascinated by Gulliver.
_________________________________________________
(ii) Gulliver was a learned man.
_________________________________________________
(iii) The farmer's son thought Gulliver was a toy.
_________________________________________________
(iv) The farmer's wife was a kind-hearted woman.
_________________________________________________

Let's Talk

1. Read the following sentences carefully.

The giant farmer’s voice was as loud as a bellowing
trumpet.
or
The giant farmer’s voice was as loud as thunder.
When something is very cold, we say it is as cold as ice.
This is because ice is very very cold.

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 Now complete the following. Use the words given in the box.
as __________________________ as a feather red
as __________________________ as a tortoise slow
as __________________________ as honey black
as __________________________ as snow gentle
as __________________________ as an ox warm
as __________________________ as night strong
as __________________________as a rose sweet
as __________________________ as a toast light
as __________________________ as a breeze white

Use the above expressions to complete the following sentences.

(i) The old man’s hair is as white _____________________.
(ii) His feet were as cold _____________________.
(iii) The newspaper boy was as slow ________________
_____________________ in delivering the papers.
(iv) I felt as light _____________________ after exercising.

Create your own comparisons for the following. Work in pairs.

as tall as _______________________

as fast as _______________________

as high as _______________________

as angry as _______________________

as tiny as _______________________

as brave as _______________________

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2. There are many reasons why something happens.
For example

Event Reasons
1. Gulliver could not — every step was six feet high.
climb the fence because — he saw one of the giants
coming towards him.
— he ran to hide himself.

All the three are reasons why Gulliver was unable to climb
the fence.
3. Now look at the pictures and discuss in groups why the
following events happened. You may find more than one
reason for each of them.

________________________

________________________

_______________________

________________________

________________________

________________________

_______________________

________________________

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 Let's Write
Look at the following examples.
4 I was trying to climb over the fence when the giant
saw me.
4 The farmer's wife was stroking the cat when her
one year-old son entered.
Both the actions were in the past.
When the first one was going on in the past, the second
one happened.
1. Match the following and write complete sentences
in the lines below.
What was happening? What happened?

(i) I was writing a letter. the lights went out.

(ii) Paul was looking out of th e bell rang.
the window.
(iii) *He was looking for his dog. he noticed a lovely butterfly.
(iv) *I was just completing the he fell off the ladder.
last answer.
(v) The man was painting I met Arun.
the wall.
(vi) Amit was doing his my pen ran out.
homework.
(vii) My mother was cooking ma’am said, “Stop writing.”
dinner.

(i) I was writing a letter when ________________________

(ii) ___________________________________________________
(iii) *When I met Arun, he was looking for his dog.
(iv) *__________________________________________________

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 (v) ___________________________________________________
(vi) ___________________________________________________
(vii) ___________________________________________________

*Please note that sometimes the order of the sentences changes.

2. Now complete the following suitably.

(i) I was sitting in a taxi yesterday when _____________
(ii) He was cleaning out his cupboard when_____________
(iii) _____________ a dog ran out onto the road.
(iv) _____________ the teacher walked into the room.
3. When we compare two things/people, we add -er or more to
the describing word.
When we compare three or more things/people, we add
est or most to the describing word.
Look at the following examples. When first two are
compared and when all three are compared.
fast faster fastest

4 The sailboat is fast.

4 The car is faster than the sailboat.
4 The aeroplane is the fastest of all.
difficult more difficult most difficult

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 4Hitting a target is difficult.
4Juggling caps is more difficult than hitting a target.
4Doing complicated magic tricks is the most difficult
of them all.
Now complete the following in the same way
using the words easy or strong.
(i) Skipping is ______________.
Jumping is ______________ than skipping.
Walking is the ______________ of all.
(ii) The dog is ______________.
The horse is ______________.
The elephant is ______________.
Now complete the following in the same way
using the words juicy or exciting. The order
may vary according to your choice.
apple __________________________
orange __________________________
sugarcane __________________________
rock climbing __________________________
skiing __________________________
river rafting __________________________
4. Correct the use of the describing words in the following
sentences.
(i) This is the simpler problem of them all.
(ii) Which is the lightest of the two parcels?
(iii) He is cleverer than I am.
(iv) I like this the best of the two.
(v) The flood became badder as the rain increased.

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5. Punctuate the following sentences using
capital letters, full stops (.) commas (,) question
marks (?) apostrophe ( ' ) exclamation mark (!)
wherever necessary.
dear samir,
i am sending you a photograph of my newest
pet frisky is a bulldog and a very playful puppy
by next summer he should be old enough to go
with us on our long walks i m sure you are looking forward
to seeing him I know you will like him
warm regards
sanju

6. Punctuate the following sentences

(i) next wednesday my sister mita is going to join the
state bank of india
(ii) the dog wags its tail when its pleased but a cat waves
its tail when its angry
(iii) when I went fishing I caught an old shoe a plastic bag
and a bad cold
(iv) she fed the baby washed the dishes put the lights off
and went to sleep
(v) wasn't tim born on the 26th of january 1989
(vi) oh no the bus has gone

Let's Find Out

Fill in the blanks.
(i) A giant tree Red wood trees of California
(ii) A giant bird ________________________
(iii) A giant land animal ________________________
(iv) A giant water creature ________________________

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 (v) A giant reptile ________________________
(vi) A giant aeroplane ________________________

Find out some interesting facts about each of these giants and
share them with the class.

Creative Writing

You woke up one morning and found yourself in the land

of dwarfs!
Write a paragraph describing your experiences there and how
you got back home finally. You may begin like this.
Everything around me looked different. _____________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Joke
Q. What did the
monster eat after
the dentist
pulled its tooth?
Ans. The dentist.
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Teacher's Page UNIT 7
Poem: Topsy-turvy Land
Story: Gulliver’s Travels

THEMES
Adventure
Imagination
Fantasy

POETRY
Once children get into the habit of reading poetry, they will find that whether happy
or sad, sleepy or discouraged, homesick or pleased, there is a poem to match your
mood. Our feelings, thoughts or experiences have been described by different poets
at different times. Poetry is closely related to music for it appeals to the ear and has a
rhythm. Enjoy the rhythm of poetry by singing or tapping your feet.

READING TIME
In this story, Gulliver, is in the land of giants. The teacher should ask the children to
read other adventures of Gulliver, especially Gulliver in the land of Lilliput. They will
enjoy reading it and it will also enhance their reading habit.

CONVERSATION TIME
The exercises on Things you do to keep the house neat and normal and not topsy-
turvy, Things that are alike (similes), Guess why (giving reasons) and Degrees of
comparison can have many possible answers. The teacher can encourage sharing of
some personal experiences. This can be an interesting and an effective learning aid.

WRITING TIME
Time the activities. It is at the teacher's discretion to plan the exercises.

The exercise on Punctuation needs a quick recapitulation of the different

punctuation marks that the children have learnt in the lower classes, before
they attempt it.

PROJECT WORK
Children can find pictures, or illustrate the 'giants' and write a few interesting
facts on each in paragraph form. These could then be displayed in class.

Browsing through the encyclopedia during the 'library hour' would be a good way to
do this project.

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 Unit 8
Nobody's Friend

Do you like making friends?

Do you like to share your things with others?
Do you think there is any child who has no friends?
Read on...

Read and Enjoy

She had some sweets that she wouldn’t share,

She had a book that she wouldn’t lend,
She wouldn’t let anyone play with her doll,
She’s nobody’s friend!

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He had some toffee, and ate every bit,
He had a tricycle he wouldn’t lend,
He never let anyone play with his train,
He’s nobody’s friend!

But I’ll share all of my sweets with you,

My ball and my books and my games I will lend,
Here’s half my apple and half my cake
— I’m your friend!

ENID BLYTON

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Read and enjoy the poem

Reading is Fun
1. What are the things the girl does not want to share?
2. Did the boy share his toffee and tricycle with others?
3. Why are the two children nobody’s friends?
4. What does the child in the last stanza want to share?

Let's Talk

1. Do you like to share your favourite food or toys with

others? Why?
2. Who is your best friend? Can you describe
him/her?
3. Suppose you and your friends were very
thirsty and there was only one glass of water.
What would you do?
4. If you had a bat, could you play cricket by
yourself?

Word Building

1. Can you find more words ending with -less

friendless, homeless, _______________________
_______________________ _______________________

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2. Can you write the opposite of
(i) lend b ________________ w

(ii) nobody s ________________ y

What are no Words

1. Several words mean no. The word never is one. It means

at no time or not ever.

Here are some other no words read them

nobody no no where

no one none nothing

2. Read the given sentences and underline the no word

in each.

(i) Nobody is at home.

(ii) Ram has no book.

(iii) Can no one help him?

(iv) Was Gopal nowhere around?

(v) None of the two boys came.

(vi) There is nothing to do.

(vii) I have no coat.

(viii) Radha is never late.

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 Say Aloud
nobody everybody somebody
cycle bicycle tricycle
share care stare
hair pair stair

Now write words that rhyme with

train ___________ ___________ ___________
friend ___________ ___________ ___________

Let's Write
Here is a short story.
Once a lion lay fast asleep in the Ranathambore forest of
Rajasthan. Some mice were playing hide and seek near him.
One mouse got trapped under the lion’s paw. The lion woke
up, laughed loudly and let the mouse go!
After some days the mouse heard the lion’s roar. He saw that
the lion lay in great pain as he was tied with many ropes. The
mouse used his sharp teeth and cut the rope.
‘‘You are a true friend,’’ said the lion.
From Aesop’s Fables
A friend in need is a friend indeed.

What does this mean?

(i) We must be there for friends in trouble.
(ii) Only a good friend will be with us
when we are in trouble.
In a short paragraph write how you can be
a good friend.

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 The Little Bully
Do you know of any child who teases others or pushes
them around? What would you call such a child?
Read this story and see how Hari, a little boy troubles
other children.

Once upon a time, not so very long ago, there was a small
boy called Hari. Although he
wasn’t very big, he was
strong, and he loved to
tease all the boys and girls
who went to school with
him. What he loved to do
most was to pinch. He could
make a big bruise appear in
half a second. Another trick
he played was pricking
people with a pin.
So you can guess how all
the children hated him. They
tried pinching him back, but
that was no good because he could
always pinch harder. They didn't like telling their
teacher, because that was telling tales.
It so happened that the class went for a picnic to
the seaside for a whole day. All the children were
most excited.

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 On that day, the sun shone bright, and all the
children were wild with excitement. They crowded into
the train and sat down — but nobody wanted to sit next
to Hari because he always pinched.

When they arrived at the seaside, out jumped all the

children with a shout of joy. Down to the sands they
raced, hand in hand — but nobody took Hari’s hand.
Nobody went near him.
Hari was angry. He went to a sandy corner near a
rocky pool and sat down by himself. He took out his
lunch and looked at it. It was a good lunch. There were
two hard-boiled eggs, six jam sandwiches, three pieces of
bread and butter, a ginger cake, and a bar of chocolate.
He would eat it all by himself. He wouldn't offer anything
to anyone!
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 Just as he was beginning on the eggs, he heard a
hoarse voice near him. “Good morning! I am so pleased to
meet a boy like you.” Hari turned around and stared in
fright. Whatever do you think he saw?
Hari saw a monster crab walking sideways out of the
pool. His eyes were on the ends of short stalks and he
looked most queer. He held out his
front claw to Hari. Hari put out
his hand to shake the crab’s
claw, but to his surprise
and anger the crab
opened his pincers
and nipped his
hand so hard that
the little boy yelled.

“Ah, here is my good cousin,” said the crab pleasantly,

and, to Hari’s horror, he saw a large sandy lobster
crawling heavily out of the pool. Before the little boy
could stop him the lobster took his hand in his great
pincer-like claws and pinched it so hard that Hari yelled
in pain.

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 Then he stared at the pool in surprise, for, out came
sandy-coloured shrimps and prawns, more crabs, and
another large lobster and they pricked Hari till he was
soon black and blue with their pinching.
“Don’t you like it?” said all the creatures in surprise.
“Why, we were told you would love to see us because you
were a champion pincher and pricker yourself. Come,
come join in the fun!”
Hari leapt to his feet, crying loudly. His lunch rolled
into the pool, and when the crabs and lobsters saw it
they ran to it and began to feast eagerly. Hari saw that
they had forgotten him for a time, and he turned and ran
for his life, tears streaming down his cheeks.
“They only did to me what I keep doing to the
other children,” he thought. “But how it hurt! And how I
hated those crabs and lobsters! I suppose the other
children hate me too. Well, I jolly well shan’t pinch or
prick any more.”
ENID BLYTON
(Adapted)

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 New Words
bruise : injury by blow to body
horrid : terrible
hoarse : rough and deep sounding
pincer : gripping tool
stalk : main stem
nipped : pinched

Reading is Fun
Now that you have read and understood the lesson, can you
answer these questions? You can put a ( ) on the right answer.
1. Why did all the children hate Hari?
(i) Because he would not talk to anyone.
(ii) Because he always pinched them.
(iii) Because he loved stealing their food.
2. “Nobody took Hari’s hand. Nobody went near him.
Nobody played with him.” This shows that Hari had
(i) many friends.
(ii) few friends.
(iii) no friends.
3. Which of the following actions would make a friendly
person? Write them down.
4Respecting other people.
4Eating a small child’s tiffin.

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 4Calling people rude names.
4Pushing a smaller boy and making him cry.
4Being helpful to everyone.
4Helping your classmates in school.
4Mocking at friends and hurting their feelings.
4Protecting a weaker person.

Actions which would make a friendly person

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Vocabulary

1. Find out words which are opposites or are closest to being

the opposites of the words given below. Then write down
the opposites in the grid. 1 2
S M
Down Across
3 O S Y
1. smile 3. quiet
L R
2. happy 5. punish 4
W
4. strong
5 E W A

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2. Hari was pinched till he was black and blue. ‘Black and
blue’ means
(i) Hari fell down in pain.
(ii) there were bruises on his body.
(iii) Hari painted himself in colours.
(iv) Hari had a black and blue shirt.
3. ‘I shan’t pinch anyone anymore’. Shan’t means.
(i) shall
(ii) should
(iii) shall not
(iv) will not
4. Give the full forms of
won’t ______________________
weren’t ______________________
wouldn’t ______________________
couldn’t ______________________
5. A girl was sitting quietly beside him. Hari leapt to his feet,
crying loudly.
The words quietly and loudly tell us how an action is being
done.
Find five more words ending in -ly which denote how
something is done.

(i) ______________________ ly

(ii) ______________________ ly

(iii) ______________________ ly

(iv) ______________________ ly

(v) ______________________ ly

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 Add -ly to the following words.
clear merry weary double
dreary bright bad fond

Now can you make sentences with these words?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Fun with Sounds

1. Let’s practice with P and F.

pleased pricked pinched punished

fat fruit fell forgotten

palm pair proud parade

farm fare frown fish

2. Complete the blanks with rhyming words of the following

and practice aloud.

bruise c___________ creatures fe___________

carriage m _________ teachers pr___________

prawn d __________ vowed c___________

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Let's Practise some Writing
1. How did the seaside creatures, the crab, the lobster etc.
teach Hari a lesson? Write in a few lines.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
______________________________________________________
2. Read these sentences carefully.
I ate an apple.
A boy is standing under the tree.
The sun rises in the east.
A and an do not point out any definite or particular person
or thing whereas, the is used when we speak of some
particular person or thing. A, an and the are called articles.
Remember an is used before words beginning with a vowel
a,e,i,o,u.
Now fill in the blanks with appropriate articles.
(i) Hari was ______________ unpopular boy.
(ii) The boys and girls went to ______________ seaside for
a picnic.
(iii) He saw ______________big crab coming towards him.
(iv) I found______________empty bottle, floating in the
water.
(v) ______________sea creatures ate his food.

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 3. A crab has a hard shell whereas a frog does not have one.
There are many animals that protect themselves from their
enemies with their outer cover/shells/quills.
In the box given below are the names of some animals.
Encircle the ones that can protect themselves with their
hard cover.

crocodile snail lizard snake

turtle tortoise gorilla frog

hedgehog porcupine

Now paste/draw the picture of any one animal. Write five

lines about it.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

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4. Can you tell the difference between a turtle and a tortoise?
Write a few lines.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5. Describe what is happening in the picture. Use is/are and
____ing to make your sentences. Clues are given in the box.

swing sit climb

lick slid kick

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 For example Krishna is swinging.
(i) Mary _____________ up the slide.
(ii) Hari _____________ and boxing her.
(iii) Little Bitoo _____________ a lollipop.
(iv) Rita ___________________ down the slide.
Imagine what the children will do in the playground
tomorrow. You can take some hints from the words given in
the box. e.g. John will play kabbadi tomorrow.

Play football jump

race badminton run

Let's be creative and Talk

Work in groups of four. See the picture of a shipwreck at

the bottom of the ocean.
Suppose you went deep-sea diving. What would you find?
Think of all the words that come to your mind, then build a
a paragraph. Share your story with other groups.

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 UNIT 8
Poem: Nobody's Friend
Story: The Little Bully

THEMES
Problems of growing up
The evils of bullying
Friendship
Familiarity with the animal world

READING TIME
Reading of other stories by children's writers like Enid Blyton should be encouraged.
Aesop's Fables are also interesting for children, and should be suggested for their
reading.

CONVERSATION TIME
Discuss with the children the importance of rules in social situations and why these
should be made and followed. Make them also aware of their fundamental rights and
how they are inseparable from their fundamental duties. Let them list some of the
rules they don't like to follow and to reason out why they also are important.

WRITING TIME
A paragraph is a group of sentences developing one topic. Choose a topic, make a
plan, gather material and then construct the paragraph. Skills of paragraph writing
on a proverb and collecting and presenting information on animals can be
stressed upon. These can be put up on the display board.

PROJECT WORK
Let the children discuss about people they know and the things they like to
collect. They can then talk about their own collections, how they started and
what they like or would like to collect.

They could find out from the Internet or an encyclopedia about some famous
people who are well known for their personal collections. This information
should also be displayed for everyone to see.

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 Unit 9
Sing a Song of People
Eveybody seems to be in such a hurry
these days! I wonder why?

Sing a song of people

Walking fast or slow;
People in the city,
Up and down they go.

People on the side walk,

People on the bus;
People passing, passing,
In back and front of us.

People on the subway

Underneath the ground;
People riding taxis
Round and round and round.

People with their hats on,

Going in the doors;
People with umbrellas
When it rains and pours.

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People in tall buildings
And in stores below;
Riding elevators
Up and down they go.

People walking singly,

People in a crowd;
People saying nothing,
People talking loud.

People laughing, smiling,

Grumpy people too;
People who just hurry
And never look at you!

Sing a song of people

Who like to come and go;
Sing of city people
You see but never know!

LOIS LBNSKI

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 New Words
subway : underground passage
for people to cross
underneath : below
elevators : lift
grumpy : ill-tempered

Reading is Fun
1. Which modes of transport do the people use
to move around in the city?
2. What are the things that the people carry
with them, while moving around?
3. Where all do you find these very busy
people?
4. Where have you seen crowds of people?
5. Why do you think all these people are in a
hurry?

Language Use

Let’s write the opposites of the following words.

slow _________ up _________
back _________ tall _________
below _________ crowd _________
loud _________ go _________

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Let's Listen
Read and listen to these two poems with your partner and
find out what are the things that the village child and the
city child like.

The Village Child The City Child

My home is a house I live in a city
Near a wood In a street;
I'd live in a street It is crowded with traffic
If I could! And feet;
There are buses and motors
I do wish someone
And trams.
Lived near.
I wish there were meadows
There's no one to play with And lambs.
At all. The houses all wait
The trees are so high In a row
And so tall: There is smoke everywhere
And I should be lonely That I go.
For hours, I don't like the noises
Were it not for the birds I hear
And the flowers. I wish there were woods
Very near.

Let's Talk

The people who live in cities often wish they could live in quiet
towns. Do you like the place you live in?
Tell your partner two things you like and don't like about
the place you live in.

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 Let's Write

1. Did you observe that in the poem, the last words in every
second and fourth line rhyme with each other?
Can you write a four line poem?
2. Find out how many people are there in our country.
Do we have enough land for all people on this earth?
Is there enough food and water for all people?

3. Find out the following from ten families living in your

neighbourhood.

Count the number of F1* F2 F3 F4 F5 F6 F7 F8 F9 F10 Total

children below 5 years of age

children from 5-14 years

grown up children from 15-20

elders from 21-50 years

old people who are above 50 years

total number of people in the family

*F = Family

(i) How many members are educated in each family?

(ii) From amongst the ten families, how many are educated?

Now talk to your partner and then write a report about

your neighbourhood.

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Let's Interview

1. Interview your teacher and get her responses for the

following questions.
(i) Why did you become a teacher?
(ii) How do you come to school everyday?
(iii) Do you have any pets?
(iv) What kinds of books do you like to read?
(v) What are your hobbies?
2. Now write a paragraph about your teacher with the
information you have gathered.
My Teacher
My teacher says she became a teacher because
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

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 Ajay’s route a rg
iM
ndh
My house Ga
tu rba
K as
India Gate
Ajay’s House
Boat club
Picnic
area

School
Rin
gR
oad

Ashoka Road

Grandmother’s House

Use the above map to answer the questions.

1. What does the dotted line on the map show?
2. What road would Ajay take to get to the boat club?
3. What building is next to the picnic area?
4. What road passes by Ajay’s house?
5. What other way could Ajay use to get from his house
to his grandmother’s house?
Now write :
Use verbs like: go, turn, cross
Use prepositions like: across, between, in front of, beside,
near, behind and write how you get home from school.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

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 Let's Listen

Do you like to float paper boats?

Listen to the poem given below.

Day by Day I Float My Paper Boats

Day by day I float my paper boats
one by one down the running stream.
In big black letters I write my name on them
and the name of the village where I live.
I hope that someone in some strange
land will find them and know who I am.
I load my little boats with shiuli flowers from our garden,
And hope that these blooms of the dawn will be carried safely
to land in the night.
RABINDRANATH TAGORE

(i) Discuss with your partner how you

would send a similar message to someone.
(ii) Also find out how people sent messages
in olden days and how they send them nowadays.

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 Let's Write

1. See the picture Travel Time below. Answer the questions

that follow.

(i) Where did you go for an excursion/holiday?

(ii) With whom did you go?
iii) What did you take with you?
(iv) What was the first thing you saw when
you reached your destination?
(v) What did you like best about the place?
(vi) How long did you stay there?
(vii) What did you miss about home?
2. Make sentences using any two new words which
you have learnt in the lesson.
(i) ___________________________________________________
(ii) ___________________________________________________

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3. Which do you think would be more fun — travelling by
aeroplane or sailing on a ship? Write why you think so.
_______________________________________________________
______________________________________________________
_______________________________________________________
4. Look at the following words. They are group names.
troop of soldiers
swarm of bees
team of players
litter of puppies
fleet of ships
library of books

Fill in the blanks choosing group words from the box.

(i) The travellers rested under clump
the _______ of trees. cluster
choir
(ii) The _________ sang beautifully.
bunch
(iii) The _________ of flowers was lying flock
on the table. band
(iv) The girl looked up at the _________ of stars.
(v) The _________ of robbers escaped.
(vi) The hunter shot at the _________ of birds
5. Some words describe actions. Many of them end in -ly.
The girl danced beautifully.
Fill in the blanks by changing the word in the brackets
suitably.
(i) The girl slept ________. [sound]
(ii) The children finished their work ________. [quick]
(iii) The old man shouted ________. [loud]
(iv) The boys played ________. [quiet]

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 (v) Do your work ________. [neat]
(vi) I can do the sum ________. [easy]

Fun Time

1. Which country would you like to visit when you grow up?
Make a project by drawing or pasting.

(i) a map of that country, its national flag

(ii) stamps of the country, its currency

(iii) some famous monuments or landmarks

2. Do you know that there are seven wonders in the world?

Can you tell the name of the one which is in India?
Find out and write the names of all the seven wonders
and the countries they are located in.

Wonders of the world Countries

(i) The Taj Mahal _____________

(ii) The Great Wall of China _____________

(iii) _______________________ _____________

(iv) _______________________ _____________

(v) _______________________ _____________

(vi) _______________________ _____________

(vii) _______________________ _____________

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Fun with Sounds

When an e is added to some words, the words change along

with their sounds and meanings.

cap mat pin not

cape mate pine note

kit sit fin hat

kite site fine hate

cut bit quit din

A Little Bit of Nonsense

There was an old Man with a beard
Who said, ‘‘It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!

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Teacher's Page UNIT 9
Poem: Sing a Song of People

THEMES
Travel
Regard for others
Adventure
Imagination
Familiarity with reading maps

READING TIME
The children could be asked to read books based on travel in India and abroad. They
can be encouraged to read stories like Treasure Island, Sinbad the Sailor and share
interesting facts about them in class.

CONVERSATION TIME
Why do people travel — to see a new place, for business etc. — the teacher should
conduct a brainstorming session of ideas.

The teacher could discuss the various means of transport, both ancient and modern,
and how travel is getting more and more luxurious nowadays.

What are the important things to keep in mind while travelling, what are the
risks and hazards involved, how to read maps, signs, landmarks etc., are some
of the topics that should be discussed.

WRITING TIME
Students could frame some questions of their own to interview the teacher by
using the given questions as a guideline.

The paragraph on the children's favourite means of transport could also include their
personal experience of travelling by it.

PROJECT WORK
The children could find out in detail about any one of the Seven Wonders of the World.
The picture and the related paragraph could be displayed in the class.

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Unit 10 Malu Bhalu
Read and Enjoy

High up in an icy lair

Lived a little polar bear
Snow white, snow bright was her mane,
Malu Bhalu was her name.

Very soon our Malu Bhalu

Learnt the things her parents knew.
Fish to catch, big and small...
Malu was a clever girl.

Malu said to her mother one day:

Ma, I’m going far out to play.
I want to see the things that lie
There beyond the big blue sky.
A little patience, child, said Mum,
In the summer when next it comes.
Summer?... Patience?... What a test!
Malu simply could not rest.

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 First things first! Malu’s mum
Clasped Malu tight within her arms.
Then she said — her voice was firm
Now my dear you’ll have to swim.

But Ma! said Malu, what do I know?

How will I? I’ve never swum before!
Don’t worry dear, said Malu’s mother,
Do as I do, that’s all, she advised her.

She had no choice, no other way,

Malu had to swim that day.
Tight she gripped her mother’s hand,
Into the water splash! to land.

Brave mother’s brave young daughter!

Doubt and fear she left behind her.
Malu swam with all her might,
It didn't matter wrong or right.

But swimming came so naturally,

Her mother knew this and all could see.
Fearless was Malu, this she knew,
Not just brave, but special too.

Translated from Hindi by SANDHYA RAO

Excerpts from Malu Bhalu by Kamla Bhasin
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 New Words
lair : wild animal’s lying-place
mane : long hair on the neck of some animals
clasped : (here) encircle, hold closely
might : great strength

Reading is Fun

1. Where did the polar bear live with her family?

2. What did Malu learn to do from her parents?
3. Where did Malu want to travel?
4. What was it that Malu’s parents wanted her to learn?
5. Was Malu scared to swim? Did she learn it easily?
6. Read the last two stanzas of the poem. Whom does ‘she’
stand for in both?
7. See the picture shown below and talk about it.

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 Use a chart

Malu Bhalu True or False Character Sketch

brave, strong,
Malu’s hair was white. hardworking,
eager to learn more,
smart, caring, impatient,
Malu knew how to swim.
female, affectionate,
bold, playful, white,
Malu was playing with adventurous, clever,
the penguins. young, fearless

Malu was good at 1. _____________________

catching fish.
2. _____________________
Malu was a brave bhalu.
3. _____________________
Malu did not love her
mother. 4. _____________________

5. _____________________
Malu’s mother was firm.
6. _____________________

Now write a detailed character sketch of Malu Bhalu.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

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 Let's Talk
Read the following passage carefully.
One day Meena plucks a mango and brings it home. Her
grandmother gives the larger piece to Raju because he is a
boy. Meena protests. After all, she brought the mango and
she is the elder of the two. She insists she has a greater
right over her share. Her father comes to her help and
divides the mango equally.
Now answer the questions.
(i) Who brought the mango home?
(ii) Why did Meena’s grandmother give a larger piece
to Raju?
(iii) Who do you think should have got the larger piece?

1. Using the following clues write about yourself in the space

below — name, place you live in, physical features, habits,
likes and dislikes etc.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. What are the things your mother asks you to do?

Things you like to do Things you do not like to do
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

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 Let's Write
3. Malu lived with Malu’s parents in the North Pole.
Malu had great fun with Malu’s seagull
friends.
One day, Malu’s father told Malu
that the hunters had come to trap
Malu and Malu’s family. Malu knew
how to hide very well. Malu shut
Malu’s eyes and curled up like a ball
of snow.
The hunters searched for Malu and Malu's
family everywhere but in vain.
We can avoid repeating the names by using certain other
words in their place. Study the table below.
Singular Plural
person speaking I, me we, us
person spoken to you you
other persons he, him, she, her they, them
places, things it,
Now rewrite the above paragraph using words from the
above table.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

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 Who will be Ningthou?
A king is called a Ningthou
and a queen is called a Leima
in Manipuri. This is a story
from Manipur about what qualities
make a good ruler.

Read and Enjoy

Long, long ago, in the land of
Kangleipak in Manipur, there lived a
Ningthou and a Leima. They were loved
dearly by the people.
The Ningthou and Leima, on their part, never stopped
thinking about their meeyam, their people. “Our meeyam
should be happy,” they said.
The people were not the only ones who loved their
Ningthou and Leima. The birds and animals too loved
them. The Ningthou and Leima always said: “Everybody
in Kangleipak should live in peace. Not only the people,
but the birds, animals and trees.”
Their beloved king and queen had three sons:
Sanajaoba, Sanayaima and Sanatomba.
Twelve years later, a daughter was born. She
was named Sanatombi. She was a lovely
child, soft and beautiful inside. She was
loved by one and all.
The years went by, and the children grew
up well. And then one day, the Ningthou
called all his ministers and said: “It is now

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time to decide the Tunggi Ningthou, the
future king.”
The ministers were shocked. “But O
Ningthou, what is there to decide? Sanajaoba,
your eldest son, will be our future king.”
“Well,” the Ningthou replied. “That’s how it
happened in the old days. The eldest son always
became the king. But times have changed. So let us
select a king who is most worthy of becoming a
king.”
“We will have a contest to select the future king,”
the Leima said. And so, in the land of Kangleipak,
there was a contest, a horse race. Whoever reached
the khongnang, the banyan tree, first would be
declared Tunggi Ningthou.
But then, a strange thing happened.
Sanajaoba, Sanayaima and Sanatomba all three
of them finished the race together. They were
expert riders and all three reached the finish line
at the same time!
There was great excitement. “Look at them!”
the people shouted. “Shagol thauba nupa,
such fine horsemen!”
But one question remained: Who would
be the Tunggi Ningthou?
The Ningthou and Leima turned
to their sons. The Ningthou
said, “Sanajaoba, Sanayaima and
Sanatomba, you have proved that you

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are fine horsemen. Do something different each one of
you, so that we can decide who will be Tunggi Ningthou.”
Suddenly, Sanajaoba mounted his horse and held his
spear straight in front of him. He looked around. There
was a hush among people. “What is Sanajaoba, the
eldest, going to do? They thought to themselves.
Sanajaoba then looked at the huge khongnang
standing majestically in the distance. He pierced the tree
and jumped his horse right through it!
“Bravo! Bravo!” The people shouted. “Thouro! Thouro!”
And then they fell silent.
Now it was the turn of the second son, Sanayaima.
What would he do? Sanayaima too looked at the
khongnang as he mounted his horse. Then he too rode
towards the tree, harder and harder. The people watched
in silence, afraid even to breathe. When he was really
close, he urged his horse to jump. Higher and higher the
horse rose until horse and rider jumped clear over the
huge tree and landed on the other side in a wonderful
motion.
The people breathed in relief and said in unison:
“Phajei ! Phajei ! Wonderful ! Wonderful !
And now, it was the turn of the youngest son,
Sanatomba. He, too, rode his horse towards the
khongnang and, before anybody knew what was
happening, uprooted it. Triumphantly he carried the tree
to the Ningthou and Leima and laid it at their feet!
Shouts of Thouro ! Thouro ! Phajei ! Phajei !” filled the
mountains.
The people grew restless. Why were the Ningthou and
the Leima taking so long to make the announcement?

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 They craned their necks to see what was happening.
The Ningthou and Leima were watching Sanatombi,
their five year-old daughter. She looked sad and lonely.
She stared at the khongnang which lay dead by the
throne. Birds flapped worriedly around, searching for
their homes in the tree. Sanatombi walked up to the
khongnang and whispered, “The khongnang is dead. It
was hurt by the spear and now it is dead.”
The people were all attention. The Ningthou stood up.
He looked at the three boys. He looked at the little girl. He
turned to the people. “If anybody is worthy of becoming
the ruler,” he said, “it is little Sanatombi. It was she who

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told us to look at the soul of the khongnang. Sanatombi
feels the pain of others. She feels the pain of the people,
the animals, the birds, the trees.”
”I declare Sanatombi the future Leima of Kangleipak,”
the Ningthou said. A silence fell. Everyone turned to look
at the little girl, their future queen. There she stood, all of
five, like a small khongnang, with birds flying all around
her. They sat on her shoulders and on her head. She held
out her hands full of grain and the birds flapped about
her, pecking at the food.
“A Leima is one who doesn’t hurt anybody in the
kingdom.”

INDIRA MUKHERJEE

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 New Words
peace : quiet
worthy : deserving of
contest : competition
spear : hunter’s weapon
triumphantly : victoriously

Reading is Fun
1. Name the place in Manipur where the Ningthou
and Leima ruled.
2. Why did the people of Kangleipak love their king
and queen?
3. Why did the Ningthou want to choose a future
king?
4. How did the king want to select their future king?
5. What kind of child was Sanatombi?
6. Have you ever seen an animal or a bird in pain?
What did you do?

Let's Listen and Talk

1. Where is Manipur on the map of India?

2. What language do the people of Manipur speak?
(i) Assamese (ii) Maithailon (iii) Mizo

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3. Who do you think should have been made the future king?

4 Sanajaoba, the one who jumped through the tree.

4Sanayaima, the one who jumped over the tree.

4Sanatomba, the one who uprooted the tree.

Why do you think so?

Who was made the future queen and why?

Word Building

1. Say aloud the following names in your mother tongue.

In Manipuri

Ningthou

Leima

Meeyam

Khongnang

2. Write the meanings of the following in English.

Tunggi Ningthou — _____________________________

Thouro ! Thouro ! — _____________________________

Phajei ! Phajei ! — _____________________________

Shagol thauba nupa! — _____________________________

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 Fun with Sound words
Some interesting words sound like the noises for which they
stand. You use a different tone of voice when you say these
words. The voice becomes louder and more forceful.
For example,
Zoom! went the car.
Bang! went the door.
Pip! pop! flippety flop!
say the following and write what
would make these sounds or actions.
Click! _____________________
Chirp! _____________________
Whisper! _____________________
Bravo! _____________________
Oh! _____________________
Ah! _____________________
Hurrah! _____________________
Alas! _____________________
Wonderful! _____________________
Hi! _____________________
Ho! _____________________
Hop away! _____________________

Language Use
1. Read the lesson carefully and put a circle around all the
action words with -ed at the end. Then write them in one
column and their present form in another. One is done
for you.

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 Action words with -ed at the end Action words in
present form
admitted admit
________________________________ ___________________
________________________________ ___________________
________________________________ ___________________

2. Fill in the correct word in the blanks and

complete the story.
In a forest, there _________ (live/lives/lived) a goblin named
Cruel. One day, he __________ (meet/met/meets)
an old man wandering in the forest. Immediately,
Cruel _____________ (leap/ leaps/leapt) on to the
old man’s shoulders and _____________ (order/
orders/ ordered) him, “Let's go. Move fast.”
The frightened old man _________ (obey/obeys/
obeyed) the nasty goblin and _______ (walk/
walks/walked) on. As they ___________on,
(move/moves/moved) he _________ (notice/
notices/ noticed) that the goblin's feet were very
tender. The old man ____________ (ask/asks/
asked) Cruel, “ Sir, how are your feet so soft and tender?”
Cruel __________, (reply/ replies/replied) “ I have taken a
vow that I will not touch the ground with my feet, till I
wash them.” They soon ____________ (come/comes/ came)
to a pool. The goblin ________
(instruct/ instructs/ instructed)
the old man to wait for him while
he ___________ (enter/enters/
entered) the pool. The old man
___________ (think/ thinks/
thought) to himself, “Now that
the goblin has wet his feet, he
does not need me. Let me run for

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 my life or he will surely eat me up.” So he ___________
(run/runs/ran) off.
3. Make a list of the action words from this story.
-ed action words irregular action words
live lived meet met
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________ __________ __________

Project Work

1. Sit in groups of five. Now, each student will tell a story. Decide
which story was the best and declare a Ningthou or Leima of the
group.
2. Find out stories about other great people’s lives and their
childhood and write these in your notebook. Collect at least two
such stories and share them with your friends.
You could think of famous

4scientists
4religious people
4freedom fighters
4brave children
4astronauts
4artists

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Teacher's Page UNIT 10
Poem: Malu Bhalu
Story: Who will be Ningthou?

THEMES
Girl child – gender awareness
Multi-lingualism
Leadership qualities

READING TIME
The story in this unit is a folk tale from Manipur and has many words in Manipuri
language. Children could be asked to read folk tales from other states of India and
make note of any words in another language.

CONVERSATION TIME
The caring child and sensitivity to the environment is also highlighted in the story.
The teacher could draw out from the children what made Sanatombi the right choice
for the Leima and why is it important to care for the environment. They could be
asked to find out and share with others which actions on our part harm the
environment.

WRITING TIME
Students should be guided to write short paragraphs in a systematic way. The
teacher can give some clues on how to put the points in order — starting with a
brief introduction, a topic sentence followed by the points, and then a proper
ending sentence. A variety of topics can be given for practice.

PROJECT WORK
A display board can be put up on famous personalities.

2019-2020
 Notes
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2019-2020