Dawood Public School

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1 1 Dawood Public School Course Outline for English Language Class: V Textbooks: Oxford International English Book 5 Oxford International English Book 5 (Workbook) William Tell (Ginn: The Beacon Readers Book 6) Students Companion Table of Contents: August Grammar: Subject and Verb Agreement Tenses: Simple Present/Past Silent vowels (vocabulary) Words ending in er, -or,- ar (vocabulary) William Tell (pg 5) Mystery narrative:a New Life for Maia (pg 10) Interview: Home Country, what s that? (pg 14) Finding a friend (poem) (pg 18) Autobiography Writing An event in past that made you worried Who am I (pg # 8) What makes you the person you are (pg # 9) September Grammar Tenses: Present / Past Continuous Speech Marks / Punctuations Direct Speech Comprehension Chocolate Fantasy Fiction (pg 24) The origins of Chocolate (pg 28) Poem Comprehension (pg 32) A Traditional Story (pg 10 workbook) Write 3 short paragraphs about a festival you like. Also include the description of festival foods. (pg 35) An apology note to a friend If I had a magic wand

2 2 How fire first came to the Indians (pg 21) King Red beard (pg 29) Unit 2: Food, Feasts and Festivals (pg 22) October Grammar: Pronoun and its kinds: Personal, Reflexive, Possessive, Relative Homonyms Conjunctions An Adventure Story (pg 38) Life in the sea (pg 42) Poem Comprehension (pg 46) Write an adventure story about a sea rescue. (pg 48) Write a narrative story on the sea (pg 49) Think of a promise you have broken. What happened and how did you feel? A get together with cousins The Blue Light (pg 37) Unit 3: Our Blue Planet (pg 36) November: The Cartoonists (pg 54) Comic Strip to animation (pg 58) Poetry Comprehension (pg 62) Turning a story into cartoons (pg 20 workbook) Unit 4: Stories and Comic Strips (pg: 52) Revision for mid-year Examination December Mid Year Examination January Grammar: Adverb and its kinds: Adverb of manner, degree, time, place Similes and Metaphors Prepositions The young Gandhi (pg 68) Nelson Mandela (pg 72) Song Comprehension (pg 76)

3 3 Write a timeline (pg 78) Plan a biography of someone you admire. Before that, answer the given questions about your chosen personality. (pg 30 workbook) Advantages and disadvantages of group study Picture Story Androcles and the lion (pg 49) Unit 5: World Change Makers (pg 66) February Grammar: Types of Sentences: Assertive, Interrogative, Exclamatory, Imperative Contractions Idioms Catching the moon (pg 82) Laura Dekker (pg 86) Fun Run (pg 90) Interviews (pg 34 workbook) Look at the map which shows where Laura went. Choose a place to start from. Pretend that you are Laura and write your diary for seven days. (pg 93) Write a short diary for seven days and tell what happened to you each day. Try to write the most important event of every day. (pg 36 workbook) Story Writing (pg1 37) Activity on writing genres. (pg 53 workbook) Grumble and Cheery (pg 101) Little by little - poem (pg 99) Unit 6: Sport and Health (pg 80) March Grammar: Suffixes and Prefixes Synonyms Flying Adventure Story (pg 112) Discover hot air balloons (pg 116) Formal Letter Writing (pg 151) Changing informal letter to formal letter (pg 59 workbook) If you could have one super power, what would it be? A naughty Boy (Story Writing)

4 4 The little Lame Prince (pg 133) Unit 9: Tales and Legends (pg 124) April Future Worlds: Life on Venus (pg 140) A Return ticket to Space (pg 144) A poem for a Blue Planet (pg 148) Fabulous Future (pg 56 workbook) Unit 10: Fabulous Future pg: 138 Revision for Final Examination May Final Examination Course Categorization: 1. Conversation sessions: (Listening and Speaking) Course Book: Oxford International English Book 5 2. (Reading, Writing and Analysis) Course Book: William Tell (Ginn: The Beacon Readers Book 6) Reference Book: Dictionary 3. (Reading, Writing and Analysis) Course Book: Oxford International English Book 5 Reference Books: Learner s Primary Comprehension 5 Grammar Skills 5 Websites: Grammar: (Writing) Course Book: Oxford International English Book 5 Oxford International English Book 5 Workbooks

5 5 Reference Book: Students Companion The Grammar Tree 5 Grammar Skills 5 Mc. Millan English Language 5 Websites: (Writing and Analysis) Course Book: Oxford International English Book 5 Oxford International English Book 5 Workbooks Reference Book: Creative Writing Book 5 August Grammar: Subject verb agreement: Subject verb agreement defines that subject and verb must agree in number: both must be singular, or both must be plural. Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural. Exercises to insert appropriate verb form for singular or plural subjects will be given to the students to be done in their note books. Eg: There (is, are) a lot of trees in our block. In the background there (was, were) a big yellow sun. Worksheet will also be provided for further practice containing similar exercises. In addition, exercises for subject verb agreement will be done in the course pg # 114 Tenses: Simple Present/Past Simple present tense is a tense that expresses action in the present time, habitual actions, or general truths. Eg: The earth revolves round the sun. I brush my teeth regularly twice a day. She meets me every Sunday. Simple Past tense indicates action that occurred in the past and which does not extend into the present. Eg: She met me last Thursday. I drank a glass of milk last night. My father came from England yesterday.

6 6 Exercises to insert appropriate tense in the given sentences, conversion of sentences and paragraphs from one tense to another will be explained. Exercises will be given to the students to be done in their note books. They will be asked to change present tense into past tense and vice versa. Eg: I need an umbrella I needed an umbrella. Mr Brown buys a bike for his son. Mr Brown bought a bike for his son. In addition, exercises for simple tenses will be done in the workbook pg # 44, 45 Silent vowels: Silent vowels are the ones that are not pronounced. We spell the word interested as, int-er-est-ed. But we say the word like this: in-trest-ed. e becomes silent. More examples are:- vegetable : veg-table camera: cam-ra Desperate: desp-rate wrong: rong Students will do the exercises in the course book pg # 17 Words ending in er, -or,- ar The endings er, -or, -ar can be confused, as they generally sound the same. -or endings are often used for technical and professional nouns like, professor, editor More examples are: governor baker sponsor teacher etc. Exercises given on pg # 13 will be done in the course book. Mystery narrative: A New Life for Maia (pg 10) Interview: Home Country, what s that? (pg 14) Finding a friend (poem) (pg 18) Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Writing Autobiography (an explanation of a person s life written by himself/herself) Write about an event in your past when you felt worried or nervous. It could be when you started a new school or new class or when you moved home. Topics will be explained to the students, brainstorming will be done in class. Students can take help from the ideas given on pages 20 and 21 in course book. William Tell (pg 5) Review: It s a story of a brave man who did not bow his head before an arrogant king. He escaped from the captivity of his soldiers and in the end when the cruel leader was killed, he became the king and led his nation kindly. Students will do the following exercises in their note books:- Questions/Answers: Why do you think Gessler wanted people to bow before his hat? A: Gessler wanted people to bow before his hat because he was an arrogant king and wanted people to obey him by bowing their heads even to his hat.

7 7 Why did the people not want to bow their heads? A: People did not bow before his head because they did not like him and did not want to lose their self esteem by bowing in front of his hat. How could Tell go free from the punishment? Tell can go free from the punishment if he would mark an apple on his son s head. Why do you think, Gessler told Tell to mark an apple with an arrow on his son s head? Gessler told Tell to mark an apple with an arrow on his son s head because in this case his son s life will be at stake and William would never do that. Gessler wanted to prove that William was a coward. He felt insulted when William refused to bow before him. Which character in the legend is the strongest? Give reasons for your answer. Words/Meanings: Lad young boy Grasped gripped Seized grabbed Steer guide, push Dashed rush, run Cell small room Reference to Context: I care not who orders it. I will never bow before a hat. William said these words to a soldier when he was taking him to Gessler for punishment for not bowing. If you hit the mark, you shall go free. Gessler said these words to William when he put up a condition for him to mark an apple on his son s head. Will you help to save the boat? Soldiers said these words to William when storm came and they were in the sea, taking William to the strongest cell to imprison him. Sentence Formation: I promise Go free Close to him Straight and still Character Sketch of William Tell. Who am I (pg # 8) Students will be shown the picture given. They will be asked the following questions regarding the picture:- What do you think the image is about? What things would they like to have in the picture and why?

8 8 A conversation session will be held in class. Students will come up with different ideas and their perceptions will be appreciated. They will be provided a chance to speak and express their imaginative creativity. What makes you the person you are? (pg # 9) Students will be taught to shape and organize ideas clearly before speaking. They will be explained the meaning of identity as, it is something that makes them unique and different from others. It is also something by which a person is recognized. They will be asked to create a thought map with all the things, activities and people that are most important to them and make their identity. My hobbies Festivals I celebrate My parents and grandparent My Identity (Thought Map) My pet My favourite sports my friends The thought map will be drawn on board and students will be asked to speak according to it. They will be asked what other things make up their identity. They will be provided a list on the board and they will be asked to decide which 3 things are the most important for them and why. They will be asked to think for few minutes:- Name family food nationality character Personality appearance (hair and eye colour) They will be asked to plan a short talk to present to the class that includes an explanation of why they chose those three most important things that form their identity. Every student will be given a chance to put forth their views in front of the class. September Grammar Tenses: Present / Past Continuous We use the Present Continuous Tense with normal verbs to express the idea that something is happening now, at this very moment. It can also be used to show that something is happening now. For instance: I am going for a walk. Sarah is doing her assignment.

9 9 She is speaking very slowly. In the Past Continuous tense, the action was ongoing till a certain time in the past. This tense is used to talk about an action at a particular time in the past. For instance: I was going for a walk last night, when I heard the bad news. Sarah was doing her assignment. She was speaking very slowly. Exercise to insert appropriate tense in the given sentences, conversion of sentences and paragraphs from one tense to another will be explained. For instance: She is going for a picnic. (Present C Tense) She was going for a picnic. (Past C Tense) Students will be given sentences to complete by putting in is, are, was, were. Like: We going for picnic. She getting late for school Students will do the following exercises:- Course book: pg 41 Workbook: 44 Speech Marks / Punctuations Usage of comma, capital letter, full stop, question mark, speech marks and exclamation mark in sentences and paragraph will be explained in class. Eg: Capital Letter: We use capital letter when we begin a sentence, in abbreviations (M.Sc., P.I.A.) and when we write a proper noun (Tuesday, February, Sarah). Full Stop: We use full stop at the end of a sentence. Eg: I work hard all day. My mother is a very good cook. Question mark: We put a question mark at the end of a sentence, when something is asked. Eg: Are you ready for the contest? When will you come to visit my country? Speech Marks: We use speech marks when we quote someone s speech or conversation. Eg: Sarah asked me, Are you free tonight? The teacher shouted, Maintain discipline in class! Exclamation Mark: We use exclamation mark at the end of a command, request, or an interjection. Eg: What on earth are you doing! Stop! "No!" he yelled. "Do it now!" Following exercises will be done in notebooks:- Course Book pgs: 26, 32, 44(Ex B, C),50, 89, 129, 132, 152, Workbook pgs: 18, 52, 27(Ex B, C) Direct Speech Direct or reported speech is a sentence that reports speech or thought in its original form, as phrased by the original speaker. It is usually enclosed in quotation marks. For example: I am not feeling well today, Sarah said

10 10 She asked me, Where have you been yesterday? We should be kind towards animals and plants, teacher told the students. Following exercises will be done in notebook:- Course book pgs: 84, 85, 95 (Q1, 2) Workbook pgs: 35 (Ex B) Comprehension Chocolate Fantasy Fiction (pg 24) The origins of Chocolate (pg 28) Poem Comprehension (pg 32) A Traditional Story (pg 10 workbook) Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Choose a festival and write 3 short paragraphs about it. Also include the description of festival foods. (pg 35) An apology note to a friend If I had a magic wand Topics will be explained to the students, brainstorming will be done in class. Students can take help from the ideas from the course book. How fire first came to the Indians (pg 21) Review: This is an Indian legend. It is about how Indians got fire. They were unaware of making fire and there were three witches who had the fire but the Indians did not know how to burn it. It is a traditional story that tells that how different animals help the Indian people to get the fire. King Red beard (pg 29) Review: It is a German traditional story. It is about a King who had a red beard three times longer than him. The king and his soldiers slept for 100 years and after every hundred years the king woke up and told one of his soldiers to go and find the time when there will be a war. It was famous about the king that when the war time will come this king will save the kingdom. Q/Ans, references, W/Meanings, summary of the story, sentence formation and character sketches will be done in class on the same pattern as mentioned in the month of August. Unit 2: Food, Feasts and Festivals (pg 22) Students will be shown the picture given on pg 22 and they will be asked the following questions:- 1. Look at the pictures. What foods are shown in the picture? 2. What are their favourite foods? 3. What pictures can they create with their favourite foods?

11 11 Students will be given time to think over the questions and then they will share their ideas and imagination in class. Students will be told that there are some words that give a strong sense or image of the things like, scrumptious, sweet, gooey, chewy etc. These words will be written on board: delicious, spicy, nutty, sweet, sticky, spicy, crunchy, creamy, soft, fresh, crunchy. Students will be asked to tell about their favourite food using the words given above. Names of some foods or fruits will be written on board and students will be asked to define their texture using the words given above. For example, Caramel chocolate (gooey) watermelon (sweet) green chilies (spicy) Mango (juicy) chips (crispy) wafers (crunchy) cake (creamy) Students will be asked to share any story or movie that they read or watched about foods. October Grammar: Pronoun and its kinds Personal Pronouns It is a pronoun that refers to a particular person, group, or thing. Like all pronouns, personal pronouns can take the place of nouns and noun phrases. For instance: First-person singular: I (subject); me (object) First-person plural: we (subject); us (object) Subject and object in personal pronouns will be explained. Eg: I is subject whereas, me is object. She is subject whereas, her is object. For Eg: The teacher punished John for being rude. The teacher punished him for being rude. The woman was a homeless beggar. She was a homeless beggar. Reflexive Pronouns Pronouns that refer back to the subject of the sentence or clause are reflexive pronouns. They either end in self, as in the singular form, or selves as in the plural form. For instance: myself, yourself, ourselves and herself. For eg: Mr. Smith cut himself while shaving. You can weigh yourself on the scales. Possessive Pronouns It is a pronoun that can take the place of a noun phrase to show ownership or belonging. For instance: mine, yours, his, hers, its, ours, and theirs. For Eg: This is your dictionary. It is yours. This book is mine. I read it thoroughly.

12 12 Relative Pronouns Relative pronouns are: which, that, who, whom, and whose. Who and whom refer people only. Which refer to things, qualities and ideas never to people. Whose refer to people, things, qualities and ideas. For Eg: The boy who stopped the fight was a school prefect. I have a friend whose father drives a school bus. Following exercises will be done in notebook:- Course book pgs: 16, 128, 142, 143 Workbook pgs: 5, 50, 58 Homonyms The difference between homonyms and homophones will be explained to the students. Homonyms are the words that have different meanings but they are pronounced and spelt alike. Eg: Bark: tree s bark Bark: a dog s bark Whereas, Homophones are the words that are pronounced same but they have different spellings and meanings. Like: Son: sun flour: flower hair: hear Students will be given different exercises to form sentences of homonyms. Conjunction: Conjunction is a part of speech (or word class) that serves to connect words, phrases, clauses, or sentences. The commonly used conjunctions are: and, but, because, if, or. The students will be explained some connectors and their usage in particular sentences. Eg: Sarah has lost her pet dog so she is upset. I will not go to the party as I am not feeling well. I wanted to attend the session but I was too busy to go. Following exercises will be done in notebook:- Course book pgs: 12, 45 Workbook pgs: 3, 18 (Ex B) An Adventure Story (pg 38) Life in the sea (pg 42) Poem Comprehension (pg 46) Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary.

13 13 Write an adventure story about a sea rescue. (pg 48) (Adventure fiction is a genre of fiction in which an adventure, an exciting undertaking involving risk and physical danger, forms the main storyline.) Write a narrative story on the sea (pg 49) (A narrative is some kind of retelling, often in words, of something that happened (a story). The narrative is not the story itself but rather the telling of the story.) Think of a promise you have broken. What happened and how did you feel? A get together with cousins Topics will be explained to the students, brainstorming will be done in class. Students can take help from the ideas from the course book. The Blue Light (pg 37) Review: This is the story of a soldier who was not able enough to serve the king so the king ordered him to leave the palace. The soldier met a witch on his way and then the witch gave him some tasks to do. During the tasks the soldier met strange people who helped the soldier go back to the king and the king kept him again in his castle. Q/Ans, references, W/Meanings, summary of the story, sentence formation and character sketches will be done in class on the same pattern as mentioned in the month of August. Unit 3: Our Blue Planet (pg 36) Students will be asked about their knowledge of oceans. There will be a discussion. Then, students will be asked to look at the map and see how many oceans they can see. Students will be asked if they have ever seen a storm at sea, if yes, they will be asked to discuss with class. Reasons of storms in oceans and seas in the world will be discussed. A quote of Louisa May Alcott given in the unit, I am not afraid of storms for I am learning how to sail my ship. will be discussed in class. Students will be asked to tell few adjectives to describe the sea. For example: Crashing, shaking, pounding, scary, amazing, deep, fearsome, dangerous, vast, beautiful, fascinating. November Comprehension The Cartoonists (pg 54) Comic Strip to animation (pg 58) Poetry Comprehension (pg 62) Turning a story into cartoons (pg 20 workbook)

14 14 Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Unit 4: Stories and Comic Strips (pg: 52) Students will be asked to tell and discuss about their favourite comic strip out of the three that are given. Students will be asked about their preference for reading: ordinary fiction, stories or cartoon stories. Reason for their liking will be discussed. They will be shown pg 53 and will be asked to match the descriptions with the relevant strip of comics. Students will describe their favourite heroic character from a story or comic. Revision for mid-year Examination December Mid Year Examination January Grammar: Adverb and its kinds Adverbs are the words that describe and define verbs. Eg: Sarah dances clumsily. John hurriedly completed his assignment and went out with his friends. Kinds of adverb will also be explained to the students that are: adverb of manner, degree, place and time. Adverb of manner: Adverb of manner tells us how something happens. They are usually placed after the main verb or after the object. For instance: He swims well. She spoke loudly. Adverb of degree: Adverb of degree tells us about the intensity or degree of an action, an adjective or another adverb. For instance: He was just leaving. She has almost finished. He hardly noticed what she was saying. Adverb of time: Adverb of time tells us when an action happened, but also for how long, and how often. For instance: Goldilocks went to the bears' house yesterday. I'm going to tidy my room tomorrow.

15 15 Adverb of place: Adverb of place tells us where something happens. For instance: I looked everywhere but could not find him. She took the child outside. Following Exercises will be done in notebook:- Course book pgs: 31, 56 Workbook pgs: 12 (Ex b, c), 22 Simile and Metaphor A simile is a figure of speech in which two distinct things are compared by using like or as, Eg: She is like a rose. She dances as gracefully as a peacock. List of similes is given in the book Students Companion. Students will be asked to learn them. Exercises to form similes and to use similes in sentences will be given to the students. Eg: The twins are as alike as two peas. The great hall was as silent as a grave. Metaphor is a figure of speech you use when you portray a person, place, thing, or an action as being something else, even though it is not actually that something else, you are speaking metaphorically. He is the black sheep of the family is a metaphor because he is not a sheep and is not even black. However, we can use this comparison to describe an association of a black sheep with that person. A black sheep is an unusual animal and typically stays away from the herd, and the person described shares similar characteristics. Following exercises will be done in notebook:- Course book pgs: 40 Workbook pgs: 14, 15, 16, 17 Prepositions Preposition is a word (one of the parts of speech) that shows the relationship between a noun or pronoun and other words. For instance: Summit distributed the sweets among his friends. I saw a nurse standing beside the patient s bed. Following exercises will be done in notebook:- Course book pgs: 57, 70 Workbook pgs: 23, 26 The young Gandhi (pg 68) Nelson Mandela (pg 72) Song Comprehension (pg 76)

16 16 Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Write a timeline (pg 78) Plan a biography of someone you admire. Before that, answer the given questions about your chosen personality. (pg 30 workbook) Advantages and disadvantages of group study Picture Story Topics will be explained to the students, brainstorming will be done in class. Students can take help from the ideas from the course book. Androcles and the lion (pg 49) Androcles was a slave whose master was very harsh and cruel. Some how he managed to run away and started to live in a cave. Unfortunately a lion lived in the same cave. They both became friends. Roman people thought that Androcles had tamed the lion; they were amazed at his skills. This was how Androcles was made free. Q/Ans, references, W/Meanings, summary of the story, sentence formation and character sketches will be done in class on the same pattern as mentioned in the month of August. Unit 5: World Change Makers (pg 66) Pictures of famous leaders, who brought change in their countries and to the world, are given. They are: Aung San Suu Kyi, Mahatma Gandhi, Martin Luther King, Shirin Ebadi. Students will be given a brief description about these people and they will be asked to find details on internet and discuss with students in the next class. Students will be asked to share their ideas about the qualities of a good leader. Word Cloud is given in the unit to help students know meanings of difficult words. Education is the most important way to change the world for the better. Students will be asked to prepare a talk to discuss with the class how education can help to change the world for better. February Grammar: Types of Sentences Types of Sentences that are, Assertive, Interrogative, exclamatory and Imperative will be explained to the students as: Assertive: An assertive sentence is a sentence that states a fact, expresses a thought or declares something. Such sentences are simple statements. We jog every morning. Mira lives in a big cottage. John is a musician.

17 17 Interrogative: Sentences that ask a question are called interrogative sentences. They re easy to spot. They always end with a question mark (?). Did you take your vitamin this morning? Do you have your homework ready? Are you ready to go? Exclamatory: A type of sentence that expresses strong feelings by making an exclamation. For instance: Wow! What a shot! Help! Help! Imperative: These are the sentences that express a command or a request. For instance: Please pass me the bowl. Shut the door. Exercises to identify the types of sentences will be given to the students. Identify: Please pass me the bowl. (imperative sentence) Where were you last night? (interrogative sentence) Exercises to convert one type of sentence to another will also be given to the students. Like: Conversion from interrogative to assertive: Did you go to the party? You went to the party. Contractions Contractions are the short forms that we use in our writing like: Can t don t didn t couldn t Following exercises will be done in notebook:- Course book pgs: 133 Workbook pgs: 52 Idioms An idiom is a word or phrase which means something different from its literal meaning. Idioms are common phrases or terms whose meanings are not real, but can be understood by their popular use. For eg: To shed crocodile tears means to cry about something but without actually caring. Raining cats and dogs means raining heavily. To smell a rat means to think that something is wrong. A list of idioms will be provided to the students. Following exercises will be done in notebook:- Course book: 104 Workbook: 41 Catching the moon (pg 82) Laura Dekker (pg 86) Fun Run (pg 90) Interviews (pg 34 workbook)

18 18 Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Look at the map which shows where Laura went. Choose a place to start from. Pretend that you are Laura and write your diary for seven days. (pg 93) Write a short diary for seven days and tell what happened to you each day. Try to write the most important event of every day. (pg 36 workbook) Story Writing (pg1 37) Activity on writing genres. (pg 53 workbook) Topics will be explained to the students, brainstorming will be done in class. Students can take help from the ideas from the course book. Grumble and Cheery (pg 101) Review: Grumble and Cheery were two millers. Cheery was a kind and grateful man while Grumble was a thankless fellow. Once they met some strange people on their way to the market. They predicted few things for Grumble and Cheery. Later, their lives change but Cheery was still a thankless person and got punishment while Cheery was a grateful man and found many fortunes in his life and became a rich man. Little by little - poem (pg 99) Q/Ans, references, W/Meanings, summary of the story, sentence formation and character sketches will be done in class on the same pattern as mentioned in the month of August. Unit 6: Sport and Health (pg 80) Students knowledge about sports will be judged by asking them about different sports. Students will share their views about their favourite sport and they will tell how it is played. Students will be asked to look at the picture of a sailor, Laura Dekker and tell if they would like to sail around the world. If yes, then what would they want to do, how and what would they like to see. Students ideas and views will be discussed in class about the most important element that makes a sportsman successful. For example: honesty, dedication, love, cooperation, enthusiasm or anything else. Students will be asked if they wanted to raise money for a cause through any sport what it could: for school, help sick children, education or something else and how would they do that.

19 19 March Grammar: Suffixes and Prefixes Prefixes are sets of letters that are added to the beginning of another word like, dis, un, in, ir whereas, suffixes are sets of letters that are added to the end of another word like, less, full, able, ance, ate. They are not words in their own right and cannot stand on their own in a sentence. Examples are: Prefixes: dishonest, unnecessary, irresponsible, inconvenient, misunderstood Suffixes: careful, tasteless, comfortable, monarchy, annoyance, fortunate Following exercises will be done in notebook:- Course book pgs: 27, 105, 75, 100 (Ex A, B) Workbook pgs: 12 (Ex A), 29, 38 (Ex A) Synonyms: Synonyms are the words which have similar meanings. E.g. Start: begin end: finish odour: smell Students will learn list of synonyms from Students Companion. Following exercises will be done in notebook:- Course book pgs: 115, 147 Workbook pgs: 46, 47 - Flying Adventure Story (pg 112) Discover hot air balloons (pg 116) Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Formal Letter Writing (pg 151) Changing informal letter to formal letter (pg 59 workbook) If you could have one super power, what would it be? A naughty Boy (Story Writing) Topics will be explained to the students, brainstorming will be done in class. Students can take help from the ideas from the course book. The little Lame Prince (pg 133) Review: A black old man left a woman and a sweet little boy in a dark tower and left away. There they were supposed to live for the rest of their lives. The boy was a prince and the lady was his nurse. They lived alone there in the tower. As the prince grew older he began to feel the loneliness. Unfortunately, the prince was lame. This story is about the adventure of the prince s lonely life when he met a god mother. Q/Ans, references, W/Meanings, summary of the story, sentence formation and character sketches will be done in class.

20 20 Unit 9: Tales and Legends (pg 124) Students will be told the difference between tales and legends as, A legend usually has a piece of truth in it, or began as truth. There are different kinds of tales. Some are completely made up. Some involved traditions or cultural ideas. Some are stories that are made to teach a lesson, or explain why something is the way it is (like a folk tale). Some are said to be based on a true story. Students will share their favourite tale or legend in class with other students. Students will see the given pictures which show how traditional stories are passed around form one person to another. Like, through music, by narration, from elders or from one generation to another. Students will read the story given on pg 154 silently and then they will discuss about it in class. April: - Future Worlds: Life on Venus (pg 140) A return ticket to space (pg 144) A poem for a blue planet (pg 148) Fabulous Future (pg 56 workbook) Passages and poem will be read in class. Students will be asked to do the analytical activities and exercises given at the end of every passage and the poem. Glossary is given with the passages that will help students with meanings of difficult words. Word Cloud, given in every passage, contains new words in the text. These words will help students to enhance their vocabulary. Unit 10: Fabulous Future pg: 138 Students will give a brief account how technology has changed our lives. Students will share their views about the world s future if global warming continues. Students will share their opinions about the world and life in 50 years time or about the new inventions in Students will think and tell why are children the world s most valuable resource. Students will share their opinions on how they would change the world if given a chance. Revision for Final Examination May Final Examination