The last paragraph can be used for ‘listening exercises’.

The teacher
English - Second Step can question the children on what Raju / Ravi were asked to do,
What mother / father did etc. Also ask children to read out small
Our text books are so designed that the young children learn passages in turns to improve their reading.
to communicate in English. Stress is laid on functional Before the children do the second exercise - ‘Fill in the blanks’
English or interactive English. with ‘did’ or ‘didn’t’ - ask them what activities they did (routine
Importance is given to improve the child’s vocabulary. Words activities - like brushing teeth, bathing, etc). Also ask them what
are learnt in association with other words -word clusters. they didn’t do that they should have done. While introducing the
Hence they are easily understood and recalled. This will exercise on ‘Kangaroo Words’ ask them why they are called
greatly help in building a rich vocabulary. Kangaroo words. Encourage them to find some of their own.
The poems which are taught are not very common. They Exercise
make interesting reading and appeal to the child’s imagination. 1. a) Why were Raju and Ravi excited ?
These poems are for enjoyment and appreciation alone and Raju and Ravi were excited because school had
need not be memorised. The idea of memorising poems is closed for summer holidays.
an outdated one and so has not been included. b) Where were they going ?
In the poems and stories the stress is on values which as They were going to Hyderabad.
we all know is very important. c) What did the boys want to take with them ?
As for the writing section - there is ample scope for expression They wanted to take their roller skates and also a
and creativity. Most of the writing is related to the child’s pack of playing cards.
own immediate surroundings and experiences and helps in d) Why was mother cross with Ravi ?
exploring his attitude towards life and his outlook. Mother was cross with Ravi because he had not
Wherever necessary we have given tips and suggestions to put away his books.
teachers to help them make the lesson easy to learn and at 2. Fill in the blanks with ‘did’ or ‘didn’t’:
the same time interesting. By using techniques such as a) Ramu, did you brush your teeth ?
games, group activities and interactive sessions the No, I didn’t brush my teeth.
classroom becomes lively and learning becomes fun.Unit b) Where did you keep that pen ?
I don’t know. You didn’t give it to me.
Happy Holidays Part-I 3. a) girl b) brinjal c) house d) sparrow
4. a) tail b) row c) moth d) car e)ear
The teacher can first talk to the students about holidays. Why are 5. Write the opposites of:
holidays necessary ? Where do children / families go during holi- close x open clean x dirty take x give
days - in summer / winter etc. We go to cool places in summer and early x late difficult x easy
to warm places in winter. Then the teacher can proceed to read out Worksheet (Workbook)
the first paragraph of the lesson. The children are to listen. The 1. A. 1. Yes, he did, 2. No, he didn’t, 3. Yes, he did,
teacher has to make sure the children understand what she has 4. No, he didn’t, 5. No, he didn’t.
read out. B. No, I forgot to close it, Yes, I did, No, I didn’t, Yes,
The teacher can then read out the rest of the lesson and do a role he did.
play with the three characters Raju, Ravi and Mom. This will help in
2. a. happily, b. angrily, c. eager, d. a small journey.
enhancing their speaking skills.
Also discuss the likely things that mother would have packed. Ask 3. Down - 1. Tailor, 2. Skates, 3 . take
each child to think of something. Across - 4. Pack, 5. Clothes, 6. Cards.

1 2
4. 3 letter words - day, old, say, lay, hay, lid, hid, sad, had, lad c) everyone gave the squirrel something to eat
4 letter words - holy, said, lady, hold, sold d) she was tired.
5 letter words - daily, sadly 2. Say whether ‘true’ or ‘false’.
5. go, take, money, pair, camera, nice or jolly. a) false b) false c) true d) true e)false
3. Fill in the blanks with ‘some’ ‘any’ or ‘many’.
6. a. He gave the pen to Mohan.
a) many b) many c) any d) many, some e) any
b. My sister and I went to Delhi for our holidays.
5. Name the parts of the elephant:
c. I have an English test on Monday.
ear, tusk,
d. The rivers Ganga and Yamuna flow into the Bay of
tail, trunk.
Bengal.
7. a) monkey b) giraffe c) lion d) dog
Happy Holidays - Part II
Worksheet (Workbook)
The teacher can question the children on what a zoo is. What is the 1. a) many, b) some, c) many, d) any, e) some, f) any.
difference between a zoo and a museum ? Discuss in detail. Ask
2. a) hind x fore, wild x tame, different x same,
the children to look at the picture and identify the animals they see.
clever x foolish, near x far.
Also ask them to come up with more names of wild animals.
b) nightingale, bison, stork, jackal, owl, giraffe, kite,
Next the teacher can read out the first paragraph and ask the children
chimpanzee.
to listen. A role play can be done with Raju, Ravi, Mum and the
c) animals - bison, jackal, giraffe, chimpanzee
various animals like monkey, squirrel, peacock,etc. The children
birds - nightingale, stork, owl, kite.
can be asked to walk or move like these animals.
Have a discussion on whether they would like to keep birds/pets in 3. roamed, island, hungry, thirsty, nibbled, herd.
cages ? Why/why not ? The teacher can also tell them the story of The Little Red Hen (Poem)
the prisoner who was set free from prison. He buys a cage of birds Have an interactive talk on staple diet-rice / chappati ? Who
and sets the birds free because he knows the value of freedom. prepares the food ? How are they prepared ? Do the children help
As an activity the children can be asked to stick pictures of animals ?
in their scrapbooks. As a group activity ask children to classify The teacher can tell the children the story of the ‘Little Red Hen’.
animals into wild and tame animals. Next she can read out the poem and dramatise it. This will help in
Exercise-3. While teaching the usage of ‘some’, ‘many’, ‘any’ - The better understanding.
teacher can ask - ‘How many of you have sisters / brothers studying She can then do a role play a few times involving as many children
in this school ? as possible. The children will enjoy the role play. The children need
Do all the children come by school bus ? - Only some come by not be asked to read the poem. While introducing ‘nouns’ and ‘verbs’,
van/ car. the teacher can write many two word sentences on the board and
Do any of you come walking ? ask the children to identify the naming word and doing word - e.g.
By asking more such questions familiarise the children with the Birds fly, Lions roar, Ram plays, Rahul sings, Raju cried, etc.
usages. The exercise on silent letter ‘k’ can be done as a listening exercise.
Exercise-7 can be used as a listening exercise. The teacher can The teacher can read out the clues and the children can be asked
read out the clues. The children will listen carefully and come up to listen to the clue and also look at the picture and try to recognise
with the answer. the words.
Exercise Exercise
1. Complete the following: 1. house-mouse, wood-food, rye - not I, reply - rye,
a) swinging on the b) they were wild elephants Not I-reply, made - said, yawn - on, drew - flew

3 4
2. Answer the following questions briefly: Raju went home.
1. Who were the three friends ? The sun rises in the morning.
The Mouse, the Frog and the Little Red Hen were Kamala wrote a letter.
the three friends.
Worksheet (Workbook)
2. Who did all the work ?
1. Nouns - Hari, river, children, clown, baby, cradle, dog,
The Little Red Hen did all the work.
Sheela, picture, book
3. What did the hen find one day ?
Verbs - walked, laughed, slept, barked, drew.
The hen found a bag of rye one day.
4. What did she decide to do ? 2. raw, pass
She decided to make some bread. 3. bowled, hit, caught the ball, bent.
5. Why did the mouse and the frog not help her ? 4. a. phantom, b. pheasant, c. physics, d. pharmacy, e.
The mouse and the frog were very lazy and so did photograph.
not help her.
5. good, lazy, lesson, told, large, people, removed, stone,
6. Why did the hen not share the bread with her
blamed, purse, felt.
friends?
The hen did not share the bread with her friends 6. Mr. Keshav owned a book shop. Mrs. Keshav helped him.
because they did not share the work with her. There were many novels by R.L. Stevenson and G.B.
Shaw.
7. What is the moral of the story ?
1) No pains no gains. 2) You can enjoy the fruits of Jawaharlal Nehru
your own work (labour). 3) You only get what you The teacher can question the children on who the current prime
deserve. minister is. What is the meaning of freedom ? How is Children’s
To the Teacher: Naming Words. Day celebrated ? The teacher can then proceed to read out the
Take the students out to the playground. Ask them to lesson. The children can listen and try to answer questions orally.
collect objects - stone, leaf, twig, etc. Ask them to The children can be asked to read two or three simple sentences
name the objects. Similarly the students can name at random. If there is a similar lesson in Social Studies or EVSc
the objects in the class room. the teacher can, in consultation with that teacher use cross-cur-
Doing Words. ricular reference.
Get a student to perform an action - running, skipping, While doing Exercise 2 on Nehru’s family the teacher can talk
reading, etc. Ask the other students to name the about the other living members of his family. Ask children to get
action. photographs of the living members of the Nehru family. Also get
the children to talk more about their own family and friends. Ask
3. Ten ‘naming words’ – bag, rye, bread, bowl, spoon, eyes,
the children to find out from the boy / girl sitting next, details about
table, loaf, word, fire.
his / her family.
4. Ten ‘doing words’ – kept, fell, scrub, hunt, scratching, Like in the previous lesson, in Exercise 3 ‘th’ words can also be
found, make, said, croaked, drowsed, flew, mixed, etc. done as a listening exercise. The Structure - Pronoun can be taught
5. Silent letter ‘k’: by repeated usage. The teacher can write a few sentences on the
knee, knife, knit, knot, knob, knock board using names of people repeatedly and ask children to
7. My sister sang sweetly. substitute another word. e.g. Ravi is Hari’s friend. Ravi and Hari
The horse jumped over the wall. (they) study in the same school. Ravi and Hari (they) go to Ravi’s
A bird flies in the sky.

5 6
and Hari’s (their) school in Ravi’s and Hari’s (their) school bus etc. Why do they study ? etc. Try to elicit pertinent replies to your
Exercise queries. If their reply is not correct, give them the correct answers.
1. Answer the questions: Next proceed to read out the poem a couple of times. Make sure
a. Who was Chacha Nehru ? the children understand the poem. Tell them about the importance
Chacha Nehru was the first Prime Minister of of each activity, about doing their work on time, etc.
independent India. All the children can be asked to read the poem. The lines are
b. Where was he born ? simple and short.
He was born in Allahabad (on the fourteenth of While writing the ‘ing’ form, ask the children to come up with more
November 1889) words. This can also be done as a group activity. One group can
c. What does “Jawaharlal’’ mean ? come up with the word for which the other group can give the ‘ing’
“Jawaharlal” means “red jewel”.
form. The teacher can also give more words and ask children to
d. Nehru’s birthday is celebrated as Children’s Day.
act out the word and then give its ‘ing’ form.
e. What did Nehru want for India ?
Exercise
Nehru wanted freedom for India.
2. Can you name the members of Nehru’s family ? 1. Read the poem and complete the sentences:
Mother-Swaruprani, Sisters- Vijayalakshmi and Krishna a) work b) halves c) today d) other day
Daughter - Indira Gandhi, Daughter’s son-Rajiv Gandhi 2. Write the ‘....ing’ form of the words in the correct boxes:
3. Spelling: 1. giving, 2. cutting, 3. having, 4. playing, 5. putting, 6. coming,
1. Thumb 2. Throat 3. Thief 4. Thick 5. Thirsty 7. working, 8. jumping.
4. Choose and write the correct answer: 3. Use words from the box add ‘....ing’ and complete the
a. drinks b. currency c. metals d. stationery. sentences. (get, water, sweep, play)
5. Choose and write the opposites: a. sweeping, b. watering, c.playing, d. getting
a. beautiful x ugly d. first x last 4. Find words from the poem that rhyme wtih:
b. always x never e. love x hate a. play - way, gay, today, day
c. died x born b. might - right
6. Now fill in the blanks with ‘they’, ‘their’ or ‘them. 5. Writing - The children are to write in their own words with help
1. them 2. they 3. their 4. their 5. them of the teacher.
Worksheet (Workbook) Worksheet (Workbook)
1. a) uncle, b) daughter, c) cousin d) grandson, e) niece. 1. a. way , whey, b. right,write c. be, bee, d. buy, by, e. to,
2. a) thousand, b) thorn, c) thunder, d) thigh. two.
3. a) them, b) they, c) their, d) their, e) them.
2. might - right, kite, bite, write, height
4. great, born, real, prince, them, forest, young, life.
5. a) He lost his purse, keys, passport and certificates. say - way, whey, gay, neigh.
b) Men, women and children came to watch the clown. 3. add-ing - thinking, sleeping, praying
c) He was poor, old, weak and unhappy. drop ‘e’ +ing - dancing, living, writing, shining
d) Keshav, Kusum, Kajal and Kishore go to the same double last letter + ing - sitting, hitting, shutting
school. 4. never, while, work, gay, play.
e) I know English, Hindi, Tamil, Telugu and Malayalam.
The Peacock
Work while you work
The teacher can tell the children that the peacock is our national
First have a talk to the children on their daily routine, why they bird. Ask the children ‘How many colours are there in our flag ?
sleep at night ? Why do they play / eat ? Why they come to school? Name them. Ask the children why we like birds ? Because they

7 8
are beautiful, they can sing, they can fly, etc. Do you like the 5. Name the parts of the bird.
crow? Why / why not? Crows eat dead things and help clean up crest beak
the surroundings. wing feathers
Ask children to name as many birds as possible. Encourage them tail leg
to come out with many names. claw
The teacher can explain how birds have inspired human beings to
6. a) Mickey mouse, b) Donald duck, c) Pluto,
invent the plane.
d) Winnie the Pooh
The students can watch / perform a peacock dance. They can
also collect pictures of other birds and stick them in their activity Worksheet (Workbook)
books. 1. a. feathers b. tint c. crown d. shimmer
For reading, the teacher can ask the children to read out the whole e. crest
lesson in turns. 2. a. chairs b. cupboards c. trees d. churches
The usage of singular and plural can be taught by using objects / e. classes f. peaches
people in the classroom. Divide class into boys and girls. One boy g. ladies h. wolves i. fairies j. zeroes
and one girl can be asked to stand out. The teacher can say - This k. puppies l. loaves
is a boy. These are boys. This is a girl. These are girls. Similarly m. cargoes n. armies o. heroes p. volcanoes
she can have a ‘pencil in one hand and two or more pencils in the 3. a. lotus b. tiger c. Ashoka Chakra d. hockey
other hand and say ‘one pencil, two pencils’. She can use books, e. Tiranga or tricolour flag.
bags and other objects available in the classroom. 4. elephant, tusks, fan, tail, trunk, logs.
Exercise 5. a. wonderful b. feathers c. beautiful d. peacock
1. Answer the following in a word or two. e. welcome.
1. How many colours are there in a peacock feather? 6. Manish: I would like to ask you a question.
Name them. Harish: Well, go ahead what is it ?
There are three basic colours - green, blue and Manish: Do you like ice-cream ?
brown in a peacock feather. Harish : What a question! Who does not like ice-cream?
2. What does the crest on its head look like ? Manish: Well, I don’t. I have a family pack at home. You
The crest on its head looks like a crown. may come and help yourself.
3. Is the peacock male or female ? Harish: Isn’t this my lucky day !
The peacock is the male. The Pied Piper
4. The peacock welcomes the rain with a wonderful dance. Ask the children why most villages have cats ? What do cats do ?
5. What is the female bird called ? Refer to Tom and Jerry. Why is Tom always chasing Jerry ? Why
The female bird is called the peahen. are we so scared of rats ? Why do we want to kill them ? Talk
2. One (singular) More than one (plural) about the diseases they cause. Ask them whether they’ve learnt
feather feathers in EVSc about the diseases caused by rats ? Ask the children to
eye eyes listen carefully to the story which you can tell in your own words.
shelf shelves Now read out the lesson and ask them to listen carefully as you
thief thieves read. Next ask the children to read out small portions of the lesson.
country countries Give an opportunity to every child.
3. 1. pens, 2. books, 3. knives, 4. buses, 5. babies A role play can also be done, if possible with costumes, pipe, etc.
4. 1. lamb, 2. fox, 3. lion, 4. deer, 5. bat, 6. dog The teacher can also tell the children the moral of the story on

9 10
why we should always keep our word. 3. Wolf: You look so plump and well fed. Where do you get
While doing exercise 4 on the sounds we make - the teacher can your food from ?
ask a child to make all the sounds mentioned. Dog : I guard my master’s house. He feeds me well.
For exercise 5 the teacher can introduce more words like thoughtful, Wolf: Will your master keep me ?
forceful, etc. Dog: My master has many cats, dogs, rabbits and
Exercise horses as pets. Still I shall ask him. Come with me.
1. Answer the following : Wolf: Why is there no hair on your neck ?
a) Why did the villagers offer five hundred gold coins Dog: Oh! that is because the collar has rubbed my neck
as reward ? and so there is no hair.
The village of Hamelin was full of rats. The people Wolf: Collar! What collar ?
were fed up. So they offered a reward of five Dog: My master puts a collar round my neck when he
hundred gold coins to anyone who could rid the chains me up.
village of the rats. Wolf: Goodbye, my friend. I would rather be free than
b) What did the piper do to attract the rats ? well-fed and chained.
The piper played a tune on his pipe to attract the
rats. 4. a. is b. are c. is d. is e. are
c) How did he kill the rats ? 5. Writing - The children are to write in their own words.
When the piper played on his pipe, the rats followed Before a Bath & After a Bath
him. He led them to a river and drowned them.
d) What happened when he played his pipe the second Have a talk on whether the children like to bathe ? Whether they
time ? bathe in cold / hot water ? How many times do they bathe in a day,
When the piper played his pipe the second time all the importance of bathing, etc. Read out the first poem to them a
the children ran out of their houses and followed couple of times and also ask the children to act it out.
him. Ask questions on the poem - Is the boy feeling warm or cold ? Is
e) Where did the piper take the children ? he eager to get into the tub? Is the water in the tub warm or cold ?
The piper took the children up a mountain and led The children can also be asked to read out the poem as the lines
them into a cave. are simple and short. Before reading out the poem ‘After a Bath’,
2. Match the following. talk to them about how they bathe. Do they bathe themselves or
A stapler is used to clip sheets of paper together. do their mothers give them a bath. Which soap do they use?etc.
A hanger is used to hang clothes on. Next read out the poem and also encourage the children to read
A brush is used to paint walls and ceilings. the poem.
A nail cutter is used to cut nails. While doing exercise 3, - on the structure - Past Tense - get the
3. Complete the sentences with ‘There is’ or ‘There are’: children to talk about what they did the previous day. Ask each,
1. There are, 2. There is, 3. There are, 4. There are, child to come out with a sentence - ‘I went to the park, I ate
5. There is. ice-cream and so on.
4. a) gulp, b) sneeze, c) cough, d) scream, e) groan.
Exercise 5 - Ask the children to come up with more words ending
5. a) useless b) careless, c) painless, d) powerless,
with ‘sh’.
e) colourless
Exercise
Worksheet (Workbook)
1. followed, praised, reward, offered, agreed, promise. 1) Why is the child afraid of hopping into the tub ?
2. a. opened b. went c. punished d. agreed The child is feeling very cold and does not want to get
e. happily. wet and so is afraid of hopping into the tub.

11 12
2) Why does the child finally jump into the tub ? 7. Name the parts of the human body:
The child knows that the water in the tub is warm and so forehead knee waist
finally jumps into the tub. shoulder ankle toes
3) Can you identify the rhyming words? Worksheet (Workbook)
wet - get, in - skin, know - go 1. a. soap b. brush c. towel d. water e. tub f. mug
After a Bath 2. a. dug b. began c. bit d. came e. broke f. drew
g. drank h. fell
Exercise
1. 1. What does the child try to do after a bath ? 3. found, were, watched, saw, grew, flew.
The child tries to wipe himself dry after a bath. 4. d (1), c (2), e (3), b (4), f (5), a (6)
2. The child needs to wipe his hands, fingers, toes, 5. a. sail b. spin c. skip d. ship e. slip
legs and nose. 6. Writing - The children are to write in their own words.
3. Why does the child wish to be a dog ? The Capseller and the Monkeys
The child wishes to be a dog so that he need not The teacher can ask the question - ‘How does a baby learn to
wipe himself dry but can shake off the water like a speak ?’ - By imitation. Monkeys are famous for their ability to
dog. imitate. They are very intelligent animals. The teacher can now tell
4 Do you think the child, in both the poems likes to them the story. Next she can ask them to listen carefully as she
take a bath ? Why / Why not ? reads out the first time. They can also be asked to run their finger
The child in both the poems does not like to take a over each word as she reads the second time. This will help them
bath. relate the sound they hear to the word they see on the page. The
teacher can then ask the children to read small passages. A role
In the first poem the child does not want to get wet
play can be done with the teacher acting as the capseller and the
and in the second poem he does not like to wipe
children as monkeys.
himself dry because it takes a lot of time to wipe
Exercise-4. Structure - words showing position can be taught using
every part of the body.
the classroom situation. book on a table, chalk under the table,
2. Rhyming words: try - dry, toes - nose, take - shake. pencil in the box, etc. Preposition showing motion like into, along,
3. Use the past tense of the following ‘doing’ words in from, etc. can be taught effectively using diagrams.
brackets and complete the sentence.
Exercise
1. sat, 2. ate, 3. wrote, 4. forgot, 5. ran 1. Word building.
4. Find the opposites of the following words from the jungle - forest, scream - screech, gladly - happily, many
poems? - several, ache - pain
a) hot x cold, b) wet x dry, c) after x before, 2. Answer the following:
d) more x less a) Where was the capseller going ?
The capseller was going to the city (to sell his
5. More words that end in ‘sh’: caps)
bush, fish, dish, wash, brush, push. b) What did he do when he felt tired ?
6. Vocabulary: He kept the basket of caps on the ground and lay
a. RIVER, b. SEA, c. BROOK, d. STREAM, e. LAKE, down under a tree.
f. OCEAN

13 14
 c) Who had taken his caps ? in earlier days firewood was the only fuel for cooking and people
The monkeys had taken his caps. cut wood only to meet their needs. They did not completely destroy
d) What did he do when he became very angry ? forest as it is happening now.
He removed his own cap from his head and threw it The teacher can now read out the story. Also ask children to listen
on the ground when he became very angry. and then try and read a few passages.
e) What did the monkeys do then ? A role play can be done. The teacher has to stress the importance
Then all the monkeys removed their caps and threw of honesty. The teacher can ask if the children have heard the
them to the ground too. second part of the story about the greedy woodcutter who loses
3. a) burnt, b) cut, c) stubbed, d) scraped, e) bruise all his axes.
4. Structure - Words showing position: Exercise 4 - Describing words - Adjectives can be taught in the
classroom situation using more examples. The teacher can point
after, over, under, into, in.
to particular children or objects accompanied by appropriate action-
6. Arrange the sentences in the proper order: short boy / tall girl / straight hair / small book / big bench, etc.
d, c, e, b, f, g, a The teacher can draw figures on the board and ask children to
Worksheet (Workbook) supply an adjective to the noun. e.g small house, big house etc.
1. Where is the cat ? It is near the fire. The teacher should stress that adjectives always describe nouns.
Where is the English book ? It is inside the bag. Exercise
Where is the pen ? It is on the table. 1. Answer the following questions:
a. How did the woodcutter earn his living ?
2. into, at, from, with, over.
The woodcutter earned his living by cutting wood
3. a. The blind man is rewarding the boy for helping him. and selling them in the market.
b. The cripple is giving a reward to the man who helped b. Why did the woodcutter look into the river and cry?
him. The woodcutter cried because while cutting wood,
c. Yes, the blind man and the cripple needed help. his axe fell into the river.
d. I shall help you cross the road and you too can give c. What did the Goddess bring up from the river first ?
support to me.
The Goddess brought a glittering golden axe from
e. The cripple and the blind man are helping one another.
the river, the first time.
f. We should all help one another.
d. Why did she give him the gold and silver axes too?
4. in, immediately, removed, picked, several, missing,
screamed, fists. The Goddess was pleased with the woodcutter’s
honesty and so gave him the gold and silver axes
5. man, made, March, market, matches, margin, mango, too.
mark, map.
2. Ordinal numbers:
6. cap, forest, monkey, basket, tree, stone.
Usha - 70 ninth Kiron - 85 third
The woodcutter and his axe
Raj - 73 eighth Priya - 64 tenth
Question the children on how food is cooked at home. In villages
Rima - 80 fifth Gita - 95 first
what do they use to light a fire / cook food.
Teacher can refer to loss of forest cover, deforestation, reforestation, Joy - 74 seventh Dipu - 82 fourth
Vanamahotsava. Refer EVSc topics if possible. Next she can tell Rani - 77 sixth Dev - 92 second
the story to the children in her own words. Also tell the children how

15 16
3. a, b, c, d, e, f Every night King Midas opened his treasure chests
4. 1. beautiful / kind, 2. smart / small, 3. pretty / beautiful, and counted the gold he had.
4. new / small / big, 5. old / thin, 6. green /fresh 2. What did he love more than gold ?
(The children can be encouraged to think up of any He loved his daughter more than gold.
suitable adjective) 3. What boon did he ask for ?
He wanted everything he touched to turn into gold.
5. Woodcutter - axe, Farmer - sickle, Carpenter - saw, Tailor
4. What happened when he sat down to eat ?
- scissors, Doctor - Scalpel, Butcher - knife.
When he sat down to eat, all the food he touched
Worksheet (Workbook) and also the glass of water turned to solid gold.
1. a. sell b. honest c. deep
5. Why did he ask God to take back the boon ?
d. disappeared or vanished e. joy
When his daughter turned to gold, the King was
2. second, third, fourth, fifth, sixth, seventh/last
broken-hearted and so asked God to take back the
3. axe, chisel, pliers, drill, screw driver, spanner, spade, knife.
boon. Also, he couldn’t eat and drink anything.
a. pliers b. screw driver c. knife d. chisel e. axe
f. spanner g. spade h. drill 6. What did God ask him to do ?
4. a. smart b. fresh c. cold d. bright and sunny God asked him to give his wealth to the poor.
e. naughty f.angry 2. Gender
5. Writing - The children are to write in their own words. Male: son, nephew, dog, uncle, brother, horse, cock
Female: daughter, niece, bitch, aunt, sister, mare, hen
King Midas 3. Comparisons-
The teacher can question the children on who a king is. What are describing word -er -est
his duties ? Where does he live? How does he live ? Where does big - bigger biggest
he get his wealth from ? Do we have kings now ? Ask them to slow - slower slowest
name a few kings they have studied about. clever - cleverer cleverest
The teacher can tell the story to the children in her own words. short - shorter shortest
Then she can read out the lesson. Also ask the children to read a fat - fatter fattest
few sentences in turns. A role play can also be done. Tell the children 5. Vocabulary:
that we should not be greedy. While doing the reading activity - ask 1. neck, 2. eye, 3. teeth, 4. hands, 5. spine
children to read out the second paragraph starting with - “However, 6. Can you complete the following ‘dr’ words ?
there was ....... Ask them to underline the describing words. drops, drum, draw, drive, dry
While doing exercise 3 on comparison - Ask three students of Worksheet (Workbook)
different heights to stand in ascending order of height. Ask the 1. a.garland b. cheerful c. miser d. lovely
children - Who is taller than whom ? Who is the tallest ? The same e. excited f. adore g. greedy
can be done with pencils (long), bags (big), books (thick). The teacher 2. a. mare b. peahen c. bitch d. duck
should stress the use of ‘than’ in comparitive degree - e.g. longer e. milkmaid / milk woman f. goddess g. lioness
than and ‘est’ in the superlative (tallest). h. landlady i. doe j. cow
Exercise 3. a. faster, fastest b. heavier, heaviest.
1. Answer the questions: c. taller, tallest d. longer, longest
1. What did King Midas do every night ? e. older, oldest

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4. mouth, tongue, ear, trunk, foot, eye. a) stamp, b) star, c) steal, d) stick, e) stem.
5. a. drink b. dress c. drake d. dream 5. SPIDERMAN
e. dragon SUPERMAN
6. Writing - The children are to write in their own words. MICKEY MOUSE
PHANTOM
A different kind of party Worksheet (Workbook)
The teacher can refer to birthday parties, X’mas parties, etc. Also Answers
discuss the purpose of parties - an occasion to get together and 1. a.costume b. mask c. guess d. busy
meet friends / relatives and enjoy in their midst. Next the teacher e. famous f. guest
can read out the lesson to the children. Also encourage children to 2. a. early b. soon c. early, early d. soon
read out passages at random. Encourage them to read comic books e. soon
of Spiderman, Mickey, Donald,etc. While introducing the usage of 3. a. ate, late, slate b. sin, shin, shrink
‘early’ ‘soon’ in grammar, the teacher can use a situation with a c. wit, with, witch
time frame. e.g. The party is at 6. Ravi came at 5. (He came early). 6. Writing - The children are to write in their own words.
Ravi rang up and said “I’ll be there in 10 minutes. I’ll be there soon’.
Exercise - Spell-o-fun - The teacher can ask the children to find
more words starting with ‘st’
Exercise
1. Answer the following questions:
1. Why were Ajay and Vijay having a party ?
Ajay and Vijay were having a party to celebrate the
New Year.
2. What kind of party was it ?
It was a different kind of party. They all changed into
different costumes and wore masks.
3. When did they remove their masks ?
They removed their masks at exactly 12 O’clock,
midnight.
4. What did they wish each other ?
They wished each other “A Happy New Year”.
2. Grammar: Fill in the blanks using ‘soon’ or ‘early’
1. early, 2. soon, 3. early, 4. soon, 5. soon.
3. Look at the signs. Do you know what they mean ?
Don’t sound horn, Don’t park, Don’t take ‘U’ turn, Don’t
overtake.
a) This is a temple. Don’t smoke inside the temple.
b) You are in the library. Don’t talk.
c) I may be late, don’t wait for me.
d) Don’t talk with your mouth full.
4. Spell-O-fun:

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