Teacher's Guide

Feedback Copy

English 9

Government of Nepal
Ministry of Education, Science and Technology
Curriculum Development Centre
Sanothimi, Nepal
Publisher
Ministry of Education, Science and Technology
Curriculum Development Centre
Sanothimi, Bhaktapur

© Publisher

All rights reserved, no part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, recording or otherwise, without
the written permission of the publisher.

First Edition: 2023

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 Preface

Curriculum, textbook and teacher's guide are the minimum tools and resources for a teacher.
These resources make teaching learning activities smooth in the classroom. This teacher's guide
has been developed to assist the teachers teaching English in Grade 9. It is fully based on the
contents and tasks of Grade 9 English textbook developed by the Curriculum Development
Centre. It contains a detailed description of how an English teacher is expected to carry out
English language learning activities in the classroom with reference to the English textbook for
Grade 9 published by CDC.

This teacher's guide was developed by a team of English language practitioners that include Mr.
Bharat Sigdel, Ms. Kunti Adhikari, Mr. Nabin Kumar Khadka and Mr.Pashupati Pandey.
Director General of Curriculum Development Centre, Mr. Baikuntha Prasad Aryal provided
significant guidance and insight in the process of developing the book in this form. The subject
committee chairperson, Prof. Dr. Bal Mukunda Bhandari, and the subject committee members;
Dr. Bamdev Adhikari, Dr. Netra Prasad Sharma, Mr. Tukaraj Adhikari, Mr. Basant Raj Dhakal
and Mr. Nawaraj Sapkota contributed significantly on the development of this book. The layout
of the book was done by Shreehari Shrestha. The Curriculum Development Centre extends
sincere gratitude to all of them.

The activities suggested in this book are the samples for teachers to teach the contents from the
textbook. Teachers can use additional activities and create their own activities to suit the
objectives of the lesson. Learning becomes effective if students are engaged in language learning
tasks through various means interactive techniques such as discovery, discussion, question
answer, problem solving, brainstorming and so on. It is expected that this book will help teachers
encourage students to develop a habit of learning by doing, confidence in learning English, and
creativity in class. The Curriculum Development Centre always welcomes constructive feedback
for the betterment of its publications.

Curriculum Development Centre

Sanothimi, Bhaktapur
 Table of Contents
Contents Page No.

About the Teacher's Guide 1

Introduction 1
Basic considerations for learning facilitation and using the teacher's guide 1
Unit 1: Travel and Holidays 5
Unit 2: Health and Hygiene 19
Unit 3: Family, Market and Public Place 33
Unit 4: Life and Death 47
Unit 5: Ethics, Norms and Values 63
Unit 6: Custom and Culture 79
Unit 7: Ecology and Environment 95
Unit 8: Science and Technology 112
Unit 9: Work and Leisure 127
Unit 10: The Earth and Space 144
Unit 11: Gadgets and Instruments 157
Unit 12: People and Places 173
Unit 13: Organisation Profile and Authority 189
Unit 14: History and Civilisation 208
Unit 15: People and lifestyle 223
Unit 16: Games and Sports 239
Unit 17: Global Warming and Climate Change 252
Unit 18: Transportation and Communication 269
 About the Teacher's Guide
Introduction

This teacher's guide is a booklet for teachers teaching English in Grade Nine. It has been
prepared to help teachers teaching Grade 9 English textbook effectively and it has been
structured in such a way that teachers find comprehensive guidelines in it to deal with all the
activities of the book. This book includes lesson outlines with step-by-step direction to teach
each and every activity. Each activity focuses on developing specific skills and knowledge and
the book offers a variety of activities to facilitate the tasks of the textbook and sustain the interest
and motivation of the students. It is, however, true that teacher is the key actor to deliver the
curricular contents in the classroom; the activities suggested here in this book are only the
examples. A teacher can adopt or adapt these activities as per the students‘ needs and interest.

Basic considerations for learning facilitation and using the teacher's guide

Organisation of the teacher's guide

Each unit of the teacher's guide starts with a unit introduction. There's a table which reflects the
topics and the activities included in the unit of the textbook of Grade 9 English. The procedures
for dealing each section and tasks of the textbook have been suggested along with the objectives
and materials. The words: activity, task and exercise have been used interchangeably in this
teacher's guide.

Interrelationship among curriculum, textbook and teacher's guide

The teachers need to study the curriculum and textbook to see their interrelationship and deliver
the lesson as per the intention of the curriculum. This teacher's guide is fully based on the
English textbook for Grade 9. It helps in dealing with all the tasks of each unit in the textbook.
The activities in this teacher's guide are presented in the same order of the textbook, i.e. unit-
wise, section-wise and task-wise. The words: unit, topic, sub-topic/section, task and exercise
written in this guide represent the respective parts of the textbook.

Principles of learning facilitation

English classroom should have a happy atmosphere where students hear and speak language in a
natural manner through a variety of activities. All four skills will come together but students will
start learning things orally and aurally before reading and writing. There will be many
opportunities for students to talk to each other in pairs or groups or in front of the whole class.
Praise your students for their efforts and achievement so that it will help each child to make
progress. From the beginning, creativity and student‘s independent use of the language should be
encouraged.

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The teaching of English should be guided by the following principles:

 Learners should get ample exposure to the target language.

 Learners should use the target language as much as possible.
 Learning environment should be anxiety free.
 Learners must be encouraged to take risk while learning the language.
 Errors should be taken as natural outcomes in the learning process.
 Learners should develop a positive attitude towards the target language.
 Student talking time (STT) must be maximized in the classroom.
 Learners should take responsibility of their own learning.
 Different learners learn in different ways and the teachers need to deliver their lesson
accordingly.

Communicative tasks
An attempt has been made to make activities more learner-friendly, more communicative, more
inductive and more participatory. For the better learning of the second language, the learners
should be provided with an ample opportunity to use language for meaningful communication in
real-life context. Therefore, involving them in communicative tasks is very important.
Communicative activities like; information gap-activities, role play, simulation, dramatization,
language games, picture describing, group work and pair work should be used as far as possible.
Providing a correct language model
The language used by the teacher works as a model for students. Therefore, teachers should use
the correct language in the classroom. Teachers should keep themselves in the position of the
learners, and try to discover new features of the target language.
Involving multiple senses of the learners
The learners should be provided with an opportunity to use multiple senses in learning. They
should be given an opportunity to touch, feel and play. The activities should ensure active
participation of learners and enhance their creativity. There should be the use of visuals such as;
pictures, drawing, images, and videos in all lessons. The learners need to be involved in simple
craft activities.
Integration of different skills
Learning activities should enhance various soft skills such as intrapersonal skills like self-
management, self-discipline, responsibility, courage, etc. and interpersonal skills such as
communication, co-operation and sympathy. Such activities contribute in acquiring different
multi-literacy skills and the skills required to be a good citizen.
Addressing diversity and promoting inclusiveness
Diversity among the learners is a common feature of almost all classrooms in Nepal. While
making instructional plans, socio-linguistic background, disabilities and multiple intelligences of

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the students should be considered, and inclusiveness should be ensured thereby. The following
strategies can be helpful for addressing diversity in English language classroom:
 Bringing variety in the content, tasks and activities
 Maintaining correct pacing of learning in activities
 Putting learner's interest at the centre of lesson planning
 Using collaborative activities like pair work and group work
 Allowing learners' choice in tasks or materials they use
 Allowing different individual responses, based on learners' own experience, opinions or
imagination
 Using mandatory plus optional strategy in assigning tasks and activities

Assessment as and for learning

Evaluation should be considered as an integral part of teaching- learning activities. It should be a
medium for the improvement of learning. It should not be used merely for assessing what has
been learnt and what not.
Provision for remedial teaching
The basis for the evaluation of a student should be the outcomes that one should achieve after the
delivery of a lesson or unit. Learners who seem to be performing low should be given an
opportunity to improve in their own pace with the help of the remedial learning activities.
Remedial teaching can take the form of re-teaching, modification in instructions, and change in
the activities and so on.
Linking learning with the prior knowledge of students
The learning facilitation process should begin with some pictures and examples to connect the
learner's experiences or events. The prior knowledge of the learners should be used in the
learning process. Discussion should be carried out to elicit information from the students so that
new learning can be built upon their previous knowledge.
Opportunity for expression
Students should be provided with ample opportunities to think, discuss, express and compare the
content with their experiences.
Enhancing cooperative learning
Students should be provided with opportunities to learn from one another, share their own
experiences and help among themselves in learning.
Considering the interest of the child
The interest of the learners should be considered while selecting and conducting learning
activities. The activities which arouse learners‘ interest should be used.
Assessing and reviewing students' progress
After teaching a specific lessons or a unit, the progress made by the students should be assessed.
Assessment process should be made as informal as possible to make it non-threatening for the
learners and learning activities need to be reviewed after the assessment.

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Bringing variety in activities
Variety should be brought in the learning process and activities. The activities in which students
can learn through experience should be chosen. All the students do not learn in the same way.
Some learn better by listening, some by watching, and some by moving and so on. Therefore,
there should be variety in classroom activities.
Using outdoor activities
Since children love the things of the nature like birds, animals, trees and flowers, they should be
taken out of the classroom for learning. Their learning should be linked with the real life
environment around them.
Providing opportunities for making presentations
The students should be provided with the opportunity to present their tasks, materials, their
learning experiences and creative arts in the class. This aspect has to be focused on various
activities and tasks.
Using dictionary
Dictionary is a very important resource for learning language, especially in vocabulary learning.
Various aspects of the words can be taught by using the dictionary. Therefore, the teachers
should consult the target language dictionary and encourage students to do the same.
Using fun activities
Learning English should be fun as far as practicable. For this, the learners should be involved in
various interesting activities such as chants, rhymes, action songs, dramatization, role play and
language games.
Using audio for listening task
The English textbook for Grade 9 has a listening task in each unit. Using audio is mandatory for
the listening task. Teacher can access the audios from the CDC website: www.moecdc.gov.np
–)–

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 Unit 1
Travel and Holidays

This unit revolves around the theme of travel and holidays. Through the reading, writing,
listening and speaking activities, the class will delve into the art of planning vacations,
experiencing different cultures, and sharing travel goals. By the end of this unit, students will be
equipped with enhanced language skills to confidently navigate conversations about travel,
broaden the horizons, and discover the joys of communicating effectively in English across
various travel scenarios. The theme of the unit, travel and holidays, is endorsed by the language
function of making plans and expressing intentions. The reading texts carry the theme and
contain the language function. Similarly, the listening activities are based on the theme while the
speaking tasks represent the language function.
Unit Overview
SN Textbook Topics Textbook Tasks
1. Getting started Talk about the pictures and their themes in the class.
2. Reading I Pre-Reading questions
Itinerary: Poon Hill Yoga
Trek in Nepal Vocabulary (Matching words with their meanings)

Multiple choice questions

Short-answer questions

Post reading question

3. Pronunciation Pronounce the given words with the help of the teacher.

4. Speaking Act out the given conversation.

Making plans and
expressing intentions Express plans in the given situations.

Work in pairs to talk about the plans.

5. Grammar I Study the example sentences.

Expressing plans and
intentions Complete the sentences with the correct option.

6. Writing I Write a paragraph about making plans for a vacation.

Paragraph writing
7. Reading II Pre reading questions
Poem: Stopping by Woods
on a Snowy Evening Find the words from the poem for the given meanings.

Multiple choice questions

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 Summary completion

Post reading question

8. Listening Pre-listening questions

Conversation between a
customer and a hotel Fill in the gaps with correct words.
receptionist Post-listening question

9. Grammar II Use the correct form of the verbs in the sentences.

10. Writing II Write a letter to a friend about travel plans.
Letter writing
11. Project work Make a survey of future plans and intentions of friends.

12. Extra bit Use of a colon (:)

Total estimated time 10 Hours

Detailed teaching-learning procedures of each topic and tasks given in the textbook are
suggested below. Teachers could use these methodologies and/or design their own activities to
make their classes engaging and interactive. Make your class interactive and effective with
necessary assessments of the students after each skill.

1.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit, i.e.,
Travel and Holidays.

Objectives:
a. Identify the places as suggested in each picture and tell their special feature
b. Say why they are famous

Follow the procedures given below:

Look at the pictures below and talk about them (TB, pg. 1)
The teacher could follow the given steps.
a. Show the students the given pictures; and ask:
i. What do you see in the first picture (first from the left to right)? Which place is it? Is it in
Nepal?
ii. What do you see in the second picture? Where is it? Is it in Nepal?
iii. Which place is shown in the third picture? Have you ever been there? Why is it famous?
iv. What building do you see in the fourth picture? Where is it? Who built it?

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b. Take their responses on these questions. Elicit the pictures and lead them to the theme. If
possible, it is better to even lead them to the use of language functions of making plans and
expressing intentions.
c. Alternatively, you may divide the students into four different groups, let the students discuss
for some time and ask each group leader to tell about the places based on the questions in a.
Make corrections or add information to students‘ presentations where necessary.
Answers
a. The first picture (first from the top left to right) shows a rhinoceros in Chitwan National
Park, Chitwan, Nepal. It is a major tourist attraction in Nepal, famous for its biodiversity.

b. The second picture features Burj Khalifa located in the United Arab Emirates. The Burj
Khalifa is the tallest building in the world; it is also known as Burj Dubai and measures
828 meters tall, it‘s the highest building known in history.
c. The third picture represents Lumbini, the birthplace of Lord Buddha, located in Nepal.
d. The fourth picture shows the Taj Mahal. It was built in 1631 by the Mughal Emperor
Shah Jahan in loving memory of his wife Mumtaz.

1.2 Reading I: Poon Hill Yoga Trek in Nepal

The first reading text in this unit is an itinerary for Poon Hill Yoga Trek in Nepal. An itinerary is
a detailed plan or schedule that outlines the sequence of activities, events, or destinations for a
specific trip, journey, or event. It typically includes information such as the dates, times,
locations, modes of transportation, accommodations, and activities planned for each day or
stage of the journey.
Objectives:
a. Learn the vocabulary: magnificent, hotspot, astonished, stunning, enchanting, flora and fauna,
perennial, spectacular, panoramic, etc.
b. Read the text and do the comprehension tasks.
Follow the given procedures:
Pre-reading activities
The given reading is an itinerary of Poohill Yoga Trek.
a. Begin by discussing the topic of travel and holidays, encouraging students to share their travel
experiences or aspirations. This will activate prior knowledge and create interest in the
reading item. Ask the student: i. What is the man in the picture is doing and where he is doing
it?
Answers
The man is doing yoga. He is doing it in front of the mountains/ Himalayas.
b. Ask them if they are planning to go on a holiday this year. Further ask them where they plan
to go, where they will stay and what activities they intend to do. Take students' responses.
c. Students' responses vary. Appreciate their plans. Encourage them to share their ideas.
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While-reading activities
a. Ask students, in turn, to read the text loudly and clearly. Since this is the first reading of the
textbook, the teacher can also do a model reading. Ask the students to read the text in pairs.
Help them if they find any difficulty.
b. Ask the students to mark the words which are unfamiliar to them. Then discuss the meanings
of words in context. Focus on their meaning, forms and pronunciation.
c. Create word maps for each vocabulary word, which include the word's definition, example
sentences, synonyms, antonyms, and a relevant image. This visual representation helps
students organize and understand the new words better.
d. To contextualize the meanings of the words, show the sentences or paragraphs where words
are used, and ask students to guess the meanings from the context. Then discuss how these
words contribute to the description of the trek and Nepali culture. After making sure that
students have understood the meanings in context, you can ask the students to find the
meanings in a dictionary. When they are familiar with the vocabulary, ask them to match the
words and their meanings in task A.
Answers
a. Magnificent- vi. extremely attractive and impressive
b. glaciers – iv. rivers of ice
c. hotspot- vii. a place of significant activity
d. astonished- ii. surprised; amazed
e. enchanting – i. charming
f. flora and fauna – iii. plants and animals
g. perennial- iv. throughout the entire year

e. Ask the students to quickly scan the questions and the multiple-choice options in task B. Help
them to find the keywords or key phrases from the questions to identify the correct answers in
the text. Check the students‘ answers and make necessary corrections.
Answers
a.- iii. self-transformation with Yoga in serene hill stations.
b.-ii. discuss the programme
c. –ii. at Banthanti
d. –ii. Tadapani
e. –i. Ghandruk

f. Lead the students to task C. Ask the students to scan and skim the text and find the answers of
the questions with the help of the key words. For example, for the question "How many days
do the visitors do Yoga during the program?" students can quickly scan the text to find the
number of days mentioned for the Yoga sessions.
g. Move around the class and monitor if they are doing right. Help them wherever necessary.
Check their answers when they complete.
Answers

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 a. Any two advantage of the Yoga trek in Nepal are:
i. strengthen physical and mental health ii. taste the delicious Nepali meals
b. people of all experience levels
c. Views of Annapurna South and Machhapuchhre because it has an excellent view of the
Himalayas. (Accept any other logic alternative)
d. 5 days
e. It is mainly managed with the combination of Yoga and trekking

Post-reading activity
In this activity, ask the students to share about any trip they have recently made. They should
mention the hotspots, points of interests, etc. Teacher can present a model with his own travel
experience so as to ease the students.

1.3 Pronunciation
In this activity, students need to learn to pronounce the given words correctly. The words are not
from the reading text. So, students need to listen to the teacher and follow her/him.
Objective:
Pronounce the given words correctly.

Follow these steps:

What sounds do these words start with? Put them in the correct column.
a. Pronounce the words aloud so that all the students can hear you. You may play the audio from
a digital dictionary as well.
b. Ask the students to repeat after you.
c. Then ask each student to pronounce the words correctly.

Phonemic transcriptions of the words

wonderful: destination:
opportunity unimaginable:
likelihood: inspirational:
responsibility: stonishing:
magnificently: autobiography:
insignificant: biodiversity:

1.4 Speaking
This speaking activity is based on the language function of making plans and expressing
intentions. There are three different tasks in it: Read and act out the conversation, talk about
plans and intentions in the given situations and talk about plans and intentions in the given
situation using the given language structure.

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Objective:
Make plans and express one‘s intentions using the expressions: I intend to......, I'm planning to
......., I'm doing ........, I'll do ..............., I 'm thinking of ..........

Follow the following procedure:

a. Divide the students into a group of threes. Assign each of them a role of conversation in task
A. After they act out, ask them to note the language structure of making plans and expressing
one's intentions used in each dialogue. Elicit the expressions used for making plans and
expressing intentions: I intend to......, I'm planning to ......., I'm doing ........, I'll do ..............., I
'm thinking of ..........
b. Ask the students to use these expressions in their own sentences for making plans and
expressing intentions.
c. Divide the students into pairs. Ask each student in the pair to share their plans with their
partner in the given situations in task B. Remind the students that they must use the
expressions of making plans and intentions. Monitor the pairs and check if they are talking in
the right way. Help them when necessary.
Possible responses
a. I intend to go swimming this Saturday. /I'm thinking of going to the public swimming
pool near my house.
b. I'm planning to play football with my friends tomorrow evening. /We're thinking of
playing at the park near our school.
c. My parents are planning to go to Darjeeling next week./ They're thinking of taking a train
to get there and spending a few days exploring the town.
d. I'll do my best to attend and bring a gift for the birthday person.
e. I'm thinking of attending the wedding ceremony of my friend's sister./ I intend to wear a
traditional dress and bring a congratulatory card for the newlyweds.
d. Divide the students into pairs and ask each partner to tell about their plans in the situations in
task C.
Possible responses
a. A: I intend to study history. I'm thinking of enrolling in a local college and taking courses
on world history and ancient civilizations.
B: I intend to study mathematics. I'm thinking of hiring a tutor or taking online courses to
improve my skills.
b. A: I'm planning to open a supermarket. I'm doing market research and finding a suitable
location for the store.
B: I am thinking of going on a world tour. I'll do some research on the countries I want to
visit and plan my itinerary accordingly.
c. A: I am thinking of going to the party by bus. I'll check the bus schedule and book a
ticket in advance.
B: I'm planning to go on my cycle. I'm doing some maintenance on my bike and getting

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 it ready.
d. A: I'm planning to buy a Nepali dictionary.
B: I intend to buy an English dictionary. I'll go to a bookstore and find the latest edition
of a popular dictionary.
e. A: I am planning to go abroad. I intend to get a Master‘s degree from a foreign
university.
B: I am thinking of starting my own business. I'll do market research and develop a
business plan to get started.

1.5 Grammar I
This activity is based on expressing plans and intentions.

Objectives:
Use the correct expressions (will+ verb…/ is/am/are +ving…/ will be+ Ving… / going to
+Verb..) for plans and intentions.

Follow the given procedure:

a. Ask the students to read through the example sentences. Ask them the use of the words
highlighted in red. Then summarize the uses of the words and phrases in red. Ask them to
make their own sentences for the consolidation of the structures.
b. Ask them to choose the correct alternative for each sentence in task B.
Answers
a. I‘ll open b. I‘m going to open c. I will have d. I‘ll speak
e. will be boating f. I‘ll have g. I‘m having

c. Ask one of the students to read the answer. Correct her/him in case of wrong answers. Ask the
rest of the students to follow the right answers.

1.6 Writing I

This skill aims to focus on paragraph writing including plans of a three-day trek for a holiday.
Objectives:
a. Learn the elements of a paragraph.
b. Write a well organised paragraph.

Follow the given procedure:

a. Ask the students where they would like to go/visit if they got a holiday.
b. Then ask them to tell you their plans in a few sentences.
c. Now, show the students a sample paragraph and highlight its elements: Topic sentence,
supporting details and concluding sentence.

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 Importance of Travelling

Traveling is an essential experience that can broaden one's horizons and enrich their life.
There are many reasons why traveling is important. Firstly, it allows individuals to engage
themselves in new cultures, learn about different ways of life, and gain a better
understanding of the world. Secondly, traveling can help people step out of their comfort
zones, face new challenges, and build their confidence. Finally, travelling can be a great
way to relax, distress, and revive oneself. In conclusion, traveling is not only a fun and
enjoyable activity, but it is also an essential experience that can provide individuals with
valuable life lessons, personal growth, and unforgettable memories.

d. Discuss its elements.

Elements of a good paragraph
Topic sentence: The first sentence of a paragraph should introduce the main idea or topic
that will be discussed in that paragraph. This sentence should be clear, concise, and
engaging, and it should give the reader a sense of what to expect in the rest of the
paragraph.

Supporting sentences: The body of the paragraph should include several supporting
sentences that provide evidence or examples to support the main idea. These sentences
should be logically organized and should flow smoothly from one to the next.

Unity: All of the sentences in a paragraph should be focused on the same topic or idea.
Each sentence should support and expand upon the main idea presented in the topic
sentence.

Coherence: The sentences in a paragraph should be logically connected to one another,

using transitional words and phrases that help the reader move smoothly from one idea to
the next.

Concluding sentence: The final sentence of a paragraph should summarize the main idea
and bring the paragraph to a satisfying conclusion. This sentence should be memorable
and leave a lasting impression on the reader.
e. Now, tell them that they will write their plans for three days in three different paragraphs.

f. Ask them to write a draft first. Teachers should provide them with necessary feedback. Finally,
ask them to write the final draft of the paragraph.

Model Paragraph
I am planning to go trekking to Gokyo during my upcoming holiday. I intend to trek along

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 with my friends. Here is the itinerary.

Day 1: We will start our trek from Tengboche monastery early in the morning after taking
a day off for sightseeing and preparation. I will take a scenic flight over the Nepali
Himalayas to reach Lukla before kicking off the trek towards Phakding. We are going to
carry some snacks and water with me to keep ourselves hydrated and energized throughout
the day. We are thinking of taking some photographs of the stunning Himalayan panorama
along the way. In the evening, we will reach Phakding and settle down there for the night.

Day 2: We will wake up early and continue my journey to Namche Bazaar, entering the
Sagarmatha National Park. Weare planning to take a longer break during the day for
accommodation in Namche and explore the Sherpa heritage and Buddhist background of
Tengboche Monastery. We are going to visit the Monastery to witness the magnificent
panorama of the Himalayas including Mt. Everest and Ama Dablam. We intend to capture
some beautiful memories of the Monastery and its surroundings. In the evening, we will
set up our tent at the Phortse Village and cook a simple meal before settling down for the
night.

Day 3: We will wake up early again and start our journey towards Gokyo village. We are
going to climb the Gokyo Ri to witness the enchanting Gokyo Lakes and the panoramic
view of the Himalayas. We are going to take a dip in the lake and experience the serenity
of the surroundings. After enjoying the breathtaking views, we will start our descent
towards Dhole and end our journey back to Namche Bazaar. In the evening, we will bid
farewell to the Himalayas and head back to Kathmandu.

1.7 Reading II: Stopping by Woods on a Snowy Evening

The second reading text in this unit is a poem entitled "Stopping by the Woods on a Snowy
Evening" written by the American poet Robert Frost.
Objectives:
a. Recite the poem: Read and enjoy it.
b. Learn the vocabulary: woods, downy, farmhouse, harness, sweep, flake, queer, etc.
c. Read the poem and do the comprehension tasks.

Follow these steps:

Pre-reading activities
a. Ask the students: What do you see in the picture? Who do you think he is? Who is he with?
b. Ask them to guess why the man could be staying there?
c. Elicit their responses.
Possible responses
The picture shows a beautiful scene of the woods. There are woods and snow all over.

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 There is a man near the woods with his horse.
He might be staying there to enjoy the beauty of the woods.

While-reading activities
a. Read the poem aloud to the class with the correct rhyme and rhythm. You can alternatively
play the audio reading of the poem available on YouTube or other online sources.
b. Ask the students what they know about Robert Frost. Add information to students' details if
necessary.
About Robert Frost
Robert Frost was an American poet and winner of four Pulitzer Prizes. His Famous works
include ―Fire and Ice,‖ ―Mending Wall,‖ ―Birches,‖ ―Out Out,‖ ―Nothing Gold Can Stay‖
and ―Home Burial.‖ His 1916 poem, "The Road Not Taken," is often read at graduation
ceremonies across the United States.
Frost spent his first 40 years as an unknown. He exploded on the scene after returning from
England at the beginning of World War I. He died of complications from prostate surgery
on January 29, 1963.

c. Now, ask the students to mark the unfamiliar words from the poem. Help students use context
clues in the poem to identify the words that match the given meanings. Encourage them to
read the relevant lines in the poem to find the words that fit each description.
d. To make sure that they have got the meanings of the vocabulary, ask them to find the words in
the poem whose meanings are given in task A.
Answers:
a. woods b. queer c. farmhouse d. harness e. wind f. downy

e. When the students find the words, ask one of the students to tell his/her answers. Ask the other
students to say whether the student is correct. Assist the students to find the correct words if
necessary.
f. Ask the student to identify the speaker. Further, ask them what could be the meaning of his
journey and taking rest in the woods. Help students to interpret the story in detail.
The speaker in the poem is a traveller. His journey signifies the journey of life of human
beings. The journey begins with birth. The designation of the journey of life is death.
Before reaching the destination, every human being has many responsibilities to fulfill
(miles to go before I sleep). His staying in the woods signifies the indulgence of human
beings in momentary pleasures (in the form of the woods) forgetting all those
responsibilities. But his horse (his companion) reminds him of the responsibilities (He gives
his harness bell a shake).

g. Talk about the rhyming scheme used in the poem.

14
 The poem comprises four stanzas. The first three stanzas have similar rhyme schemes: The
first, second, and fourth lines all rhyme, while the third does not rhyme, where it becomes
the rhyme aaba, bbcb, ccdc. In the fourth stanza, all the lines rhyme, becoming dddd.

h. Before answering the questions in task B, students should read the entire poem to understand
its main theme and context. Skimming helps them get a sense of the poem's content and
structure. To check their comprehension, ask the students to answer the multiple choice
questions in task B. After they write, ask one of the students to tell the correct answer. Ask
the other students to say if this student is correct. Help the students where necessary.
Answers
a. i. to watch the woods filled up with snow
b. iv. the woods on a dark, snowy evening
c. ii. The woods are far away from houses.
d. iii. shook its harness
e. iii. The speaker has lots of responsibilities to fulfill.

i. Finally, ask them to complete the summary of the poem in task C with the correct words from
the box. Use the following strategies for this task.
i. Skimming: Students can quickly skim the provided words and the summary to get an
overview of the content and identify the correct missing words.
ii. Textual Evidence: To fill in the gaps, students need to find clues within the poem that
match the missing words. They should refer back to specific lines or stanzas that relate to each
blank and choose the most suitable word.
j. Monitor the students‘ engagement in the task and help them when required.

Answers
The poet compares human life with a journey. The speaker of the poem is a traveller. He
has to reach his destination before taking a rest. However, he is distracted by the
momentary pleasure in the form of the woods. His companion, the horse, reminds him of
his promises in life. The speaker realizes that he has to fulfill many responsibilities before
his death.

Post reading activity

In this activity, students compose a poem about their recent journey. Ask them to include who
accompanied them in their journey, and whether they enjoyed it. The task can be assigned as
homework. Ask them to recite the poem the next day. Appreciate their poems.

1.8. Listening
This listening skill highlights the theme of the unit, i.e. travel and holiday. The listening audio
includes a conversation between a customer and a hotel receptionist about booking a hotel room.

15
Objectives:
a. Follow and understand a conversation between two speakers.
b. Comprehend the audio and complete the gaps in the transcription.
c. Develop the ability to recall and retain information from spoken English.

Follow the given procedure:

Pre-listening activities
a. Ask the students to look at the picture and to tell what they can see in it. Ask them questions
as: i. Who do you think the lady is? ii. Who might she be talking to, and iii. What might she
be talking about?
b. Take students' responses. Encourage them to share their ideas.

Possible answers
a. We can see a lady talking over the telephone in an office room.
b. She is the receptionist (of a hotel).
c. she might be talking to a customer about making reservation

While-listening activities
a. Ask the students to read the questions in task B and make an expectation of what kinds of
words they might have to use in the blank spaces.
b. After the students have gone through questions, tell the students that you are going to play the
audio. Ask them to complete the sentences in pencil in the textbook itself. The questions are
in the sequential order of the audio.
c. Play the audio and make sure that each student is engaged in listening tasks.
d. After the completion of the first play, tell them that you are going to play the audio once again.
This time they will check their answers. The audio can be played for more times if the
students cannot write the correct answers themselves.
e. Next, ask them to transfer their answer to their copies.
Answers
a. Sunnyside Inn b. expensive c. full d. 80 e. 20th

Post listening activities

a. Ask the students where they usually spend nights when they are away on visits and holidays
and how they make reservations. Have them share the ideas with their friends.
Possible answer
I often spend nights in hotels when I am away on a visit or holidays. I usually make their
reservations online because it is convenient and easy to compare prices and room
availability. However, I sometimes call the hotel directly to make sure they get the best deal
possible. I would suggest that my friends should also consider booking hotels online to save
time and money.

16
1.9 Grammar II
This activity focuses on the use of simple present, present continuous, simple future or going to
future tenses to talk about the future actions. Here are some uses of these tenses.
Objective
Use simple present, present continuous, simple future or going to future tense correctly.
Follow these steps
a. Write some sentences using simple present, present continuous, simple future or going to
future tense and ask the students to identify the verb tense in the given sentences.
b. Ask them how these tenses are used. Explain the uses of these tenses if necessary.
c. Ask students to use the right tense of verbs in brackets in exercise A. Check their answers.
Answers
a. leaves b. is going to c. is going to be d. is going to be e. A: are you doing? B:
will stay f. will open g. is going to run h. is going to sink

1.10 Writing II
This task integrates writing a personal letter besides describing plans.
Objectives:
a. Write an informal letter with the correct format and layout.
b. Describe one's (travel) plans.

Follow the given procedures

a. Ask students what a letter is.
b. Discuss about informal letters and its format with a sample.
c. Tell the students that they are going to write a letter about their holiday plan in this section.
d. Since they have already learnt about plans, ask them to describe a holiday plan in their letters.
Discuss the questions given in the textbook to help them what to include in the letter.
Sample Letter
Bhanu-10, Tanahun
15 February
Dear Mahira,

I got your letter yesterday. I'm excited to learn that you are visiting Nepal. As per your
request I will be travelling to some places in Nepal. Besides that, I have my own plans
during my holiday, which coincides with your visit to Nepal.

As you know, I love travelling and discovering places. During my holiday, this winter I am
planning to travel to Solukhumbu. I plan to go there with my parents. Solukhumbu is a
beautiful tourist destination of Nepal in Province No. 1. It is a Himalayan district. This
place is famous as the home of Mt. Everest.
During my trip, we will first go to Solukhumbu via Taplejung. We will stay at my uncle's

17
 home for a day and night. My uncle's house is near Everest Base Camp at Chaurikharka.
We will enjoy the panoramic views during our stay there. Besides, we will observe the
ethnic culture and tradition of the Sherpa people. We also plan to study different art and
architecture of temples and monasteries. The next day we will visit the Sagarmatha
National Park and enjoy the wildlife there. We will also go to Namche Bazaar, Lukla and
Gokyo. More importantly, we will enjoy the magnificent views of Mt. Everest. I hope there
will be plenty of snowfall in this season of the year. After a week's visit to different places,
we will come back to Chaurikharka and spend a day at my uncle's, then return home.
Please share your travel plans in Nepal. I will arrange some time to go around with you.
Hope to see you in Nepal soon.

With love,
Poonam
e. Check their writing and provide necessary feedback.

1.11 Project work

This project work aims to consolidate the language function of making plans and expressing
intentions through a questionnaire they prepare themselves.
Objectives:
a. Prepare a set of questions to find the plans and intentions of classmate friends.
b. Use the questionnaire to get the views and share them with the whole class.
Follow these steps:
a. Tell the students that this is an individual project task. Tell them that they have to prepare a set
of questions to get their classmates views on their plans and intentions for the future.
b. Discuss the questions they can use.
Possible questions and information they can ask for:
Name:
Where are you planning to go on your upcoming vacation?
How do you go there?
What do you intend to do there?
What other things are you thinking of doing there?
When and how will you return?
c. When they finalize the questions, ask the students to meet at least four of their classmates to
get their views and ask them to note down. Allocate the 3 days' time for this.
d. Ask the students to share their plans and intentions with the whole class. Provide feedback.
1.12 Extra Bit
This section of the unit includes the use of punctuation mark, colon (:). This is a self-study
section for students. Teachers may provide additional information to the students about the use
of a colon, if necessary.
–)–

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 Unit 2
Health and Hygiene
This unit focuses on the theme of health and hygiene. It carries two reading tasks related to the
theme. In addition to the regular tasks of pronunciation, listening, and speaking, the unit includes
grammar topics: modals and conditional sentences, and writing tasks: paragraph and recipe
writing. The table given below offers a brief overview of Unit 2.
SN Textbook Topics Textbook Tasks

1. Getting started Discussion on the meaning of health based on picture

2. Reading I Discussion on pre-reading questions
An Acceleration Behind Crossword puzzle
Telehealth Services True or false
Question answers
Post reading question
3. Pronunciation Pronounce the given words with help of teacher or
dictionary
4. Speaking Act out the conversation
Suggesting, advising and Work in pairs and give suggestions.
warning Give suggestions in the situations using the given
expressions.
5. Grammar I Study the example sentences.
Modal auxiliary verbs Choose the correct answer.
6. Writing I: Paragraph writing Write a couple of paragraphs.
7. Reading II Discussion on pre-reading questions
Health is Wealth Fill in the blanks
Short answer questions
Retell the story.
8. Listening Discuss the given pictures.
An expert‘s advices about Listen and choose the correct answer.
personal hygiene Search for tips of personal hygiene and share.
9. Grammar II Study the example sentences.
Conditional sentences type Complete the sentences with the correct form of the
2&3 verbs.
Complete each in a suitable way.
10. Writing II Rearrange the clues in order and write the recipe for
Recipe making Kwati.
11. Project work Organise a presentation competition about 'Health is
Presentation competition Wealth'.
12. Extra bit vocabulary Self-study of words with -logy.
Estimated time for the unit 10 hours

19
In-depth classroom procedures for every topic and task of the textbook are outlined below. While
textbooks are designed to be effectively delivered in a classroom setting, they can still be adapted
to suit your specific context and requirements. Teachers have the option to use these activities or
create their own. However, it is recommended to ensure that the activities are engaging,
interactive, and enjoyable. Make sure that assessment for learning is integrated throughout the
process.

2.1 Getting started

Getting started is a warm up task for the unit. It has a task related to a picture through which
meaning of health is to be derived. The task is: Look at the picture and discuss the meaning of
health. (TB, pg 13). The students will be prepared with some health related vocabulary through
this picture discussion.

Objective:
Speak about health in relation to the various words given in the picture

Follow these steps while dealing with this task in the classroom:
a. Draw attention of the students to the picture and set ground for discussion on health in
relation to the various words given in the picture.
b. Ask students to list these words in their exercise book. Tell them to be familiar with the
meanings of these words using a dictionary, if they are not familiar with them.
c. Ask them to make a mind map for speaking about the meaning of health in relation to these
words.
d. Pair up the students and ask them to talk about the meaning of health in relation to the words.
Move around the class and monitor if they are speaking correct. Help if required.
e. Ask some students to share their understanding in front of the class. Assist them with
supporting feedback.
f. Elicit that health is a multidimensional concept that has direct connection with diet, exercise,
lifestyle, and wellness.

2.2 Reading I: The Acceleration behind Telehealth Services

The first reading text is an interview with an expert about a recent practice called telehealth
service. It helps them learn practice of telehealth and across ample exposure of vocabulary.

Objectives:
a. Learn new words: telehealth, clinicians, pandemic, psychotherapy, pandemic, incorporate,
underserved, triage, diagnosis, convenience, etc.
b. Read the text and do the given tasks.

20
Follow the procedures given below:
Pre-reading activities
a. Ask the students to look at the picture on page no 13 and ask them to guess: Who can these
people be and what are they doing?
b. Take their responses. Elicit that the picture looks like a video chat between two people
probably the doctors
c. Link it to telehealth and have a discussion on the pre-reading questions:

Sample responses:
a. We get advice from a doctor visiting regular in person. We can have face-to-face mode of
interaction if we do so. If health service provider has a modern facility, we can get advice
from a specialist through the practice of telehealth.
b. Telehealth services are the health services offered using different means of
telecommunication.

d. Ask students to read the highlighted words before they read. Introduce these words. Let them
learn the words with an activity called 'Adopt a word'.
e. Follow the following procedure for the activity.
i. Give students the templates with headings:
Word Meaning Part of speech Example of usage

ii. Ask the students to choose a word that they would like to adopt and do some research
on it using the template above.
iii. Ask each student then to give a short presentation on his or her adopted word until all
the class has had a chance. The words are then stuck to a large paper chart on the wall.
This activity carries on the entire year with students sharing more and more words. In
between we have quizzes about the new words. The students greatly enjoy
contributing words, researching and presenting.

While-reading activities
a. Ask the students to read the text on their own and suggest them to ask the words they found
difficult to pronounce. Model the pronunciation. Ask the students to repeat it till they
internalize.
b. Ask one of the students to come in front of the class and act out the interview by making a
pair with you. You may act out the role of the reporter and the student may act out the role of
Chang or vice versa. This helps them to grasp the process.
c. Now, make them work in pairs. Ask them to act out the roles of an interviewer and the expert
in pairs. This can be done with at least two pairs or they can swap the role when they do it
once. This helps them gain the skills of reading fluency and accuracy.
d. Assist the students in case they get problems with reading and correct pronunciation.

21
e. Now, draw their attention to the comprehension task. Make sure they understand the task.
f. Ask them to read the text and do the task.

Answers:
Across
1. psychological treatment of people using dialogue: Psychotherapy
2. process of sorting patients: Triage
3. to prepare and arrange: Deploy
4. special department of a hospital for intensive care of patients: ICU
Down
5. to include as a part: Incorporate
6. identification of nature and cause of a disease: Diagnosis
7. not having sufficient service: Underserved
8. epidemic over a wide geographical area: Pandemic
g. Tell them the answers and ask them to correct themselves.
h. Ask the students to read the interview again and write whether the following statements are
True or False.
Answers:
a. True b. False c. True d. True e. True

i. Ask the students to read the text again and answer the given questions.
j. Move around the class and check whether the students are doing the task well. Help them if
required.
Possible answers:
a. Telehealth service is a way of providing medical services remotely usually through video
chat.
b. The advantages of using telehealth programmes are: services can be faster, safer, more
effective, and less expensive.
c. According to Dr. Chang the telehealth service is growing rapidly because of COVID 19
pandemic and shortage of medical professionals.
d. The telehealth programme is important during a pandemic as it minimizes physical
contact and aids in infection protection.
e. The patients in remote areas are not getting adequate health services due to insufficient
resources and long distances to drive into cities for care.
f. The top three challenges of telehealth services are: 1. Lack of infrastructure 2.
Insufficient hardware and 3. Lack of right technology for each specialty.

k. Check their answers and provide feedback. The teacher may set task C as a home assignment.
If it is set as a home assignment, the teacher may check the answers the next day.

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Post-reading activity
a. Ask the question to the whole class: How might rural communities feel about telehealth
services? How could this be improved? Take students‘ responses. Give your views on the
topic.
Sample points of discussion
Very helpful in:
-delivery of health care through technology
- effective approach for communication and counseling
- Better monitoring in patients‘ chronic conditions
- capacity development in health care workers working in rural areas
can reach more participants than traditional in-person programs.
are less restricted by distance and time barriers, creating greater accessibility for rural and
underserved populations.
This can be improved with an integration of effective program structure, technology and
implementation steps.

2.3 Pronunciation
This pronunciation task intends the students to develop the skill of pronunciation of words. You
can help the students with correct models.
Objective:
Pronounce the given words correctly.
Materials:
Pronunciation audio of the given words
Follow these steps:
a. Write on the board or display through projector both phonetic symbols and spellings (as
mentioned below).
b. Ask the students to look at the sound symbols and to try pronunciation correctly. Assist them
when needed.
c. Now, pronounce each word as a model and tell the students to follow the teacher.
d. Pronunciation can be practised in pairs of students. They can take turns and listen to each
other.
Phonemic transcriptions of the words
Infrastructure -

staff -
chronic –
strength –
milk
school -
shield
curious –

23
 stethoscope –
blend –
strand –
sixth –
scream
e. Move around the class and observe their activities to make sure that they are doing right. Help
them when necessary with guidance and feedback.

2.4 Speaking
This speaking task is about the language function of suggesting and advising.

Objective:
Make suggestions or give advice for the given situations.
Materials:
Chart paper with some examples of advice.
Follow these steps:
a. Make the students work in pairs and act out the conversation (Task A) where Shanti and
Selina are talking about a problematic friend.
b. Suggest them to find how Selina has advised Shanti to deal with the situation.
c. Help them find Selina‘s advice to Shanti. 1. If I were you, I‘d ask her not to beg. 2. Perhaps
you should try talking to Sneha about it. 3. How about talking to her parents?
d. Write a situation or context on the board. Ask the students to use the structure to give advice:
If I were you, I'd ............. , What about .................?, Why don't you ..............?, You
should/ought to .....
e. Now, take them to the situation given in task B and tell them to see how the woman has
advised the girl to deal with her situation.
f. Next, make pairs of the students, give the situation mentioned in the tasks B, and ask them to
give advice in the same way. The teacher assists whenever needed.
Possible responses:
a.
A: I am tired. I can‘t sleep well.
B: If I were you, I would have a hot drink.
b.
A: I am feeling cold. There is no heating system in my house.
B: If I were you, I‘d put a sweater on.
c.
A: I am invited to a friend‘s birthday. I do not have money for the gift.
B: If I were you, I would pick a bunch of flowers.
d.
A: I have hurt my leg. I do not have any medicine at home.

24
 B: If I were you, I would go to see a doctor.
e.
A: I am not feeling well. I can‘t take a day leave.
B: If I were you, I would take a rest for a while.

g. Monitor if the students are talking right. Help them when necessary.
h. Now, divide them in groups of three, give the situation mentioned in the tasks C, and ask
them to make advice in the same way. The teacher assists whenever needed.

Possible responses:
a. She struggles in English although she works very hard.
A: You should join an English language class.
B: If I were you, I would take help from a teacher.
C: You would better practice with friends.

b. She has lost her Maths book in school.

A: You should search it once in your classroom.
B: If I were you, I would ask my friends.
C: Why don‘t you buy a new one?
c. She has put on weight, but she wants to be slim.
A: You should join a gym club.
B: If I were you, I would do dieting.
C: You ought to go for morning walk regularly.

i. Monitor if the students are doing right. Help them when necessary.
j. Consolidate the task with a game 'What's problem with me?'. Prepare some situation cards.
Ask one of the students to come in front of the class and hold one of the situation cards with
its face towards other students in the class. The student who holds the card should not see it.
He shows the card to other students and asks the advices from them. He should guess what the
problem he has.
Sample situation card
1. I'm in short of money.
2. I am so weak that I can hardly stand on my own.
3. I am afraid of speaking English in front of many people.

k. Tell other students in the class to offer advice as indirectly as possible. Tell them to use
different structures used above. The students who holds the card guesses the problem based
on the suggestions he/she receives.
l. Do other cards in the same way with other students.

25
2.5 Grammar I
This grammar task concentrates on use of modal auxiliary verbs

Objective:
Use the modal auxiliary verbs (should, ought to, had better correctly) for making advice.

Follow these steps:

a. Make the students read what the people in the picture are saying and ask why the word
‗should‘ has been used there.
b. Introduce them to some modal auxiliary verbs with other example sentences:
A: I failed my test.
B: Really? You should study harder.
A: It's really cold outside.
B: You ought to wear a warm jacket.

You had better slow down. You are driving too fast!

c. Discuss how they are used and ask them to derive the rules through examples.
Should’ is used to give advice, to recommend something, or to talk about obligation.

‘Ought to’ is used to give advice, express an obligation or an expectation that someone
should do something.

‘Had better’ is used to give advice, to talk about actions we think people should do.

d. Lead them to the task B and ask them to do the task.

Answers:
a. ii. should I do
b. ii. better not
c. ii. ought to talk
d. ii. had better to take
e. i. shouldn't eat
f. ii. ought to go
g. i. should take off
h. i. should I go
e. Make the students do the task as classwork and evaluate through mass correction.

2.6 Writing I
In this writing task, students learn to write paragraphs using suggestions and advices.

26
Objective:
Write a couple of paragraphs.

Follow these steps:

a. Try to relate this writing task with the language function structures (related to advice).
b. Ask the students to go through the given instructions. Help them find their opinions related to
the given question clues.
c. The teacher can clarify the instruction (in case of confusion) and add some guidelines. It can
be given as homework or classwork.
d. Instruct the students with major steps for writing a couple of paragraphs:
- Determine your purpose
- Brainstorm your ideas.
- Write a clear topic sentence
- Provide supporting details.
- Use transitional words and phrases.
- Conclude with a strong ending and edit/proofread.
Sample answer:
Aayush has developed an unhealthy lifestyle. The problem with Aayush is that he spends
long hours sitting on the sofa, watching TV and eating unhealthy snacks. It shows he has
not been able to balance his rest, exercises, and diet which can negatively impact his health
in the long run. To maintain a healthy life, Aayush should stop spending long hours sitting
on the sofa and eating a lot of snacks.
Instead, he should limit his screen time, rest hours, and choose healthier snack options such
as fruits and veggies. Aayush should also start including physical activities into his daily
routine, such as going for a walk, playing a sport, or doing light exercise at home.
Additionally, he should aim to have a balanced and nutritious diet that includes plenty of
fruits, vegetables, and whole grains. Furthermore, it's important for Aayush to maintain a
good sleep schedule and get enough sleep. Aayush had better find a balance between
physical activity and inactive time. With these changes, Aayush can lead a healthy and
fulfilling life.

e. Give the task as homework and evaluate in the next class with feedback.

2.7 Reading II: Health is Wealth

The second reading text is a story that emphasizes the importance of good health, with the
message "health is wealth." Through this text, students will have the opportunity to expand their
vocabulary and gain valuable insights on maintaining good health.
Objectives:
a. Learn new words (benevolent, obesity, devotee, strenuous, reside, holy and also phrases like:
couch potato, went in vain).

27
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students to look at the picture on page no 21. Now, based on the picture, ask them to
guess: Who can the person in the picture be?
b. Describe the picture on the basis of its features in appearance and connect it to the pre-reading
questions given:
Possible answers:
a. I think he is a king because he is wearing a crown.
b. Probably, because of his unhealthy habit of eating and exercising. (Teacher can ask about
other possible answers too.)
c. No, he does not look healthy because he looks too fat.

c. Listen to their answers and provide feedback.

While-reading activities
a. Ask the students to read the text on their own and suggest them to list the words they find
difficult for meaning and pronunciation. Also link the highlighted words.
b. List the new and highlighted words on the board and ask if they know the meanings.
c. Ask the students to work in pairs to find the meanings own their own either from a dictionary
or some other sources. Model the pronunciation.
d. Do the dictation activity for the words so that they would be familiar with its spellings.
e. Now, draw their attention to task A, and ask them to do it.
Answers:
a. Obesity b. benevolent c. strenuous d. devotee e. couch potato

f. Discuss the answers to the entire class and elaborate where necessary.
g. Ask the students to read the text again and lead them to the task B.
Possible answers:
a. People did not like the king though he was kind because he was very lazy and would not
do anything other than eating and sleeping.
b. The specialists were called to the palace and offered huge prizes to make him fit.
c. The minister became so happy because the holy man said he could easily cure the king.
d. The holyman told the king to come to his place on foot for treatment because that would
help the king to lose his weight.
e. The holyman disappeared after the first meeting with the king so that the king would
come on foot and that would help his health.
f. The king recovered his health by walking to the holyman‘s place every day for two
weeks.

28
 g. The lesson we learnt from the story is we should have healthy habits for staying healthy.

h. Check their answers and provide feedback.

Post-reading activity
a. Arrange a discussion as a class work. Ask them: Who is the main character? What would
happen if the queen is made the main character? Ask the students think about it.
b. Ask the students to retell the story to their friends, making the queen the main character.
c. Let some of the students share their ideas in front of the whole class.

2.8 Listening
This is a listening task where the students listen to an audio about personal hygiene and its
impact on health and social life.
Objective:
Listen to the audio with a conversation between two speakers and do the given tasks.

Materials:
Audio file (mp3) and audio player

Follow these steps:

Pre-listening activities
a. Ask the students to look at the picture and ask what they see in the pictures. Take students
responses. Ask if they do these activities regularly.
b. Further ask why doing these activities regularly is important for us. Take their opinions.
Task A possible answers:
a. There are activities related to personal hygiene like cutting nails, washing hands, and
brushing teeth
b. Yes, I do these activities regularly because these activities make me tidy and healthy.

c. Give them immediate feedback to their responses.

d. Ask the students what the listening might be about. Ask them to guess. Play the audio so that
they will check whether their guesses are right.

While listening activities

a. Make the students remain ready for the listening by taking a pen or pencil to do the tasks.
b. Instruct them to read the questions in task B. Tell them that you are playing the audio and
they have to do the task.
c. Play the audio and tell them to complete the sentences with the given words correctly. Go
around the class and check whether all the students are doing it right.

29
d. Play the audio again so that they will check their answers. This time, stop the audio when you
hear the answers.
Possible answers:
a. i. cleanliness b. iii. smelly socks c. iii. three months d. ii. food poisoning
e. i. sales f. iii. shaved g. i. deodorant

e. Ensure that all the students have the correct answers themselves. Play the audio till they find
the answer themselves.

Post listening activity

Ask the students to search for some tips of personal hygiene and share them with their
classmates. Provide feedback to their works.

2.9 Grammar II

This grammar task concentrates on use of conditional sentences type 2 and type 3.
Objective:
Use the conditional sentences type 2 and type 3 correctly.

Follow these steps:

a. Make the students study the given sentences in task A and ask them to focus on the common
features.
b. Ask them to see how conditional sentences (type 2 and 3) have been used in those sentences
and ask them to identify their uses and structures. Provide more examples if needed.
Type 2 is used to refer an unreal situation. ―If I were a bird, I would fly to Mustang.‖ In this
sentence, the speaker imagines an unreal situation i.e., being a bird.

Type 3 is used to refer to a condition which did not happen in the past and its probable
result in the past. ―If they had taken part in the competition, they could have won the
match.‖ In this sentence, they did not take part in the competition in the past, as a result
they could not win the match.

c. Give some examples from daily life and lead them to the given task B. Ask them to do it
individually. You can set this task as a home assignment.
Task B answers
a. would have seen b. would fly c. I were twenty d. would not have seen
e. won f. had come g. did not eat h. had asked
i. had driven j. turned

d. Discuss the answers.

30
e. Now, lead them to task C and ask them to complete the task in a suitable way.

Task C answers:
a. If you had studied well, you would have passed the exam.
b. If you asked me, I would help you.
c. If we had gone to the cinema, we could have made the holiday better.
d. If you spoke English, you would not be lost.
e. If they listened to me, they could understand our problem.
f. I would meet you, if I had your address.
g. If I had gone to school, I would have taken part in the contest.
h. If we went to Bhaktapur, we would walk to the museum.
i. I would enjoy swimming, if there were not many sharks there.
j. She might reach in time, if she had taken the right bus.
f. Ask them to do the exercise as a class work and check their writing.

2.10 Writing II
In this writing task, students learn to prepare recipes by arranging the given steps.
Objectives:
a. Learn how to write a recipe.
b. Make a recipe for Kwati.

Follow these steps:

a. Ask the students if they know anything about Kwati. Ask them some related questions like:
Have you ever eaten Kwati? Do you know how Kwati is prepared?
b. Now, put the students in pairs. Ask them to discuss and arrange the steps in the right order.
Steps in order:
a. Melt ghee in a pressure cooker.
b. Add onion, then bay leaves and ginger garlic paste.
c. Now, add sprouted mix beans (Kwati) and then red chilli powder.
d. Fry for 5-6 minutes.
e. Add tomatoes, turmeric powder and coriander powder.
f. Fry until the tomato is tender.
g. Add hot water then salt and garam masala.
h. Cook for about 4-5 whistles.
i. Put cumin seeds and carom seeds in a pan and fry them.
j. Kwati is ready to be served.

c. Monitor how the students work and assist when needed. Now ask them how these steps are
written as recipe. Explain how it is written. Assign this writing as homework. Check their
writing the next day and provide feedback.

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 Recipe:
To prepare Kwati, first of all, melt ghee in a pressure cooker. Then, add chopped onions,
bay leaves, and ginger garlic paste to the pressure cooker. Once the onions are cooked, add
the sprouted mix beans (Kwati) and red chilli powder, and fry for 5-6 minutes. Then, add
chopped tomatoes, turmeric powder, and coriander powder and fry until the tomatoes are
tender. Add hot water, salt, and garam masala, and cook for 4-5 whistles in the pressure
cooker. In a separate pan, fry cumin seeds and carom seeds and add them to the Kwati
mixture. Now, the Kwati is ready, it can be served hot. Enjoy Kwati with rice or roti.

2.11 Project work

This project work is a presentation competition about 'Health is Wealth'.
Follow these steps:
a. This presentation competition is to be organised by the students with the help of teacher.
b. Discuss the presentation topic in the class. Ask them to prepare a mind map about how and
what points they use in the presentation.
Mind maps
Topic: Health is Wealth
Key points to consider:
a. Greetings
b. Your logic and rationale:
c. Closing

c. Help the students establish rules and criteria for the competition. Fix the day of the
competition. Fix the time for each presentation. Encourage all the students to prepare and
present.
d. Manage a panel of judges and list of participants from students themselves.
e. Conduct the presentation competition. Promote a positive and supportive environment of
conduction.
f. Have a fair judgment and announce the result of the competition.
g. Finally, give feedback and vote of thanks to all of them.

2.12 Extra bit

In this section, the task provides students with additional information related to words ending in
"logy". The suffix, -logy, normally refers to the study or the science of something. The students
may carry the task independently for self-study. However, the teacher may assist them if needed.

–)–

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 Unit 3
Family, Market and Public Places
This unit is based on the theme of family, market and public places. The unit highlights the value
of family and the etiquette required in public places. Similarly, the unit focuses the language
function of making requests and responding to them. The reading texts exhibit the theme of the
unit and contain the language function. Likewise, the listening activities are based on the theme
while the speaking tasks represent the language function.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Talk about the pictures and making requests in these
situations.
2. Reading I Pre-reading questions
Story: Thomas and Jerry Vocabulary (Find the words for the given meanings)
True/False statements
Short-answer questions
Post reading question
3. Pronunciation Pronounce the given words with correct stress and find
the stressed syllable
4. Speaking (making requests Act out the given conversations
and responding to them) Work in pairs and have conversations
5. Grammar I Making requests and offers
Complete the sentences with can, could or would
6. Writing I Write a request letter to the school head teacher.
7. Reading II Pre reading questions
Story: Dance? Find similar words from the text.
Multiple choice questions
Post reading question
8. Listening: Conversation Pre-listening questions
between a customer and a Short-answer questions
shopkeeper True-false statements
Post-listening question
9. Grammar II (Modals: can, Modals: can, could, would
could, would) Match the sentence halves.
Complete the given sentences.
9. Writing II Writing paragraphs
10. Project work Narrating a special event
11. Extra bit Types of gender
Total estimated time 8 Hours

33
The detailed teaching-learning procedures of each topic and tasks in the textbook are suggested
below. Teachers could use these methodologies and/or design their own activities for their class.
Make your class interactive and effective with necessary assessments of the students after each
skill.

3.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit, i.e.,
family, market and public places.
Objectives:
a. Identify people and places in each picture.
b. Say how people might make requests in the given situations.

Follow the given procedures.

Look at the pictures below and talk about them.
a. Show the students the given pictures, ask them to study the pictures carefully and ask:
b. What do you see in the first picture (first from the left to right)? What is the man doing? How
might he make requests with his clients?, etc.

The person in the first picture is a photographer. A photographer may make the
following requests with his client:
a. Could you please step a little to your left so we can capture more of the beautiful sunset
in the background?
b. Would it be possible to change into a different dresses to create a more varied look for
your portrait session?
c. Would it be possible to wrap up this session in the next 30 minutes?

c. Lead the students to the second picture and ask questions such as: What do you see in the
second picture? Where are the people? What are they buying and selling? How does the
customer make requests?
The second picture shows a marketplace, a shoe fair. The customer may make the
following requests.
a. Can you show me some comfortable shoes for walking?
b. Could you recommend a good pair of running shoes?
c. Could you show me some dress shoes for a formal event?

d. Now, ask the students to identify the place and people in the third picture, and how people in
the picture might make requests in the given situations.
The third picture shows an airport. The travelers may make the following request in
the airport:
a. Could you please check if my flight has been delayed or cancelled?

34
 Is there a place to buy a SIM card for my phone?
How do I get to the rental car desk?
Could you please recommend a good restaurant in the airport?

3.2 Reading I: Thomas and Jerry

The first reading text in this unit is a story entitled ―Thomas and Jerry‖.
Objectives:
a. Learn the vocabulary: approach, ponder, disappointed, nod, stunned, burden, depart, weird,
scurry, graveyard, bustle, radiate, spare, etc.
b. Read the text and do the comprehension tasks.
c. Learn the expressions of making requests.
Follow the activities given below:
Pre-reading activities
The given reading text is a story.
a. Ask the students to say what they see in the picture.
b. When they answer, ask them what is important for them; family or work or both
Answer
 We see an old man in front of a building. Also there are two young men near the man.
The old man seems to be seeking some information from the young men.

 Answers may vary from student to student about what is important for them.

While-reading activities
a. Ask some students, in turn, to read the text aloud. The teacher may help them with the correct
pronunciation whenever necessary.
b. Ask the students to mark the words which are unfamiliar to them. Then discuss the meanings
of words in context. You can choose suitable activities for your classroom and discuss the
vocabulary in context. You can use some activities to teach them unfamiliar vocabulary. One
activity is suggested here:
Vocabulary Stories:
a. Divide the class into small groups and assign each group a set of vocabulary words.
b. Ask them to create a short story or skit that incorporates the words in a meaningful way.
c. Encourage them to use the words accurately and in context.

c. To ensure students‘ understanding of the meanings in context, ask them to find the words from
the text for the meanings given in task A.
d. When the students find their words, tell the students the correct answers and ask them to check
their answers. Students will make corrections in their answers if necessary.

35
 Answers
a. burden b. approached c. stunned d. departed e. graveyard
f. weird g. content h. radiated i. scurried

e. Then lead the student to Task B. Ask the students to read the statements in the task and to re-
read the story. Then ask them to decide whether statements are true or false. Make corrections
to their decisions if necessary.

Answers

a. False b. True c. True d. False e. False f. True

f. Now, turn to task C. Ask the students to read the questions before reading the text once more.
Then ask them to write the answers in their notebooks. Monitor their writing and help them
when necessary. Alternatively, assign this task as homework to the students and check their
works in the next class. Make necessary corrections in their answers.
Sample Answers
a. to meet his son whom he had not seen for a few years.
b. he wanted his son to come home with him to visit his mother who dearly wanted to see
him.
c. No. He came back to the village disappointed as his son denied to go to the village with
him.
d. Thomas felt guilty for not spending enough time with his parents and treating his father
poorly. He took leave from work and went to visit his parents in the village.
e. Jerry took the loan to pay for his son's education and to buy him a new car.
f. because he did not want to burden his son with their financial problem, knowing that he
was busy with his work and was already stressed out.
g. Our parents are very important to us. So whatever busy we are we should give our time
to them.
Post-reading activity
In this activity ask any student to tell a story similar to ―Thomas and Jerry‖. Teachers may share
a similar story with the students first.
Sample story

Once upon a time, there was a little girl named Lily. She was always busy with her friends,
school, and extracurricular activities. She hardly ever had time for her parents, Sarah and
Tom, who both worked hard to provide for her and give her a comfortable life.
One day, Sarah asked Lily to spend some time with her, but Lily refused, saying she had
too much homework to do. Tom asked her to go on a walk with him, but Lily said she was
too tired from her soccer practice. This went on for weeks, and Sarah and Tom began to
feel sad and neglected.

36
 One day, Lily came home to find her parents packing their bags. They were going on a long
trip, and Lily would have to stay with her aunt. Lily was upset that she couldn't go with
them, but Sarah and Tom told her that they needed a break and some time to themselves.
Days passed, and Lily missed her parents terribly. She realized how hard they worked to
provide for her and how little time she had given them. She felt sorry for neglecting them
and decided to make it up to them.
When Sarah and Tom returned home, Lily had made them a special dinner and decorated
the house with balloons and streamers. She gave them each a handmade card, telling them
how much she loved them and how sorry she was for not spending enough time with them.
Sarah and Tom were touched by Lily's gesture, and they hugged her tightly. They told her
that they were proud of her for realizing her mistake and making it up to them. They spent
the evening together, laughing and talking, and Lily realized how much joy spending time
with her parents brought her.
From that day on, Lily made a conscious effort to spend time with her parents, even if it
meant sacrificing some of her own activities. She knew that her parents were always there
for her, and she wanted to show them how much she appreciated them.

3.3 Pronunciation
In this activity students need to learn to find the stressed syllables of the given words and read
them with the proper stress. The words are not from the reading text. So students need to listen
to the teacher and follow her/him.

Objectives:
a. Find the number syllables of the given words.
b. Pronounce the words with the correct stress.

Follow these steps:

a. Ask the students what they know about syllables and stress in words. If they do not answer
correctly, tell them what syllable and stress mean in words.
A syllable is a part of a word that contains a single vowel sound and that is pronounced as a
unit. So, for example, ' book' has one syllable, and ' reading' has two syllables.
Stress is the relative emphasis that may be given to certain syllables in a word, or to certain
words in a phrase or sentence. In English, stressed syllables are louder than non-stressed
syllables.
b. Tell them that we can find the stressed syllables of words in dictionaries with a stressed
marker (') sign before the stressed syllables.
c. Read the words aloud so that students can hear you clearly. You may play the audio from a
digital dictionary as well.
d. Then ask the students to find which syllable is stressed, and ask them to put the stress marker
sign (') before the correct syllable

37
e. Check whether the students have identified the correct stressed syllable. You may ask students
to tell the answer of one word each. Help the students if they have failed to identify the
correct stressed syllable.
Answers
Please find the stressed syllable in the respective phonemic transcriptions
holiday - continue - intention - /
attitude - / unlikely - membership -
conditional - / mistake - apology -
family - surprise - distance -
unnatural - hotel - deny -
monument - marriage - secondary -
progressive - believe - examination -

3.4 Speaking
This speaking activity is based on the language function of the unit; making requests and
responding to them. There are two different tasks in it: Read and act out the conversation and
make requests in the given situations and respond to them.
Objective:
Make a request using suitable expressions and respond to the request in a suitable way.

Follow the given procedure:

a. Divide the students into pairs. Assign each of them a role of conversations in task A. After
they act out, ask them to note the language structure used in each dialogue.
b. Familiarise the language structures or sentences and their responses used for making requests.
c. After that, divide students into new pairs and ask them to have conversations for the situations
`given in Task B, making requests and responding to them. Ask them to use the expressions
similar to the ones in Task A.
d. Move around the class and monitor if they are doing right. Help when necessary.

Possible conversations
a. A: Good morning! Could you please show me a shampoo bottle?
B: Of course. Here you are!
A : Could you please show me a bigger one?
A: Sure! Please take this one.
b. A: Good morning! How may I help you?
B: Could I possibly get a toothbrush?
A: Of course! Here you are.
B: Would you mind giving me a bottle of detergent powder as well?
A: Sure!
c. A: Hi there, I'm looking for a birthday gift for my sister. Could you possibly show me

38
 some?
B: Sure! Here are a few options.
A: These are lovely. Is it possible for you to wrap one for me?
B: Great choice! I'll wrap it up for you.

d. A: Good afternoon, I'm looking for a wedding ring. Can you help me out?
B: Absolutely. We have a variety of options available.
A: This one looks perfect! I'll take it.
B: Excellent choice! Congratulations to your cousin.
e. A: Could you please close the window? It's quite cold here.
B: Of course! I‘m feeling cold too.
A: Thank you so much.
f. A: Can you please buy me an ice-cream?
B: I‘m afraid not. You will get a cough if you eat the ice-cream.

3.5 Grammar I
This activity is based on making requests and offers, and responding to them.
Objective:
Make requests and offers and respond to them using appropriate expressions.

Follow the given procedure:

a. Ask the students to read through the example sentences. Ask them the use of the words
highlighted in red.
b. Ask which of these are examples of making requests are and which are of offers. Help the
students to identify the uses of the highlighted words.
Can/could +Verb….. for making request
Would +subject+ like to ……for making offers

c. Then ask the students to choose the correct alternative for each sentence in task B. When they
are finished, ask them to tell them their correct answers. Make necessary corrections to their
answers in case they choose the wrong ones.
Answers
a. Can b. can c. Would d. can e. Can
f. would g. would / could h. Could i. Would

3.6 Writing I
This task aims to focus on writing a request letter to the head teacher of the school.
Objective:
Write an official request letter in the correct format and layout.

39
Follow the given procedure:
a. Ask the students if they have ever written a letter to their head teacher making a request. If
yes, what did they request and how? Take their responses.
b. Then ask them to tell the parts of a formal letter. Show the following parts with a sample if
possible: sender‘s address, date, receiver‘s address, subject of the letter, salutation, body of
the letter, complimentary closing, the signature. Discuss how a formal letter is written.
c. Now, tell them that they will write a letter to their head teacher requesting him/her to organise
an inter-house volleyball competition in their school. You may assign this task as homework
and check their work with necessary feedback in the next class.

Sample request letter

Sallaghari, Bhaktapur

21 March

The Head teacher

Araniko, Secondary School,
Suryavinayak-4, Bhaktapur

Subject: Request for an inter –house volleyball tournament

Dear mam,

I am writing to request you to organise an inter-house volleyball tournament. As a

passionate student athlete, I believe that such an event would be an excellent opportunity to
promote teamwork, sportsmanship and physical fitness among students.

I am aware that organising a tournament requires a considerable amount of effort and

resources. Therefore, I request your kind assistance in arranging all the necessary sporting
goods for the event, including volleyballs, nets, whistles, and other equipment. I believe
that with your guidance, we can make this tournament a memorable and successful
experience for everyone involved.
In addition, I would be willing to help with any tasks necessary to make this tournament a
success. I am confident that many of my fellow students share my enthusiasm for volleyball
and would be eager to participate.

Thank you for considering my request. I hope that we can work together to make this
tournament a reality.

Sincerely,
Smarika Pun,
Grade Nine

40
3.7 Reading II: Dance
The second reading text in this unit is a story/memoir entitled "Dance". The text highlights the
uses of making requests in public to support both the theme and the language function of the
unit.
Objectives:
a. Read the text and learn the vocabulary: lad, chap, fellow, ache, etc.
b. Comprehend the text and do the comprehension tasks.
Follow these steps:
Pre-reading activities
a. Ask the students to look at the pictures and ask them these questions:
i. Have you ever seen these dances?
ii. What kinds of dances are they?
iii. Where are they popular?
b. Help the students with the correct answers if necessary.
● The dance shown in the first picture is called laathi naach (stick dance), popular among
the Tharu community of Nepal.

● Similarly, the dance in the second picture is maruni dance, particularly popular in the
Magar community of Nepal.

c. Then, ask the students to mark the unfamiliar words in the text. Also tell them to underline the
expressions of requests and their responses used in the text. They are already familiar with
these expressions so they are expected to do it even without the help of the teacher.

While-reading activities
a. Read the text yourself first at a proper speed and pronunciation as a model.
b. As the reading text is simpler, tell the students that they will practise reading individually. Tell
them that they will read as a speed game. Tell that they will read the text with proper speed
and pronunciation and when they finish they will mark the time taken for reading the whole
text.
c. Ask them to read three times and note the time taken for them to read. Ask them to find the
difference in time. Elicit: Fluency is one of the important aspect of reading. It is developed
through reading practice.
d. After that, lead them to the vocabulary task in A. Ask them to find the words in the text which
are similar to the given words.
e. Ask three of the students from the class to share the list they have made for each word. Add or
remove words based on the need.
Answers
Man: chap, character, fellow
Came: walked up, arrived
Clothes : dress

41
f. After that, ask the students to look at the multiple choice questions in task B. Instruct them to
choose the right answer from the given alternatives. While the students are engaged in the
activity, monitor them and help them when necessary.
Answers:
a. i. a comedian b. iii. saw a beautiful girl c. iii. 40 years
d. iii. danced at last e. i. humorous

Post-reading activity
In this task ask the students to share their experiences of their first dance. The teacher may
begin with his own story to guide the students.

3.8 Listening
This listening skill is based on one of the themes of the unit. It features a conversation between a
customer and a salesperson in a marketplace. The listening audio includes a conversation
between a man and a salesperson about buying a souvenir.

Objectives
a. Follow and understand a conversation between two speakers.
b. Comprehend the audio and do the comprehension tasks.
c. Develop the ability to recall and retain information from spoken English.

Pre-listening activities
a. This is a warm up activity. Instruct the students to look at the picture and ask them these
questions in turn: What do you see in the picture? Who do you think the people are? Where
are they? What are they trying to do? etc.
b. If the students are unable to retain the correct information from the text, help them as per the
necessity:
We can see a customer and a salesperson in a shop. The customer seems to be trying to buy
some gifts.

c. Ask the students the names of the popular souvenirs they generally buy and the price they cost.
d. Introduce the unfamiliar vocabulary to the students.
While listening activities
a. Tell the students that they are going to listen to the audio now.
b. Ask them to go through the questions in Task B. before they listen to the audio.
c. Play the audio and ask them to write the answer of the questions in some words only. They can
write the answers roughly so that they can edit them later.
d. Monitor their engagement in the listening activity and play the audio until the students are able
to answer all the questions.

42
e. Play the audio as many times as required.
e. Ask the students to tell their answers in turn.
f. Make necessary corrections in their answers as per the requirement.
Answers
a. to his wife.
b. a pearl necklace.
c. it is too expensive.
d. his wife already has a watch and a phone to check the time.
e because they have all closed.
g. Now, ask the students to read the questions in Task C. Tell them that you will play the audio
and they will have to write whether the given statements are true or false. They can write the
answers against the statements in pencil.
h. Play the audio and go round the class to make sure that the students are engaged in listening.
Play the audio until all the students have attempted the questions.
i. After they are finished, ask one of the students to tell her/his answer. Ask the students to make
necessary corrections in their answers.
j. You can also organize a True/False game in the class for this activity. You can organize this
way:
a. Divide the students into two teams.
b. Put the ‗True‘ poster on one end of the wall and ‗False‘ on the opposite end.
c. Ask the students to stand in the center. Read out a statement and ask a member of each
group to run to the ‗true‘ end if the statement is true, and to ‗false‘ end if the statement is
false. If they run to the right end, they earn a point.
d. Read out other statements and make each member of the team run to the ends, in turn.
e. The team that earns the highest point at the end of the game should be declared winner.

Answers

a. True b. False c. False d. True

j. Now, ask the students to work in pairs to prepare a similar conversation between a salesperson
and a customer for task D. When they are prepared, ask them to act out the conversation in
pairs. Select some pairs to act out the conversation. Provide them necessary feedback.
Model conversation
You: Hi, can you help me find a beautiful gift for my friend's birthday?
Salesperson: Of course, do you have anything specific in mind?
You: Not really, something unique and memorable.
Salesperson: How about this handcrafted vase made by a local artisan? It's both beautiful
and functional.

43
 You: That sounds perfect. How much is it?
Salesperson: It's $50.
You: Great, I'll take it. Thank you for your help.

3.9 Grammar II
The grammar task is based on the use of modal.
Objective:
Use the modal verbs to express degrees of certainty, possibility, ability, permission, obligation,
etc.

Follow these steps:

a. Since this is the second exercise in this unit on the use of modals, ask the students to tell
different uses of modals.
b. Make necessary corrections or add to students' answers.
c. To check their understanding of the modals, ask them to match the sentence halves in task A.
d. Ask one of the students to read out his/her answer. Make corrections in her/his answers if
required. Ask the other students to make corrections accordingly.

a. I'd like to rent an apartment.

b. Would it be possible to invite my cousin?
c. Would you be able to invite my cousin?
d. Could you recommend a good dentist?
e. Can I book a table for six?
f. Would you like me to call a taxi?

e. Now, ask the students to complete the sentences in any way they like. Since the answer may
vary, you may assign the task for homework and check the work the next day.
Model Answers
a. Would you like me to make you some tea?
b. Can I offer you a ride home?
c. Could you please pass me the salt?
d. Would it be possible to reschedule our meeting for next week?
e. Would you mind keeping down the volume of the music?
f. Could you possibly help me move this couch?
g. Would you be interested in going to see a movie with me?

3.10 Writing II
This task is related to paragraph writing about dancing culture in the community of the students.
Objective:
Write a paragraph one of the dancing cultures or traditions.

44
Follow these steps:
a. Since the students have been familiar with the elements of the paragraph and the way of
writing it, ask one of the students to recall the elements of a good paragraph.
b. Ask some representative students to tell about the dancing occasions and cultures in their
community.
c. Help the students to find information about dancing occasions and cultures. Tell them that they
can ask their parents for more information.
d. Assign the task as homework and check the students‘ writing the next day. Provide necessary
feedback. You may ask one or two students to read out their paragraphs as well.
Sample paragraphs:
Maruni is a folk dance that has deep roots in Nepali culture and tradition. It is celebrated by
the Magar community and is a significant part of their identity. The dance is performed
during Dashain and Tihar festivals to commemorate "the victory of good over evil." The
dancers are dressed colorfully with rich ornaments and are accompanied by the traditional
Nepali Naumati Baja orchestra. It is not only popular in Nepal but also in Nepali
communities of India, Bhutan, and Myanmar. However, in recent years, the Maruni dance
has become in danger of extinction, due to a lack of interest by young people in learning it.

To prevent the Maruni dance from fading away, the Magar community is pushing its young
people to preserve it. The dance originated with the Magar community, and people from
various communities started adopting it. Nowadays, other communities like Gurung, Kirat,
and Khas also dance the Maruni dance on various occasions. The Balihang festival is a
notable occasion where Maruni, Sorathi, and Hurra dances are performed. It is believed to
have originated from the Magar Army during the 14th century on behalf of the sick King
Balihang Rana Magar of Palpa, Pokhara and Butwal. With time, Maruni was performed
even during many personal events, especially marriages.

3.11 Project work

In this project work students are individually engaged to narrate an incident in which they were
the participant of a cultural show.

Objective:
Tell/narrate an incident where the students were the participants of a cultural show.

Follow these steps:

a. Tell the students that they are going to tell the class about an incidence in which they were the
participants of a cultural show such as dohori sanjh, Gai jatra, Dhaan Naach.
b. Ask the students to think of such cultural shows in which they had participated.
c. Ask them to collect information such as when they participated, where it took place, who were
the other participants, how you participated, etc.

45
d. After they are ready, ask the students in turn to narrate their stories.
e. Provide necessary feedback to each student‘s story/ narration.

3.12 Extra Bit

This section contains the task that gives students additional information in the unit. This
particular extra bit includes information about types of gender. The students can study by
themselves; however, the teachers can help them if required.

–)–

46
 Unit 4
Life and Death
This unit is based on the theme of life and death. Life and death are two contrasting but
interconnected and complementary realities we face. Life is a journey between birth to death
whereas death, being an inevitable part of life, is the conclusion or the curtain of life. In a sense,
life struggles to meet a meaningful death. The unit carries two reading tasks related to the theme.
In addition to the regular tasks of pronunciation, listening, and speaking, the unit includes
grammar topics: present simple, adverbs of frequency, and subject verb agreement and writing
tasks: message of condolence and replying to an email. The table provided below offers a brief
overview of the tasks in the unit.
Unit overview
SN Textbook Topics Textbook Tasks

1. Getting started Look at the picture and discuss different aspects of life and
death.

2. Reading I Discussion on the given statements

Death is a Fiction Find the words from the text that have the given meanings.
Fill in the blanks with appropriate words.
Answer the questions.
Post reading task (Writing a paragraph)

3. Pronunciation Pronounce the given words with the help of a teacher or

Silent letters dictionary and identify the silent letters.

4. Speaking Act/read out the conversation.

Expressing sympathy Read the given expressions of sympathy.
Work in pairs to make conversations expressing sympathy.

5. Grammar I Complete the sentences with the correct form of the verbs.
Present Simple Make statements or questions based on the prompts.
Transformation of statements (negative and questions)

6. Writing I Prepare a message of condolence to be published in a local

Message of condolence newspaper.

7. Reading II Match the words with their meanings.

Crossing the Bar Fill in the blanks to complete the paraphrase of the poem.
Short answer questions
Post-reading question

8. Listening Guess the meanings of the words in sentences.

A conversation Listen and choose the correct answer.

47
 between two friends Answer the questions briefly.
Post-listening question

9. Grammar II Complete the sentences with the correct adverb.

Adverbs of frequency Rewrite sentences with correct alternatives.
Subject verb agreement
10. Writing II: Email Read an email and write a reply.
11. Project work Collect some message of condolences and Discussing on the
Newspaper cut-pieces language

12. Extra bit Types of sentences

Total estimated time 8 hours

In-depth procedures for every task in the unit are outlined below. While textbooks are designed
to be effectively delivered in a classroom setting, they can be customized to suit your classroom
needs and circumstances. Teachers can either employ the activities provided below or design
their own so as to deliver the tasks in the unit. It is recommended to ensure that the activities are
engaging, interactive, and enjoyable. It is crucial to integrate evaluation throughout the process.

4.1 Getting started

This is the warm-up task for the unit. Through this discussion on picture, the students will be
prepared with some common concepts related to the theme - life and death.

Objective:
To understand different situations in between life and death given in the picture and respond to
them.
Follow these steps:
a. Draw attention of the students to the picture and set ground for discussion. Ask the students
to look at the pictures and say what they can see there.
b. Ask them to take turns and speak about each picture.
The first and third pictures show death rituals that are most commonly in practice in
Hindu and Buddhist communities respectively. The first picture shows a dead body in the
Brahmanaal or Ghat (river bank shrine where the dead body is cleaned and prayer for the
soul‘s peace is made before placing the dead body on the funeral pyre). The third picture
has the similar practice of worship and prayer in Buddhist communities.

The second and fourth pictures are related to loneliness and grief or sickness that often
comes to our life. Different events bring separation and loneliness. The grief may last
longer and even may leave long term impacts like depression if the grief is not managed
well. Therefore, we mostly rely on socially and culturally established rites and rituals that
help us manage our grief.

48
c. Ask students how they respond to these situations. Lead their responses to expressing
condolences and sympathy. Elicit that we express condolences on the first and third
situations whereas we express sympathy on the second and fourth situation.
d. Take their responses. Assist them with supporting feedback.

4.2 Reading I: Death is a Fiction

The first reading text is a story named ―Death is a Fiction‖. It helps them learn some ideas about
cultural practices associated with life and death and a range of related terminologies.
Objectives:
a. Learn words (inhalation, exhalation, fragile, dislodges, solace, misery, etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students: Have you ever thought about death of your own? What do you think about
death in relation to life? Take their opinion.
b. Next, lead them to the pre-reading questions and have discussion on them. Ask them if they
agree with the given statements and encourage them to put their opinion. Let them identify the
gist from these argumentative.
Death is not the opposite of life, but a part of it.
Every life comes with inevitable and inescapable death. No one can attain immortality and
live forever. All living sentient beings on this earth have a limited and finite life span. Death
is natural, part of every living being's life cycle; and therefore, is common to us all.
From the day you were born, you are slowly dying.
The process of dying starts at birth. This saying reminds us of our own mortality, whatever
our age.
c. Add your opinion to make them understand their opinion may vary.
d. Ask students to read the pink highlighted words before they read. Deal these words in context.
Focus meanings, forms and pronunciation.

While-reading activities
a. Let‘s make the reading fun: imagine the front part of the class to be the ‗hot seat‘. Call the
students through random or any systematic sampling to the hot seat and read aloud the text.
The reading can be modified to explaining, vocabulary discussion or up to question answer
discussion. For making the game rather interesting, the teacher may add some other roles like:
panel of judges, commentator, and so on.
b. Alternatively, make the students work in small groups to read and understand the given text.
Make them share their understanding with the other groups. Assist the students in case they
get problems with reading and correct pronunciation.

49
c. Draw their attention to the comprehension task A. For this, put the students in pairs and ask
them to do the task. .
Answers:
a. Fiction b. dimension c. Dislodge d. Confronted e. Solace

d. Read the answers aloud so that the students check their answers on their own.
e. Now, lead them to task B. Let them work individually. Ask them to read the text and do the
task.
Answers:
a. fiction b. grave c. guaranteed d. corrupted

f. Monitor the students when they work and make them check their answers through mass
correction.
g. Now, lead the students‘ attention to task C, ask them to read the text again after they read the
the given questions.
Possible answers:
a. According to the speaker, there is only life as it is life moving from one dimension to
another. But death is the creation of people.
b. According to the speaker, life is inhalation.
c. There is nothing wrong with death because life is there only because there is death.
d. We fear death because we have no idea about what death is.
e. People have an idea of death because it has remained uncorrupted by human minds.
h. Check their answers and provide feedback. The teacher may set task C as a home assignment.
If it is set as a home assignment, the teacher may check the answers the next day.
Post-reading activity
a. Ask the students if they have the different view about death. Ask some of them to share. Take
their responses.
b. Now ask them to write a paragraph about death. Assign the writing as homework. Check their
writing and provide feedback.

4.3 Pronunciation
This pronunciation exercise is aimed at clarifying the silent letter in pronouncing the words.

Objective:
Learn correct pronunciation of the given words.
Materials: Audio sound of the given words

Follow these steps:

a. Write on the board or display through projector both phonetic symbols and spellings as
mentioned below.

50
b. Ask the students to look at the sound symbols and ask them to try to pronounce correctly.
Assist them when needed.
c. Now, pronounce each word and tell the students to follow.
d. It can be practised in pairs of students. They can take turns and listen to each other.
Task A pronunciation of the given words:
autumn / (Here ‗n‘ remains silent)
condemn (Here ‗n‘ remains silent)
solemn (Here ‗n‘ remains silent)
limb (Here ‗b‘ remains silent)
thumb / (Here ‗b‘ remains silent)
ascend (Here ‗c‘ remains silent)
descent (Here ‗c‘ remains silent)
evening (Here ‗g‘ remains silent)
design (Here ‗g‘ remains silent)
honest (Here ‗h‘ remains silent)
architect (Here ‗h‘ remains silent)
knee (Here ‗k‘ remains silent)
pneumonia (Here ‗p‘ remains silent)
receipt (Here ‗p‘ remains silent)

e. Continue the same practice to the task B

Pronunciation of the given words:
doubt (Here ‗b‘ remains silent)
debt (Here ‗b‘ remains silent)
subtle (Here ‗b‘ remains silent)
scissors (Here ‗c‘ remains silent)
interesting / (Here ‗e‘ remains silent)
foreign (Here ‗g‘ remains silent)
stomach (Here ‗h‘ remains silent)
where (Here ‗h‘ remains silent)
whisper (Here ‗h‘ remains silent)
calm (Here ‗l‘ remains silent)
salmon (Here ‗l‘ remains silent)
psychiatrist (Here ‗p‘ remains silent)
psychology (Here ‗p‘ remains silent)
pseudonym (Here ‗p‘ remains silent)
island (Here ‗s‘ remains silent)
castle (Here ‘t’ remains silent)
hustle (Here ‗t‘ remains silent)

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 whistle (Here ‗t‘ remains silent)
honour (Here ‗h‘ remains silent)

f. Let them practise sufficiently so that they are clear about silent letters.

4.4 Speaking
This speaking task is about the language function of expressing sadness and sympathy.
Objective:
Express sadness and sympathy for the given situation.

Follow these steps:

a. Ask the students to act out the conversation given in task A where the participants are talking
about some mishaps and expressing their feelings of sadness.
b. Suggest them to note how the situations have been responded to.
c. Help them find expressions of sympathy in the given conversations. For example, 1. I am
sorry to hear that. 2. So sad to hear that. 3. What a pity!
d. Now, take them to task B and tell them to see what other similar options can be applied for
expressing sympathy. Use these expressions in different situations. Help students use these
expressions on their own. Discuss how they are used.
e. Next, ask the students to sit in pairs, give the situation mentioned in task C, and ask them to
try expressing sympathy in the same way. The teacher assists whenever needed.

Task C possible responses:

a. failed the exam/that‘s too bad
A: You look sad. What‘s the matter?
B: I failed the exam.
A: Did you? I know how you must be feeling.

b. sister had an accident/so sad to hear that

A: You look sad. What‘s the matter?
B: My sister had an accident.
A: Did she? So sad to hear that.

c. lost football match/what a pity

A: You look sad. What‘s the matter?
B: We lost the football match.
A: Really? What a pity!

d. lost job/sorry to hear that

A: You look sad. What‘s the matter?
B: I lost my job.

52
 A: Did you? I‘m sorry to hear that.

e. friend's mother fell ill/hope she feels better soon

A: Your friend is absent today. What‘s the matter?
B: My Friend‘s mother fell ill.
A: Did she? I hope she feels better soon.

f. lost bicycle/that must be an inconvenience

A: You look sad. What‘s the matter?
B: I lost my bicycle.
A: Did you? That must be an inconvenience.

f. Monitor if the students are doing right. Suggest them for peer correction. Help them when
necessary.

4.5 Grammar I
This grammar task is about present simple tense.

Objective
Use the present simple tense correctly.

Follow these steps

a. Start with some examples; discuss the verbs forms used in the examples, and ask them to
identify the tense and aspect used there in the examples. For cross check, intentionally, use
examples other than present simple tense.
She works in Kathmandu.
I live in Biratnagar. I don't live in Biratnagar now. Do you live in Biratnagar?
Do you play the piano?
Where do you live?
Does Jack play football?
Do Rita and Angela live in Manchester?
Where do they work?

b. Now, explain when present simple is used. While clarifying, use examples. You can refer to a
grammar book for this. Use the flip model strategy to encourage them to study it earlier than
the class.
c. Elicit them that the present simple is used to talk about actions that happen regularly or to talk
about natural processes or universal truth. Additionally, it can be used to describe habits,
routines, facts, and general truths.
d. Next, ask them to talk about their context. Give them the situation where they need to
describe habits or facts. For example: talk about their morning routine.

53
e. Now, lead them to task A. Ask them to use the correct form of the verbs given in the brackets.
When they finish, discuss the answers so that they can generalise the use of the present simple
tense in contexts.
Task A answers:
a. follows b. consists c. feed d. earns e. makes f. live
g. Do ….. like h. does not want i. adores j. need k. has

f. Instruct them how to do transformation. For both negative and interrogative forms, we use
auxiliary verbs ‗do‘ or ‗does‘ with the base form of the verb. For negative do not or does not
are followed by the base form of the verb, whereas to transform into interrogative for yes/no
questions do or does is written in the beginning, then the subject and base form of verb follow
that. In case of ‗Wh‘ questions, do or does follow Wh word, then subject and base verb.

g. Now, lead them to tasks B and C. Ask them to do the task in pairs. Help when required.
Task B answers:
a. I do not check my emails when I get to school.
b. Do you watch the news on TV every day?
c. She wears a red dress.
d. Do you have a school bus?
d. What do you want to drink?
e. You do not need more reading practice.
f. Your friend does not like computer games.
g. Mum washes the car once a week.

Task C answers(N= negative, Q= question):

a. N.-The swimming pool does not open every day at 9:30 am.
Q. - Does the swimming pool open every day at 9:30 am?
b. N. - I do not use my car very often.
Q. - Do you use your car very often?
c. N. - John does not come from Mexico.
Q. - Does John come from Mexico?
d. N. - I do not play the piano very well.
Q. - Do you play the piano very well?
e. N. - Ann does not watch television a lot.
Q. - Does Ann watch television a lot?
f. N. - I do not write to my parents every month.
Q. - Do you write to your parents every month?
g. N. - This car does not break down every five hours.
Q. - Does this car break down every five hours?

54
h. Finally, check their answers and provide feedback. The teacher may set task B and C as home
assignments. If it is set as a home assignment, the teacher may check the answers the next
day.

4.6 Writing I
In this writing task, students learn to write a notice of condolence at someone‘s death.

Objective:
Write a notice of condolence.
Materials: Newspaper cut-pieces

Follow these steps:

a. Try to relate this writing task with the application in real-life by showing newspaper cut-
pieces.
b. Ask the students to read the given sample message of condolence and note how such a
message is designed. Ask them to underline the key expressions that are used when writing.
We are deeply saddened by...............
we want to express our sincere condolences to his bere ...............
May the departed soul rest in peace ...............
c. Explain how the above mentioned expressions are used in the message of condolence.
d. Now, ask them to go through the given instructions and the supplied hints for task B. Clarify
the instruction (in case of confusion) and add some guidelines.
e. Discuss about the basic format for a message of condolence.

● Title
● Date of birth and Date of death
● Acknowledge the loss.
● Express your sympathy.
● Pray for peace of the departed soul
● Remind the bereaved of their own strengths to overcome the grief
● Include a memory and you will be missing

f. Now ask them to do the task B. Closely observe them when they work on a message of
condolence. Help where needed.

55
 Sample answer
Heartfelt condolence

1946 2019
Late Subhadra Adhikari

We are emotionally moved to learn about the untimely demise of veteran Kollywood
actress, Subhadra Adhikari, who passed away at her residence at Kathmandu, due to
respiratory problems. She was a famous and well-known actress who had contributed a lot
to the Nepali film industry. Her performances in superhit movies like Basanti, Basudev,
Munamadan, and Chino will always be cherished by her fans. At this moment of loss, we
would like to extend our heartfelt condolences to her bereaved family and pray to the
Almighty for providing strength to overcome the grief. We also would like to pray for
eternal peace for the departed soul. She will be always remembered for her remarkable
contributions in Nepali film industry.

ABC Secondary School family

Manavbasti, Nepal

g. Evaluate their work in front of them and give needful feedback.

4.7 Reading II: Crossing the Bar

The second reading text is a poem ―Crossing the Bar‖ by Alfred Lord Tennyson. Through this
text, students will have the opportunity to expand their vocabulary and gain a lot of insights
related to poetry.
Objectives:
a. Recite the poem.
b. Learn words (moaning, boundless, twilight, embark, bourne, crost, etc.)
c. Read the poem and do the given tasks.

56
Follow these steps:
Pre-reading activities
a. Ask the students to look at the given picture. Now, based on the picture, ask them to speak:
what do you see in the given picture?
b. Discuss about the picture based on its features in appearance such as light, probable
situations… and connect it to the pre-reading questions.
Possible answers:
a. The picture shows an a drift boat at the time of sunset.
b. Probably, the pilot is leading them to their destinations.

c. Accept any other logically possible answers. Also share your observations.
d. Ask the students to read the pink highlighted words before they go to the discussion of the
poem. Introduce them in context. Focus on meaning, forms, pronunciation and use.

While-reading activities
a. Now, recite the poem aloud and say the students listen to recitation carefully. Alternatively,
play the audio of the poem through the link from the internet. You can find it in different
sources. This helps them to have the real authentic taste of the poem.
b. Now, make the students take turns and recite the poem aloud in front of the class. Assist them
in case they get problems with reciting with correct rhyme and rhythm.
c. Ask them about the structure of the poem: number of stanzas (4 quatrains: stanza having 4
lines), rhyme scheme (abab cdcd efef ghgh)…
d. Go to the discussion and interpretation of the poem. Try to connect interpretation to the real
life situation. The speaker expresses his/her desire for a peaceful and calm journey to death,
hoping to see the pilot face to face after he/she passed beyond the limits of time and space.
e. Make sure they understand the task. Some textual questions can be asked to know their
understanding.
f. Now, draw their attention to the comprehension task A. Ask them to discuss and do then and
there.
Answers:
a. moaning v. complaining
b. boundless iv. never-ending; infinite
c. twilight vii. Dusk
d. embark iii. go on board
e. tho‘ ii. though
f. bourne i. a boundary; a limit
g. crost vi. crossed

g. Tell the answers and ask them to check.

57
h. Ask the students to read the instruction in task B, read the poem once again, and do task B.
This is an individual task. Let them do it as a home assignment. Check the answers the next
day.
Answers:
I notice the sunset and evening star in the sky, and hear a sound calling for me loud and
clear. I hope that the sandbar will not be disturbed when I go out to sea.

Instead, I want to be carried out on a tide moving so slowly it seems almost asleep, and
which is too swollen to make a sound. That's what I want when I return home to the depths
of the great unknown.

Twilight comes with the evening bell, which will be followed by darkness. There don't
need to be any sad goodbyes when I go.

Even though I'll be going far from this time and place floating on the tide of death, I hope
to meet God, who has been like my pilot in this journey, when I've made it across the bar.

i. Now, discuss the questions in task C and add this task too as a home assignment.
Possible answers:
a. In the poem, the speaker refers to crossing the sandbar as a metaphor for passing from
life into death, so the speaker has to go to the afterlife or the great unknown crossing
the sandbar.
b. The tide can‘t make a huge sound or create a lather because it is asleep; so, it is peaceful
and calm.
c. In the poem, the twilight and the evening bell suggest the end of the day and
approaching night.
d. Without accepting the sad goodbyes, the speaker is going on a journey across the sea,
which is a metaphor for the transition from life to death.
e. The pilot who can be God himself is the only agent that helps the speaker to go far on
his journey.
f. No, the speaker does not fear death. He doesn‘t fear because he takes it as a natural
process or a part of the journey.
g. The pilot symbolises his faith and guiding force, the God.

j. Do individual correction the next day, if possible.

Post-reading activity
a. a. Arrange discussion as a class work. The students may need teacher‘s support in many
places.

58
b. Now, make the students discuss the given question and put their opinion about life after death
based on the question D.
c. Listen to their opinions and add needful feedback.

4.8 Listening
This is a listening task where the students listen to an audio with conversation related to
someone‘s death and expression of condolence.

Objective:
Listen to the audio and do the given tasks.
Materials:
Audio file (mp3) and audio player
Follow these steps:
Pre-listening activity
a. Ask the students to read the sentences in task A and ask them to guess the meanings in bold.
b. Elicit the meanings.
Funeral: a ceremony, often a religious one, for burying or cremating (= burning) a dead
person
Viewing: the watching of relatives and friends beside the body of a dead person from death
to burial, or during a part of that time
Eulogy: a speech given at a funeral praising the person who has died

While-listening activity
a. Ask the students to be ready for listening to the audio by taking a pen or pencil and a blank
page where they can take notes while listening.
b. Play the audio and ask students to listen to find what audio is about. Let them note down the
background. Discuss the subject matters.
c. Ask them to read the questions in task B. Tell that they will now listen to the audio.
d. Play the audio ask the students to do the task.

Answers:
a.
i. because of a lingering illness
b.
i. the money from her husband‘s insurance and stock
c.
iii. feels very sad
d.
ii. Tuesday morning
e.

59
 iii. sing a song

e. Play the audio once again so that students will check their answers. You can play the audio till
they find the answers themselves.
f. Play the audio again and tell them to do the task C.
Task C possible answers:
a. for inviting her for the funeral
b. on Tuesday afternoon
c. Tim‘s uncle
d. sing a musical number
g. Play the audio again so that they check their answers themselves.

Post listening activity

a. Ask the students: How would they extend condolences following someone's death?
b. Take their responses. Possible responses can be: a. by extending a message of condolence b.
by visiting them and consoling them by expressing sympathy and condolence.

4.9 Grammar II
These grammar tasks concentrate on use of: 1. Adverbs of frequency; and 2. Subject verb
agreement.

Objectives
a. Use adverb of frequency correctly.
b. Do tasks with subject -verb agreement sentences correctly.

Follow these steps:

a. Give the students some sentences with the use of adverbs of frequency. Let them generalise
the rules.
I often go for a walk in the morning. She rarely eats fast food. He seldom arrives late to
work. In the given sentences, the words 'often', 'rarely', and 'seldom' are adverbs of
frequency. There are other adverbs of frequency as well.

Adverbs of frequency are used to describe how often an action or event occurs, and they
typically modify the verb in a sentence. For example:

b. Now, lead them to task A. Ask them to do the task. When they finish, discuss the answers so
that they will consolidate the usages of these adverbs.
Answers:
a. often b. rarely c. always d. usually e. sometimes
f. never g. rarely h. seldom i. usually

60
c. Ask them to do task B. As this is the revision task on the use of the subject-verb agreement,
ask them to do the task in pairs.
Answers:
a. has b. offers c. is d. are e. was f. were g. has h. was
d. Discuss and do mass correction of the task.

4.10 Writing II
In this writing task, students read an email and learn to reply to it.
Objective:
Write/reply to an email.

Follow these steps:

a. Ask the students what they know about email.
b. Ask them about their understanding related to email and if anyone has written any email.
Encourage them to share their understanding.
c. Now, tell them to read the email from Asmita Praja and identify her problem.
d. Next, as instructed in the given task, make them write a reply from Salina. Suggest them not
to miss the following components in the reply: recipient (to), subject, salutation, entering to
the subject matter (introduction), body (expressing sympathy), ending (regards).
e. Set this task as a class work. Assist them when needed.
Sample answer:
Dear Asmita,
I'm sorry to hear about your accident and the pain you're going through. Please know that
you have my deepest sympathy and I wish you a speedy recovery.
Of course, I will be happy to help you in any way I can. I will record the lectures and class
notes for you so that you can listen to them at home. If you need any further assistance or
have any questions, please don't hesitate to let me know.
I can only imagine how difficult it must be to continue study while in pain and unable to
move around much. However, I am confident that you will be able to catch up on all the
reading. Do not worry much, you may work once you will be feeling better.
I wish you a speedy recovery and hope to see you back in class soon.

Best regards,
Salina

f. Do individual correction of this task if possible. Alternatively, closely check some sample
copies and suggest them for peer correction now.

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4.11 Project work
This project work aims to encourage students to explore the language used in different messages
of condolences.
Objective:
Collect some messages of condolences to find the similarities and differences between them.

Follow these steps:

a. Divide the students in group of fours.
b. Ask them to collect at least four messages of condolence. Ask them to analyse the language.
Ask them to find the similarities and differences between them.
c. Give students a week time for this project task. Monitor and guide them when needed.
Encourage students to brainstorm their ideas in the group and divide the roles beforehand.
d. Ask the students to organize the information about similarities and differences they have
gathered in an organized and coherent manner. Remind them to use suitable pictures,
diagrams and illustrations.
e. Once they are done, ask them to present their work in the class. Provide opportunities to each
student to give feedback to the other students‘ work. Finally, provide your feedback to each
presentation. You may also award the best presentations.

4.12 Extra bit

In this section, the students will learn something very important about types of sentences:
Declarative, Interrogative, Imperative, and Exclamatory. The students may carry the task
independently for self-study. However, the teacher may assist them with more examples if
needed.

–)–

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 Unit 5
Ethics, Norms and Values

This unit is related to the theme of ethics, norms and values. Ethics refer to the principles of what
is right and wrong that guide individual or collective behavior, while norms are the shared
expectations of behavior within a particular community or society. Values are the underlying
beliefs or attitudes that guide an individual's actions and decisions. All three concepts are
essential in shaping personal and societal behavior, and they often interact and influence each
other in complex ways. Students are supposed to exhibit good norms and values upon reading the
unit. The language function of the unit is also similar to the theme of the unit, i.e, apologizing
and responding to the apologies. The reading texts carry the theme of the lesson while the
listening and speaking skills are more related to the language function.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Talk about the people in the picture and their
professional ethics.
2. Reading I Pre-Reading questions
Essay: Why ―I‘m Sorry‖
Doesn‘t Always Translate Find the words/phrases from the text for the given
meanings.

Match the sentence halves to complete the sentences.

Short-answer questions

Post reading question

3. Pronunciation Pronounce the given contracted words correctly.

4. Speaking Act out the given conversations.

Apologising and responding to
an apology Work in pairs and have conversations to apologise in
the given situations.

Work in pairs to make apologies and respond to

them.

5. Grammar I Read the text and underline the verb forms.

Present continuous
Use the correct forms of the verbs.

6. Writing I Study the sample and write the interpretation of the

Interpretation of Charts given charts.

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7. Reading II Pre-reading questions
A letter of Apology
Match the words with their meanings.

Short-answer questions

Post reading question

8. Listening Pre-listening questions

Conversation between two
friends Listen and choose correct answer.

Post-listening question

9. Grammar II Complete the text with the correct tense of verbs.

Use appropriate verb with correct tense.

10. Writing II Write a letter/ email of apology.

Letter/Email writing
11. Project work Collect different ways of apologizing and display in a
chart paper
12. Extra bit Simple, compound and complex sentence
Total estimated time 8 Hours

The detailed teaching-learning procedures of each topic and task of the textbook are suggested
below. Teachers could use these methodologies and/or design their own activities for their class.
Make your class interactive and effective with necessary assessments of the students after each
skill.

5.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit, i.e.,
ethics, norms and values.
Objectives:
a. Identify the profession of the people mentioned in the pictures.
b. Tell about these people‘s professional ethics, norms and values.
Follow the given procedures.
a. First, discuss with students the meanings of ethics, norms and values. You can ask the students
what they already know about them. If necessary, explain the meaning of each term so that
they understand the basic concept of the words.
Norms may be defined as standardized ways of conduct and behavior (e.g., treating
everyone fairly) in a society, company, or other organization.
Ethics is considered about what is right, fair or good. An ethical principle is a statement

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 concerning the conduct or state of being that is required for the fulfillment of a value; it
explicitly links value with a general mode of action.
Values that are what we judge to be right. They are more than words. They are moral,
ethical and professional attributes of character. They are standards or yardstick to guide
actions.

b. Then, show students the given pictures, ask them to look at carefully and ask:
i. What is the profession of the person mentioned in the first picture? Why is his profession
important? What professional ethics, norms and values does he have to carry?
ii. Who is the lady in the second picture (second from left to right)? Why is her profession
important? What are the ethics, norms and values related to her profession?, etc.
iii. What is the profession of the person in the fourth picture? What are his professional
ethics, norms and values?.
iv. Who is the lady in the fourth picture? What are the ethics, norms and values related to
her profession?
c. Take their responses and discuss. Allow their varied perspectives in discussion.

Possible Answers
● The person in the first picture is a doctor. He has a medical profession. His job is very
important because he saves the lives of many patients. Doctors are expected to uphold
the ethical principles of beneficence and justice. They are also expected to follow
professional norms such as maintaining confidentiality and practising evidence-based
medicine, while valuing qualities such as empathy, compassion, and professionalism.

● The person in the second picture is a singer. Singing is her profession. Singers are
expected to follow ethical principles such as respecting copyrights and intellectual
property rights, while following norms such as collaborating with other musicians and
seeking feedback from audiences. They may value creativity, self-expression, and the
pursuit of excellence in their craft.

● The person in the third picture is a pilot. Flying aircrafts is his profession. Pilots are
expected to obey the ethical principles such as prioritizing safety, following
regulations and guidelines, and communicating effectively with air traffic control and
other crew members. They are also expected to follow norms such as maintaining
situational awareness and being prepared for emergency situations, while valuing
qualities such as discipline, professionalism, and attention to detail.

● The person in the fourth picture is a teacher. Teaching students is her profession.
Teachers are expected to follow ethical principles such as promoting academic
integrity, treating students fairly and respectfully, and maintaining appropriate

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 boundaries. They are also expected to follow norms such as designing effective lesson
plans and providing constructive feedback, while valuing qualities such as patience,
creativity, and lifelong learning.

5.2 Reading I: Why 'I'm sorry' Doesn't Always Translate'

The first reading text in this unit is an essay entitled ‗Why ―I‘m sorry‖ Doesn‘t Always
Translate‘
Objectives:
a. Learn the vocabulary: tip over, effusive, widespread, bristle, ritualize culpability, traction,
assertion, inclination, attribute, transgression, semantic, nuances, etc.
b. Read the text and do the comprehension tasks.

Follow these steps:

Pre-reading activities
a. Ask the students to look at the poster and the writing in it. Ask them what the poster says and
what it means.
b. When they answer the first question, ask them what others do when they apologise. They are
expected to say: I apologize, Please forgive me, My apologies, I'm so sorry, I feel terrible
about this, It was my fault and I take full responsibility, I didn't mean to cause any harm, I
regret what happened, etc. Tell them these expressions if required.

While-reading activities
a. The reading text is an essay entitled, ―Why I‘m Sorry Doesn‘t Always Translate.‖ First, ask
the students what they understand of the topic of the essay. You may ask one or two of them
to tell what they mean by the title. If the students fail to give the desired meaning of the title,
explain it to them.
b. Ask some students, in turn, to read the text aloud. The teacher may help them with the correct
pronunciation whenever necessary.
c. Ask them to mark the words which are unfamiliar to them. Then discuss the meanings of
words in context. You can choose suitable activities for your classroom and discuss the
vocabulary in context.
d. To make sure that students have understood the meanings in context, ask them to find the
words/ phrases from the text for the meanings given in task A.
e. When the students find their words, tell the students the correct answers and ask them to check
their answers. Students will make corrections in their answers if necessary.

Answers
a. trip over b. effusive c. bristled d. inured e. culpability
f. assertion g. attribute h. semantics i. nuance

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e. Then, lead the student to Task B. Ask the students to read the statements in the task and to re-
read the essay. After that, ask them to match the sentence halves in column A with the correct
halves in column ‗B‘. Ask one of the students to read out the complete sentences after
matching. Ask the other students to follow after her/him and to check whether they also have
the same answers. Make corrections to their answers if necessary.

Answers

a. Americans didn‘t show iv. sympathy to Akio Toyoda‘s effusive apologies.

b. People are accustomed iii. to an apology in Hong Kong .
c. Japanese use an apology v. to repair their damaged relationship.
d. American participants seemed i.less interested in second research.
e. Researchers found ii. similar patterns in East Asian countries.

f. Now, turn to task C. Ask the students to read the questions and scan and skim the text to find
the answers of the given questions. After that, ask them to write the answers in their
notebooks. Monitor their writing and help them when necessary. You may assign this task as
homework to the students and check their works in the next class. Make necessary corrections
in their answers.
Answers
a. Japan became annoyed when a US submarine commander collided with and sank a
Japanese fishing boat off Hawaii in 2001, and did not immediately apologize.
b. Americans see an apology as an admission of wrongdoing, whereas Japanese see it as an
expression of eagerness to repair a damaged relationship
c. The survey found that Japanese students apologized a lot more, issuing an average of
11.05 apologies in the previous week, whereas US students recalled just 4.51.
d. The video displayed an applicant for an accounting job apologizing for having
deliberately filed an incorrect tax return for a prior client.
e. The respondents of the second study were undergraduates from both the US and Japan.
f. Executives can make effective use of the apology as a tool for facilitating negotiations,
resolving conflicts, and repairing trust by understanding cultural differences and nuances
in the perception and use of apologies.

Post-reading activity
In this activity ask the students in turn to tell about the incident in which they had to apologize.
Ask them to tell whom they had to apologize and why. They should also mention how they
apologized.
Sample response
The incident when I had to apologize was a few months ago when I unintentionally hurt my
best friend's feelings. We were having a conversation, and I made a joke about her appearance

67
 without realizing that it would be hurtful. When I saw her reaction, I immediately realized my
mistake and knew that I had to apologize. I said, ―I am extremely sorry for hurting you. I
really didn‘t mean it. I was sorry that my words caused her pain. I told her that I valued our
friendship and that I would be more mindful of her feelings in the future. She appreciated my
apology and forgave me, and we were able to move past the incident. Since then, I have been
more careful with my words and have learned to think before I speak.

5.3 Pronunciation
In this activity students need to learn to pronounce the given contracted forms of pronouns and
the auxiliaries. Teachers can use other contracted words for more practice.

Objective:
Pronounce the contracted words correctly.
.
Follow these steps:
a. First, ask what a contracted word is. Provide some examples to clarify them. Elicit: In simple
terms, a contracted word, or contraction, is where a new word is made by combining two
existing words. Some letters are omitted and replaced with an apostrophe.
b. Then show how contracted words are formed by combining two words and replacing some
letters with an apostrophe.
c. Ask the students, in turn, to pronounce the words given in the task.
d. If necessary, pronounce the words yourself and ask them to follow after you.
e. You can alternatively play the pronunciation from digital dictionaries.

Phonemic transcription of the words

I'm - you're - or he's
she's it's we're -/
they're -/ I've I'd
they'll -/

5.4 Speaking
This speaking activity is based on the language function of the unit; making apologies and
responding to them. There are three different tasks in it: Read and act out the conversation, work
in pairs to make apologies and respond to them, and apologize in the given situations and
respond to them.

Objective:
Make apologies using different expressions and respond to them in varieties of ways.

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Follow the given procedure:
a. Divide the students into pairs. Assign each of them a role of conversations in task A. After
they act out, ask them to note the language expressions used in each dialogue. The expressions
are with the highlighted clues. Clarify how these expressions are used.
b. After that, divide students into new pairs and ask them to have conversations for the situations
given in Task B, making apologies and responding to them. Choose half of the students for
this task. Ask them to use the expressions from the box. Provide necessary feedback in their
conversations.
Sample conversations
a.
A: I'm sorry that I took your bag. I thought it was mine.
B: That's okay. Don't worry about it.

b.
A: Oops, sorry. I ate your biscuits. I thought they were mine.
B: It happens. No problem.

c.
A: I apologize for sitting on your cat. I thought it was a pillow.
B: It's my fault. I should have warned you that my cat likes to sleep on the sofa.
d.
A: I apologise for taking your newspaper. I didn't realise it was yours.
B: That's alright. It happens. Don't worry about it.

e.
A: Sorry for bumping into you. I was in a hurry.
B: No problem. It happens. I hope you're not hurt.

f.
A: Oops, sorry for tapping you. You looked like my friend.
B: It's okay. Don't worry about it. I forgive you.

c. Divide the remaining into pairs. Now, ask the students to read the situations in task C. Ask
them to discuss in pairs for making the conversation in pairs. Since students have been
familiarized with making apologies and responses to them, you can expect them to do it more
interdependently. You can only provide feedback if required.
Model Conversations
a.
A: I'm really sorry, I ate all of your chocolates.
B: That's okay. I forgive you. Just please don't do it again.

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 b.
A: Oops, sorry about that. I just blew my nose in front of you.
B: Don't worry about it. It's natural. Would you like a tissue?

c.
A: I'm sorry, I didn't follow your instructions.
B: That's alright. Just make sure to follow them next time.

d.
A: I'm sorry, I just spilt your drink.
B: It's okay, accidents happen. Let me help you clean it up.

e.
A: Sorry, I didn't mean to bump into you.
B: No problem, accidents happen. Are you okay?

f.
A: Sorry for you waiting.
B: It's okay, I understand. Let's get started now.

g.
A: I apologize that I'm late for school.
B: It's alright, just try to be on time next time.

h.
A: I apologize for forgetting to bring your notebook.
B: That's okay. Can you bring it tomorrow instead?

i.
A: Sorry, I stepped on your toe.
B: It's okay. Just be more careful next time.

5.5 Grammar I
This activity is related to the use of the present continuous tense.
Objective:
To use the present continuous tense correctly.
Follow the given procedure:
a. Tell the students they are going to learn about present continuous tense.

70
b. Ask questions to students about what they already know about the tense
c. Ask them to tell you some example sentences of this tense.
d. Help the students with the sentence structure and example sentences if necessary. Derive the
sentence structure of the tense from the example sentences.
e. Now, lead them to task A in the textbook. Ask the students to mark the verb forms in the
present continuous tense in the sentences. Ask them to use a pencil to underline.
Answers
Verb forms in the present continuous tense
Hello everybody! Look at this nice picture. Here is one of the moments I prefer when we
are all together on a nice Sunday afternoon. But let me introduce myself! I‘m Bob, I am
standing in front of my father who is reading the newspaper.
Mum is listening to her favourite songs on the radio. My two sisters, Rose and Sally, are
playing with their dolls. My grandfather is having a nap and granny is drinking a cup of tea.
The cat is
running after the birds as usual and only my cousins are doing real activities; Ken is
watering Mum‘s flowers and Mike is cleaning the windows. ―Can you imagine that Sunday
afternoon!‖

f. Now, lead the students to task B. By now they are supposed to have learned the uses of present
continuous tense. Ask them to work in pairs and discuss the answers of questions in this task.
g. After that, ask some students to tell their answers in turn. Ask the other whether they agree
with their friends‘ answers. Make corrections in their answers when necessary.
Answers
a. is sleeping b. is raining c. is working
d. am listening, listen e. does, leave f. don't wear, am wearing
g. is travelling h. is studying i. write
j. do, wear k. are, doing l. are you thinking
m. driving n. are not doing

5.6 Writing I
This writing skill demands students to write an interpretation of a diagram such as bar graph, pie
chart, table, line graph, flow chart, etc.

Objective:
a. Learn the language and vocabulary used in charts and graphs.
b. Interpret and analyze data presented in charts and graphs.

Follow the given procedure

a. Ask the students about their prior knowledge of charts and graphs. Help them with the
necessary information.

71
b. Discuss the types of charts and diagrams and the way they resent the data through the given
example.
c. Introduce the verbs and expressions for identifying key trends or patterns, and making
comparisons between different data points. You can take reference of Grade 9 English
textbook, Unit 9, Writing, B and C for this.
d. Now, ask the students to read the interpretation of the pie charts given in task A. Ask them to
note, how the chart is introduced, how the data is presented and how the comparison is made.
Help the students by making a list of such verbs and expressions on the white board.
e. Now lead them to task B. Ask the students to write the interpretation of the pie charts as
shown in the model interpretation in task A. You can also assign this task as homework and
provide necessary feedback in their writing the next day.

Sample Answer

The pie charts represent the household expenditure in Nepal in 2004 and 2011. In 2004, the
majority of the household expenditure was on food, accounting for 59%, followed by other
non-food items, 28.7%, housing, 9.5%, and education, 2.8%. However, in 2011, the
expenditure on food increased to 61.5%, while the expenditure on other non-food items
decreased to 22.2%. Expenditure on housing also decreased slightly to 11%, and there was
a significant increase in expenditure on education to 5.3%.

Overall, the pie charts indicate that there has been a shift in household expenditure in Nepal
from non-food items towards food, which has become an increasingly significant expense
for households. Additionally, the increase in expenditure on education in 2011 suggests that
education is becoming a more important priority for Nepali households.

f. Bring other varieties of charts and graphs to the class and assign the writing tasks to the
students. Help the students in better writing by monitoring them and providing necessary
feedback.

5.7 Reading II
The second reading text in this unit is a letter of apology written by David Neeleman on behalf of
JetBlue Airways to his customers.
Objectives:
a. Read the text and learn the vocabulary: disrupt, crew member, hindering, inconvenience, etc,
chap, fellow, ache, etc.
b. Comprehend the text and do the comprehension tasks.

Follow these steps:

Pre-reading activity

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Tell the students to read the questions in the pre-reading activity and ask for their opinion. Since
they have already read a text on a similar topic in Reading I, students might come up with
good opinions even without the support of the teacher.

While-reading activities
a. Ask one or two students to read the text aloud, in turn. Help the students pronounce the words
and sentences correctly whenever necessary.
b. Then ask the students to mark the unfamiliar words in the text.
c. Discuss the vocabulary. Include the words that the students have marked as unfamiliar words.
Now, you can ask the students to consult a dictionary to find the meanings. But the teacher
should help them to find the meanings in context.
You can introduce “Memory match” game to teach vocabulary from the reading text. Here
are some guidelines to play the game.
● Make a list of words.

● Write each vocabulary word on a separate index card or small piece of paper. On
another set of eight index cards, write the definitions or explanations of each vocabulary
word. Make sure each definition corresponds to the correct vocabulary word.

● Show the students the words and their definitions.

● Shuffle the cards and lay them face-down in a grid pattern on a table or on the floor.

● Players take turns flipping over two cards at a time, trying to find a match of a
vocabulary word and its corresponding definition.

● If a player successfully finds a match, they keep the cards and get another turn.

● If the cards do not match, they are flipped face-down again, and it becomes the next
player's turn.

● The game continues until all the matches have been found.

● The player with the most matched pairs at the end of the game wins.

d. After that, lead them to the vocabulary task in A. Ask them to match the words with the
correct meanings. After they have matched, ask a student to tell her/his answers. Ask the rest
of the students whether they also have the same answer. Make necessary corrections in their
answers.
e. Ask students different questions to check their comprehension of the text.
Answers
a. disrupt - iii. to make it difficult for something to continue in the normal way

73
 b. crewmembers - v. all the people working on a ship, plane, etc.
c. hinder - iv. to make it difficult for somebody to do something or for something to happen
d. inconvenience - ii. trouble or problem, especially concerning what you need or would
like yourself
e. emerge - i. to come out of a dark, confined or hidden place

f. To check the students‘ comprehension of the text, lead them to task B. Ask them to read the
questions first and to read the text once again. After that, ask them to write the answers of the
questions. You can assign this task as homework and check their answers the next day.
Provide necessary feedback to their answers.
Answers
a. David Neeleman, the CEO of JetBlue Airways has written the letter.
b. The letter is addressed to JetBlue Customers.
c. JetBlue has been serving its customers for seven years.
d. The main cause of inconvenience to the passengers was the severe winter ice storm in the
Northeast, which disrupted the movement of aircraft and crewmembers.
e. The company promises to bring humanity back to air travel and make the experience of
flying happier and easier for everyone who chooses to fly with them.
f. The JetBlue Airways Customer Bill of Rights contains the company's official commitment
to handling operational interruptions going forward, including details of compensation for
passengers.

Post-reading activity
In this task ask the students to share their experiences of troubles they have faced while
travelling. Ask them to think of the trouble they faced while travelling during the holidays by
vehicle or on foot to another village or town.
Sample Answer:

During my recent trip to the nearest town, I faced a major problem while travelling. The
only mode of transport available in my village is a rickety old bus that makes the journey
once a day. I had planned to visit the town to buy some essentials, but the bus broke down
in the middle of the journey. We were stuck on the road for hours with no help in sight. The
heat was unbearable, and I had run out of water. I was worried about how I would make it
back to the village without the essentials I needed. Finally, the mechanic whom the driver
had called arrived and repaired the bus. It was a stressful experience, and it made me realize
the difficulties that people in rural areas face while travelling. I hope that the government
will take steps to improve the transportation facilities in our village, so that we can travel
with ease and comfort.

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5.8 Listening
This listening skill is based on one of the themes of the unit. It features a conversation between
two old friends who meet after a long time.
Objectives
a. Follow and understand a conversation between two speakers.
b. Comprehend the audio and do the comprehension tasks.
c. Develop the ability to recall and retain information from spoken English.

Pre-listening activities
a. This is a warm up activity. Instruct the students to look at the picture and ask them these
questions in turn. Ask them to guess the answer to the questions: What do you see in the
picture? Who do you think the people are? Where are they? What are they talking about?
How do you feel when a friend forgets your name? etc.
b. If the students are unable to retain the correct information from the pictures, help them as per
the necessity:
We can see three people, probably three friends talking about their career. They are in the
canteen of their school/college. We feel shocked when our friends forget our names.

While listening activities

a. Tell the students that they are going to listen to the audio now.
b. Ask them to go through the questions in Task B before they listen to the audio.
c. Play the audio and ask them to write the answer of the questions in some words only. They can
write the answers roughly so that they can edit them later.
d. Monitor their engagement in the listening activity and play the audio until the students are able
to check all their answers right.
Answers
a. campus b. not remembering her name c. Sharon d. TESL e. marketing

Post-listening activity
Ask the students to read the question in Task C. Ask them how they might apologize to a friend
in case they forget her/his name. Since the students are already familiar with the ways of
apologizing, they are expected to do it without the support of the teacher.

5.9 Grammar II
This grammar task is related to the use of the simple present and present continuous tenses. This
is the second task on the same topic. Hence, students have become more familiar with this topic.

Objective:
Use the simple present and present continuous tenses correctly.

75
Follow these steps:
a. Ask the students to tell the sentence structure of simple present and present continuous tenses.
b. Revise the uses of these tenses in the class. You may ask questions to students for this.
c. Now, ask them to read the text in task A. After that, ask them to use the correct tenses of the
verbs given in the brackets.
d. When they have finished, ask one of the students to tell her/his answer. Tell the remaining
students to check their answers. If there are mistakes in the answers of the students, make
necessary corrections.

Answers

Sophiya is sitting in the classroom. Her teacher is standing in front of the class teaching.
But, Sophiya is doing something else. She is daydreaming. She is not in the class. She is
dancing on a stage in front of hundreds of people. She is wearing a beautiful costume. She
is tapping and twirling. She is spinning on one leg. She is kicking her feet. She is leaping
and flying through the air. The audiences are standing on the floor. They are clapping and
shouting ―Bravo! Bravo!!‖.

―Sophiya?‖ ―Sophiya?‖ her teacher calls. He is not teaching anymore. ―Yes?‖ Shophiya
feels a bit embarrassed. Her cheeks get red. ―Are you feeling okay? You are shouting
‗Bravo! Bravo! Bravo!‘ in the class.‖ ―Sorry! I am just enjoying the class so much ‗Bravo!
Bravo!‘.‖

e. Now, lead the students to task B. Ask them to choose any appropriate verb and its correct
tense to complete each sentence. Monitor their answers and help them choose the right verb.
When they have finished, ask the students to tell their answers in turn. Provide necessary
feedback and corrections in their answers.
Answers
a. A: We are going to the cinema tonight.

B: Are you coming with us?

b. A: I go on holiday two or three times a year.

B: That's great! And where are you going this year?

c. I think it's better to stay. It is raining and we don‘t have an umbrella.

d. Who is that man? Why is he looking at us? What does he want?

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 e. Tomorrow, I am seeing my doctor in the morning.

f. Where's John? He is listening to a new song in this room.

g. Rita worked hard all day yesterday but she is not working today.

h. Nitu is reading a story at the moment.

i. The plane is leaving the runway now. You are too late.

j. I told you that I am not working with you anymore. You're simply not a team player.

5.10 Writing II
This task is related to paragraph writing about dancing culture in the community of the students.

Objective:
Write a letter or an email in the correct format and layout.

Follow these steps:

a. Ask the students to read the letter in Reading II. Ask them to note its format and the language
used in it.
b. Now, ask them to think of a situation in which they made a mistake which they regret now.
c. Ask them to write a letter/ email to the respective person. They can take the sample of
Reading II for writing a letter.
d. Monitor their writing or assign the task for home work and provide necessary feedback to the
students the next day.
To: pandeysophie@gmail.com
From: poudelcrystal@gmail.com
Subject: Apology for my mistake

Dear Crystal

I hope this email finds you in good health and spirits. I am writing to apologize for a
mistake I made during our recent project. I take full responsibility for my actions, and I am
truly sorry for any inconvenience that I may have caused.
As you may recall, during the project, I overlooked an important detail that caused a delay
in our timelines. I realize that my mistake may have caused frustration and disappointment,
and I want to assure you that it was not intentional.
I understand that your time and effort are valuable, and I want to make sure that you know
how much I appreciate your hard work and dedication to the project. I am taking steps to

77
 ensure that this type of mistake does not happen again in the future. I am reviewing my
work processes and seeking guidance from my supervisor to improve my attention to detail.

Please know that I value our working relationship and the opportunity to work with you on
this project. I am committed to working collaboratively with you and the team to make sure
we achieve our shared goals.

Once again, I apologize for my mistake, and I hope that we can put this behind us and move
forward in a positive direction. If there is anything I can do to make things right, please do
not hesitate to let me know.

Thank you for your understanding and patience.

Regards,
Sophie Pandey

5.11 Project work

This project work is also related to the theme and the language function of the unit. Students are
supposed to find various ways of apologizing and make a collage of them.
Objectives:
a. Find different ways of apologizing.
b. Make a collage of apologies and present it.

Follow these steps:

a. Divide the students into groups of four or five. Tell them that they are going to make a collage
apology.
b. Tell them that they have to find different ways of apologizing and make a collection of them.
They have to find the expressions from their friends, parents and newspapers.
c. Ask them to write the apologies in plain papers or cut them out from the newspaper and paste
them in a chart paper in a creative way.
d. Give students two to three days for preparation. After they prepare, ask them to present it to
the class or paste it on the classroom wall.
e. Provide necessary feedback. You can even award grades to their works.

5.12 Extra Bit

This section contains the task that gives students additional information in the unit. The extra bit
in this unit gives information of types of sentences based on their structures. The students can
study the material by themselves; however, the teachers can help them if required.
–)–

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 Unit 6
Custom and Culture
This unit is based on the theme of Custom and Culture. Custom and culture are interconnected
aspects of human societies. They shape our behaviors, beliefs, values, and social norms. While
custom refers to specific practices or traditions, culture encompasses a broader set of shared
beliefs, values, customs, art, language, and social institutions of a society. The unit has two
reading tasks related to the theme. In addition to the regular tasks of pronunciation, listening, and
speaking, the unit includes grammar topics: yes/no question and reported speech and writing
tasks: essay writing. The table provided below offers a brief overview of the tasks in unit 6.
Unit overview
SN Textbook Topics Textbook Tasks

1. Getting started Look at the culture related pictures and discuss them.

2. Reading I Pre-reading questions

Sky Burials
Match the words with the given meanings.
Write True or False.
Short answer questions
Post reading task

3. Pronunciation Pronounce the given contracted words with help of

Contracted auxiliary verbs teacher or dictionary.

4. Speaking Make as many sentences as possible from the table.

Asking for permission
Work in pairs and ask for permission and respond.
Make conversation for the given situation.

5. Grammar I Match the questions with the answers.

Yes/no question
Change into yes/no questions.
Circle the correct answers.
Write yes/no questions for the statements.

6. Writing I Write an essay on 'Our Culture, Our Pride'.

7. Reading II Pre reading questions

Surprising Customs
Find the words from the text that match the
meanings.

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 Write True or false.
Short answer questions
Post-reading discussion

8. Listening Look at the pictures and discuss.

Most fascinating wedding
Listen to and match the traditions with related
traditions
countries.

Listen and fill in the blanks with correct

words/phrases.
Post-listening question

9. Grammar II Match the following indirect speech with the direct

Reported Speech speech.
Change the given sentences into indirect speech.
Reply the given questions.

10. Writing II Write an essay on one unique custom.

Essay writing
11. Project work Design a similar picture portraying the element of the
Elements of culture culture they choose

12. Extra bit - Types of essays Self-study task

Estimated time for the unit 8 hours

Detailed procedures for useful for dealing each topic and tasks of the textbook are outlined
below. These activities are the sample ones. Teachers can either use these activities or design
their own.

6.1 Getting started

This is the warm-up task for the unit. It helps students with some common concepts related to the
theme – custom and culture.
Objective:
To identify cultural practices given in the pictures.

Follow the classroom procedure given below:

a. Draw the student‘s attention to the given pictures and ask them: What are these pictures
about? What are the people in the given pictures doing? Have you known anything related to
the practice?

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b. First, let them identify the customs and culture in the pictures. Let them make up their mind to
talk about unique cultural practices.
c. Then, ask them to take turns and speak about each picture.
The picture 1: a tongue-piercing festival from the Newar community in Nepal. During the
festival, participants voluntarily pierce their tongues with long needles as an act of devotion
and to seek blessings from deities. The practice is believed to symbolize purification,
endurance, and the fulfillment of wishes.
Picture 2: Buddhist monks during prayer. Buddhist prayer is a form of meditation and
aspiration focused on cultivating positive qualities within oneself and expressing reverence
for the Buddha, Dharma, and Sangha.
Picture 3: Bullfight in Spain. It is a controversial practice that elicits both admiration for its
artistic elements and criticism for the perceived cruelty towards the bull.
Picture 4: about a Japanese tea ceremony. The ceremony, also known as "chado" or "sado,"
has deep roots in Zen Buddhism. It involves the preparation and serving of matcha, a
powdered green tea, in a highly ritualized manner. It is considered a form of art and a
means of spiritual reflection in Japanese culture.

d. Ask the students to take turns and speak about some cultural practices of their own.
e. Assist them with supporting feedback.

6.2 Reading I: Sky Burials

The first reading text is a stranger‘s experience in a unique cultural practice called ―Sky Burials‖.
It helps them learn about some cultural issues and a range of associated terminologies.
Objectives:
a. Learn words (forbidden, fascination, bluntly, profound, thrilled, pulverise……)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students: have you ever seen a funeral of a dead body? However, keep in mind that
the topic of death and funeral can be a sensitive and emotional one to students. Don't deal the
lesson if such incidents are there in the class. Ask if they have ever known that there are other
ways of handling the dead body after death.
b. Discuss about other possibilities like natural/green burial, water burial, sky burial,
mummification, etc.
c. Next, lead them to the pre-reading questions and have discussion on them.
Possible answers to the pre-reading questions:
a. The dead body is cremated and rituals for the peace of the departed soul are performed
regularly for thirteen days. (Due to cultural differences answers may vary, pay due attention
and respect to each cultural practice)

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 b. It is important for management of grief and mental solace. It also provides emotional
attachment and a sense of community, helping individuals and communities navigate the
profound emotional and spiritual challenges of loss and grief.

d. Add your opinion to make them understand their opinion may vary (every opinion is a correct
answer here).
e. Ask students to read the pink highlighted words before they read the main text.

While-reading activities
a. Ask the students to read the text on their own and ask the words they found difficult to
pronounce. Deal these words in context.
b. Now, make reading fun. For this, let's design the lesson as flipped classroom concept i.e give
the task: read, record, and play. For this, tell the students to use their parents‘ mobile, read
aloud the assigned paragraphs, record the reading, and send the audio file to the teacher. In the
class, play the audio and let them listen. Add feedback and encourage reading.
c. Make the students work in small groups to read and understand the given text. Assist the
students in case they get problems with reading and correct pronunciation.
d. Now, draw their attention to the comprehension task A. Ask the students to do the task in
pairs. Ask some of the students to share the answers and discuss whether they are right or
wrong.
Answers:
a. profound ………… very great
b. frenzy ………… a state of great activity and strong emotion
c. gruesome ………… very unpleasant and filling with horror
d. forbidden ………… not allowed
e. omen ………… a sign of what is going to happen in the future
f. fascination ………… very strong attraction
g. engrossed ………… involved in something with whole attention
h. pulverise ………… to make something into a fine powder

e. Now, lead them to task B. Ask the students to do the task B and write True or False. Check
whole class.
Answers:
a. False b. True c. False d. True e. True f. True

f. Now, lead the students‘ attention to task C, ask them to read the text again after reading the
given questions. Let them do the task as a home assignment. Check the answers the next day.
Possible answers:
a. The author visited a traditional Tibetan Buddhist monastery to experience the culture and

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 traditions of the region and to learn more about Tibetan Buddhism.
b. On the hill, the author saw a group of people carrying out a sky burial.
c. The author gave the iPad to his youngest son so that he will not see the horrific scene of
feeding vultures with human flesh.
d. The Rogyapa, the body breaker, was a man wearing a dark robe and a hood that covered
his face. He was carrying a mallet and a knife, and he had a solemn and focused
expression on his face.
e. After collecting the bones, the body breaker broke them into smaller pieces and mixed
them with yak milk and barley flour. The mixture was then given to the vultures.
f. In Tibetan culture, if the vultures do not come to consume the remains, it is considered to
be a bad sign, indicating that the deceased person was not a good person and that their
soul may not rest in peace.
g. The author felt proud because they were able to learn a lot from the experience of visiting
the traditional Tibetan Buddhist monastery.

Post-reading activity
a. Assign it as a home assignment. Tell them that they have to research customs from other
countries and share it in the class the next day. Tell them that they can search it from the
books or the Internet.
b. Ask them to share it the next day. Assist when the students need support and give feedback.

6.3 Pronunciation
This pronunciation exercise aims to help the students pronounce the given contracted forms.

Objective:
Learn correct pronunciation of the given words with contracted forms.

Materials:
Pronunciation audio of the given words
Follow these steps:
a. Write the words on the board or display it on the chart paper.
b. Pronounce the words as model. Ask students to pronounce. Repeat it till they can pronounce
the word themselves correctly. .
c. Ask some of the students to pronounce the word correctly.
Pronunciation of the given words:
aren't - isn't - wasn't -
weren't - haven't - hasn't -
hadn't - don't - doesn't -
didn't - can't - couldn't -
mustn't - / won't -

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6.4 Speaking
This speaking task is about the language function of asking for permission and responding.
Objective:
Ask permissions and respond them for the given situation

Follow these steps:

a. Draw students‘ attention to the fact that: making permission is a common practice that
students do regularly in a school setting. They commonly ask for permission like ―May I go to
the washroom/infirmary? May I come in?, etc.
b. Now, have a short discussion with some of the sentences formed from the table.
a. May I go out, please?
b. Can I bring my doggie?
c. Do you think I could have a look at your photo album?
d. Could I taste that hot spicy dish?
e. Do you mind if I use your protractor

c. Take them to task A, tell them to make sentences in a whole class discussion, and discuss
how they became permissions. For this, ask each student to make a sentence from the table so
that all students will get a chance to speak.
Possible answers:
a. May I go out, please?
b. Can I bring my doggie?
c. Do you think I could have a look at your photo album?
d. Could I taste that hot spicy dish?
e. Do you mind if I use your protractor?
f. Is it OK if I ask you something?
g. May I sit here for a while?
h. Can I go with you to the party?
i. Do you think you could give a presentation on Ecology?
j. Could I have a look at your photo album, if it's not too much trouble?
k. Do you mind if I bring my doggie along to the party?
l. Is it OK if I use your protractor for a minute?
m. May I ask you something about your work?
n. Can I join you for dinner?
o. Do you think it would be possible for me to borrow your laptop?
p. Could you please pass me the salt?
q. Do you mind if I open the window?
r. Is it OK if I leave early today?
s. May I know your opinion on the matter?
t. Can I have a glass of water, please?

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d. Now, lead students to task B. Put the students in pairs. Tell them that they will ask permission
and respond to them on the situations given in the left column with the responses in the right
column.
e. Ask them to ask and respond. Swap the roles when they finish once. Suggest them to note
how the permissions they made have been responded to.
Possible answers:
a. A: I have a sore throat. May I leave early to go to see a doctor?
B: Sure, take care of yourself.
b. A: I have a terrible headache and can't concentrate. Can I go home early today?
B: Yes, please do. Rest well.
c. A: I have a blister on my foot. May I go to the clinic?
B: Sure, go ahead. Take care of your health.
d. A: It‘s news time on the radio. Can I turn on the radio and listen to the news while I
work?
B: Of course, go ahead.
e. A: Can I use the camera to take some photos of this beautiful scenery?
B: No problem. Feel free to use it.
f. A: Can I use the telephone to chat with my friend for a few minutes?
B: Please feel free to use it.
g. A: Can I use the toilet? It's not too dirty.
B: Well, I'd rather you didn't. Please wait until it's properly cleaned.
h. A: It's not a very busy day in the office tomorrow. Can I take a day off?
B: No, you can't. We need all hands on deck tomorrow.

f. Move around the class and check whether they are doing right. .
g. Ask the students to work in the same pairs in task C, and ask them to make permissions and
respond to them. The teacher assists whenever needed.
Possible responses:
a. You: Do you mind if I open the window? It's quite hot here.
Your partner: No, not at all. Go ahead and open it.
b. You: Excuse me; do you have an extra pen that I can borrow? I lost mine.
Your partner: Sure, here you go. You can use it for as long as you need it.
c. You: Hey, I didn't understand the lesson in the class very well. Can you please help
me understand it better?
Your partner: Sure, let's sit down and go over it together. I'll try to explain it to you.
d. You: Hey, can you please turn up the volume on the TV? I can't hear it very well.
Your partner: Sorry, I don't have the remote control. You may want to ask our
brother/sister to turn it up for you.
e. You: Can I take a photo of you? You look great today.

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 Your partner: Sure, go ahead. Thank you for the compliment!
f. You: Hey, I left my mobile phone at home and I need to call my parents. Can I use
your phone?
Your partner: Of course, you can use it.

h. Monitor if the students are doing right. Suggest them for peer correction. Help them when
necessary.

6.5 Grammar I
This grammar task is related to a yes/no question.
Objective:
Use yes/no questions correctly.
Follow these steps
a. Start with some examples; at first examples from the teacher and after that ask the students to
add some similar examples.
b. Now, explain what yes/no questions are and how to make them.
Tell them that yes/no questions are used to ask for confirmation or agreement/rejection.
They are formed by bringing the auxiliary verb in the beginning of the sentence. If the
sentence does not have any auxiliary verb do, does, or did are used in the beginning based
on the tense of the main verb (if v1- do, v2 – did, and v5- does). In such a situation, do-verb
is followed by the subject and base form of the verb. Also remind the students, not to forget
to put a question mark at the end of a yes/no question.

c. Ask them to derive the structure from the given examples and talk about it i.e. aux. + subject
+ v1…?
d. Now, lead them to task A. Ask them to match the questions with the answers in column B.
Answers:
a. Are you ready? - v. Yes, nearly.
b. Can I carry something for you? - iv. No, it's OK. It's not that heavy.
c. May I use your phone? - ii. Yes, of course.
d. Has anyone seen my bag? - i. Yes, it's on the chair.
e. Would you like to come to a party? - iii. Yes, I'd love to.

e. Discuss how the questions are formed. Also discuss how responses are made.
f. Now, show them by transferring a statement into a yes/no question and lead them to tasks B.
Ask the remaining questions to do themselves.
Answers:
a. Is it raining?
b. Does Harish play football?
c. Is the bus on time?

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 d. Did Ramesh go to the market yesterday?
e. Is today Tuesday?
f. Did the teacher open my letter?
g. Has my brother gone to sleep?
h. Will there be a food party?
g. Ask some of the students to stand up and say number wise answers, others check what they
have done. Discuss the common errors and considerations.
h. Now, lead them to the task C and D. Ask them to do the tasks.
Task C answers:
a. ii. Yes, I am.
b. ii. No, I'm fine, thanks.
c. ii. No, I didn't steal your money.
d. ii. It's all right, thanks.

Task D answers:
a. Does the family have three mobile phones?
b. Does Januka work at the supermarket?
c. Is Anita learning English?
d. Will the meeting be held next Tuesday?
e. Did Tanka switch off the computer?
f. Did he go to the cinema yesterday?
g. Is everyone ready?
h. Is it raining outside?
i. Has Vicky lost her credit card?
j. Did she do the work on time?

i. Finally, check their answers and provide feedback. The teacher may set the tasks C and D as
home assignments. If it is set as a home assignment, the teacher may check the answers the
next day.

6.6 Writing I
In this writing task, students learn to write an essay on 'Our Culture, Our Pride'.
Objective:
Write an essay on 'Our Culture, Our Pride'.
Materials:
Pictures and cut-pieces related to cultures.

Follow these steps:

a. Draw students‘ attention towards cultural practices through the pictures and cut-pieces. Ask
them to share their experiences in their cultural practices.

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b. Ask the students to discuss and make a list of proud aspects of cultural practices.
c. Ask them to go through the given instructions and clarify the instruction (in case of
confusion) and add some guidelines. It can be given as homework or classwork.
d. Discuss about the basic format of an essay.
e. Closely observe them when they work on. Help where needed.
Sample answer:

Our Culture Our Pride

Nepal is a country with a rich and diverse cultural heritage. It is home to over 100 ethnic
groups, each with its own unique culture, language, and traditions. Our culture is the
foundation of our identity and is something that we should take great pride in.
Nepali culture can be seen in its music, dance, clothing, food, and festivals. The traditional
attire of Nepal includes the daura suruwal for men and the sari and cholo for women.
Nepali food is famous for its unique taste and variety, with dishes like momo, dal-bhat-
tarkari, and choyla being some of the most popular.
Festivals play a significant role in Nepali culture, with many being celebrated throughout
the year. Dashain, Tihar, Holi, and Teej are some of the major festivals that are celebrated
with great enthusiasm and fervor. These festivals not only bring people together but also
teach values such as respect, kindness, and generosity.
Nepal is also home to many historical sites and monuments, including the UNESCO World
Heritage Sites of Kathmandu Durbar Square, Patan Durbar Square, and Bhaktapur Durbar
Square. These sites are not only important for their historical significance but also serve as
a reminder of our rich cultural heritage.
However, Nepal's culture is under threat from various factors such as globalization,
modernization, and urbanization. It is essential to take measures to safeguard our cultural
heritage by promoting traditional art and crafts, supporting local festivals and events, and
preserving historical sites and monuments.
In conclusion, "Our Culture Our Pride" is a message that is particularly relevant to Nepal, a
country with a rich and diverse cultural heritage. We should take pride in our culture and do
everything we can to preserve and promote it for future generations.

f. Evaluate their work in front of them and give needful feedback.

6.7 Reading II: Surprising Customs

The second reading text is about unique cultural practices with the title ―Surprising Customs.
Through this text, students will have the opportunity to expand their vocabulary and gain a lot of
insights related to many unique and strange practices around the world.
Objectives:
a. Learn words (etiquette, astonishing, slurping, mandatory, puckering up, customary, etc.)
b. Read the text and do the given tasks.

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Follow these steps:
Pre-reading activities
a. Ask the students to talk about their cultural practices that are different from that of their
friends.
b. Connect the discussion to the pre-reading questions. Answers to pre-reading questions may
differ from person to person. Listen to them and add needful feedback.
c. Accept any other logical possible answers too. Also share your observations.
d. Ask the students to read the pink highlighted words before they read the full text. Deal these
vocabularies. Use a variety of ways to introduce them. Focus on meaning, forms and
pronunciation.
e. You can introduce many words with games too. You can try a game called Vocabulary
Memory Match here. For this, create pairs of cards (the preparatory task can be assigned to
the students too) with each pair consisting of a vocabulary word and its corresponding
definition or synonym. Shuffle the cards and place them face down on a table. Students take
turns flipping over two cards at a time, trying to make a match between the word and its
definition or synonym.

While-reading activities
a. Develop a worksheet for students. Ask the students to draw that worksheet in their exercise
book.
SN Name of Surprising Customs Surprising things in it Countries where it happens
1 Pointing with lips ......... ..................
2
3
4

b. Tell the students to read it and complete the worksheet.

c. Now, ask the students to sit in pairs. Ask them to share their works and come up with a
common conclusion. Assist the students in case they get problems with reading, correct
pronunciation, and understanding.
d. Ask some of the pairs to share it in the whole class.
e. Now, draw their attention to task A. Ask them to do it in pairs.
Answers:
a. propensity b. etiquette c. bartenders d. contorting

f. Encourage them for peer evaluation in pairs and assist where needed.
g. Ask the students to read the text and do task B.
Answers:
a. False b. True c. False d. True e. True

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h. Do mass correction and add further discussion in case of any confusion.
i. Now, ask the students to read the text again and do task C. Task B and task C can be
assigned as homework or individual task.
Possible answers:
a. Customs and traditions make a group of people different from others.
b. In Nicaragua, it is common to point with the lips instead of the thumb or index finger.
c. Tipping culture gives an incentive for waiters and waitresses to provide better service.
d. Japanese make slurping sounds while eating noodles to indicate that they're really
enjoying them and to enhance the noodles' flavor.
e. Yoruba people greet their elders by dropping to their knees (women) or lying prostrate
(men) as a sign of respect.

j. Next day, do individual corrections of this task if possible. Alternatively, closely check some
sample copies and suggest them for peer correction now.

Post-reading activity
a. Arrange a short discussion in the class. Tell them to share their opinion on which of the above
customs they found more interesting.
b. Listen to and appreciate their opinions.

6.8 Listening
This is a listening task where the students listen to an audio about the most fascinating wedding
traditions in different parts of the world.
Objective:
Listen to the audio and do the given tasks.
Materials:
Audio file (mp3) and audio player
Follow these steps:

Pre-listening activity
a. Ask the students to look at the pictures related to weddings in Nepal. Elicit the pictures:
Playing Panche Baja, Mehandi, and Offering Sindur.
b. Ask the students how they celebrate the marriage ceremony in their community.
c. Take students responses and opinions. Please be sure that there should not be any cultural bias
or offences.

While-listening activities
a. Make the students remain ready for the listening practices. Play the audio first so that students
get some general ideas about the context of listening audio.

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b. Take this task as one of the internal assessment tasks for listening. Do assess with task B and
mark how they score for internal assessment.
c. Tell the students that they will have to do task B. Tell them to be ready for the task by taking
a pen or pencil and a blank page. Ask them to copy the task B in one of the blank pages of
their exercise book beforehand so that later you can take this page back to mark and record.
d. Play the audio and ask them to do the task. When they finish, take it back, mark and record
for internal assessment.
Task B answers:
a. Jumping over the broom iii. Ghana
b. Dancing covered with money iv. Cuba
c. Painting the hands and feet ii. India
d. Changing wardrobes i. China

e. Play the audio again and tell them to do the task C. Treat this task as a regular class task.
Task C possible answers:
a. Jewish b. evil spirits c. profitable d. henna paste e. lucky colour
f. cocktail dress

f. Play the audio again so that students check their answers.

Post-listening activities
a. Ask the students: Which of the marriage traditions is most similar to your own?.
b. Take students responses randomly and discuss.
c. Encourage the students to share their ideas.

6.9 Grammar II
These grammar tasks concentrate on reported speech.
Objectives
a. Identify direct and indirect speech.
b. Change direct speech into indirect and vice-versa.
Follow these steps:
a. Write some direct speech sentences on the board. Show them components like reporting
verbs, comma, inverted comma, etc. that make the sentences direct ones.
b. Introduce them to the concept of reported speech through examples. You can take a good
grammar book to introduce the concept and for students' self-study reference.
Reported speech is a way of reporting someone‘s saying.
Direct speech: If we reported in the quoted form (with quotation marks) exactly as the
speaker said. and
Indirect speech: if we report without the quotation mark by changing it to the tone of the
reporter (not the original speaker).

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 Make students connect the given examples and the explanations.

c. Now, lead them to task A, and ask them to match the indirect speech with the direct speech
from the table.
Answers:
a. The new pupil said to me, ―Are you a class captain?‖
v. The new pupil asked me if I was a class captain.
b. Samir asked Rohan, ―Have you finished reading my book?‖
iv. Samir asked Rohan whether he had finished reading his book.
c. I asked the teacher, ―Has the book been translated into Nepali?‖
ii. I asked the teacher whether the book had been translated into Nepali.
d. ―Has the bus to Kathmandu already left?‖ I said to a woman next to me.
i. I asked the woman next to me if the bus to Kathmandu had already left.
e. ―Should I write the story again?‖ Barsa asked her teacher.
iii. Barsa asked her teacher if she should write the story again.
d. Ask them to do the exercise as a class work and do mass correction.
e. Now, discuss some basic rules related to reported speech based on the above matched
sentences. You can also refer a good grammar book for facilitating students for further study.
a. Change the tense of the reported speech verb
b. Change pronouns
c. Change adverbs
d. Use reporting verbs like "said" or "told" or ―asked‖ (any other appropriate reporting
verbs)
e. Punctuation

f. Provide some more examples, discuss their both direct and indirect forms, and lead them to
the given task B. Set this task as a home assignment.
Answers:
a. Rahul asked me if I had watched the cricket match on TV the previous night.
b. He asked if I was going home with him.
c. The prince asked if he really came from India.
d. The judge finally asked if I had anything to say.
e. She asked me if he was at home.
f. Usha asked if I could solve the problem.
g. Badri asked Asmita if she would visit him in Australia.
h. Radhika asked Rebecca if she had heard the noise.
i. He asked if I had seen his hat.
j. He asked me if he came or not.
k. Rohan asked me if I had spilled the milk on the floor.
l. The pilot asked the air hostess if the passengers had fastened their seatbelts.

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g. Add task C too as a home assignment. Task C is related to reporting the questions one of the
friends asked when met after 2 years. Here they should report the given questions. Discuss
one or two with students and let the remaining as home assignment.
Answers:
a. My friend asked me if I was fine.
b. He inquired how my family was.
c. He wanted to know if I had had breakfast.
d. He asked what I was doing then.
e. He wanted to know if I was playing chess or not.
f. He enquired if I needed any good books.
g. He asked if I could share my future plan.
h. He wanted to know why I didn't come to meet him.
h. Check their answers the next day and discuss where necessary.

6.10 Writing II
This writing task is about writing an essay on any of the unique customs on the basis of given
guidelines.
Objective:
Write an essay on any of the unique customs using the guidelines.

Follow these steps:

a. Ask the students to think about a unique cultural practice from their community. Ask them to
make a mind map. Ask them to note down the points.
b. Next, as instructed in the given task, make them write an essay about unique culture and
customs.
c. Set this task as a class work. Assist them when needed.
Sample answer:
Gaijatra
Gaijatra is a unique festival celebrated in Nepal during the month of Shrawan or Bhadra
(August-September). It is a festival of cows and has a historical and cultural significance in
the country. The festival is mainly observed by the Newari community in the Kathmandu
Valley.
Gaijatra is celebrated on the next day of Janai Purnima to commemorate the death of loved
ones. It is believed to help console the grieving families and bring happiness to their lives.
The festival has a deep cultural and historical significance as it dates back to the 17th
century when King Pratap Malla lost his son, and to console his queen.
During the festival, families who have lost a member in the past year participate in a
procession with a cow. The cow is considered a sacred animal in Nepal, and it is believed to
help the deceased's soul to reach heaven. The procession goes through the streets, and

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 people distribute food and sweets to the participants.
Gaijatra promotes unity and brotherhood among people and strengthens the bonds of family
and community. The festival's colorful costumes, music, and dance make it even more
vibrant and enjoyable. In my opinion, Gaijatra is a unique festival that celebrates life and
helps people remember their loved ones who have passed away.
In conclusion, Gaijatra is an integral part of Nepal's rich culture and tradition. Celebrating
Gaijatra is an opportunity to celebrate life and strengthen the bonds of family and
community.

d. Do individual correction of this task and provide feedback.

6.11 Project work

a. Clarify the instructions and make them discuss elements of culture as shown in the picture.
b. Ask them to design a picture including elements of any one cultural practice. For example:
Gaijatra, Chandi naach, etc. Ask them to include brief outline/description on each of the
element they identify in that culture.
c. Allow a week time for this. Encourage them to do it individually.
d. Let them share their pictures as a gallery walk activity, i.e paste the picture on the wall and let
all observe them.
e. Observe all and rate them. Thank and appreciate their works.

6.12 Extra bit

In this section, the students will learn something very important about types of essays: Narrative
essay, Descriptive essay, Expository essay, and Persuasive essay. The students may carry the
task independently for self-study. However, the teacher may assist them with more examples if
needed.

–)–

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 Unit 7
Ecology and Environment

This unit is related to the theme of ecology and environment. Ecology refers to the study of the
relationships between living organisms and their environment, while the environment
encompasses all the physical, chemical, and biological factors that affect living organisms. This
unit aims to increase awareness of environmental issues and promote sustainable practices.
Students will learn about topics such as climate change, biodiversity, pollution, and conservation.
The language function of the unit is making, accepting, and rejecting offers. Through reading,
listening, speaking and activities, students will practise using language to make suggestions,
offer help, and respond appropriately to offers. By the end of this unit, students will have gained
a deeper understanding of the importance of taking care of our planet and the language skills
needed to communicate effectively in various situations related to the environment.
Unit Overview
S.N. Textbook Topics Textbook Tasks

1. Getting started Talk about the different components of environment

based on the picture.
2. Reading I Pre-Reading questions
Essay: How Animals Spend the
Winter? Vocabulary (Find the words for the given meanings
in the text)

Match the sentence Headings

True/False statements

Short-answer questions

Post reading question

3. Pronunciation Pronounce the given weather-related words

4. Speaking Act out the given conversations

Making, accepting and
rejecting offers Have conversations making offers and accepting or
rejecting them.

Work in pairs to make and accept or reject offers.

5. Grammar I Study the input sentences

Conditionals (Type 1)
Use the correct form of verbs in the brackets.

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 6. Writing I Read the example paragraph and answer the
Paragraph Writing questions to identify the components of a good
paragraph.

Write a paragraph on the given topic.

7. Reading II Use the correct words from the box and complete the
The Resistant Moths sentences.

Find the meanings of words from a dictionary.

Write True/False.

Answer the questions.

Post reading question

8. Listening Pre-listening questions

Facts on Amazon Rainforest
friends Multiple choice questions

Post-listening question

9. Grammar II Complete the text with the correct tense of verbs.

Conditionals (Type 1)
Complete the sentences with suitable endings.

9. Writing II Read the input letter and identify its parts.

Letter to the editor
Write a letter to the editor of a local newspaper
highlighting the importance of natural resources in
Nepal

10. Project work Draw pictures of Weather Cycle

11. Extra bit Male, female and Young ones of different animals

Total estimated time 8 Hours

The detailed teaching-learning procedures of each topic and tasks are suggested below. Teachers
could use these methodologies and/or design their own activities for their class. Make your class
interactive and effective with necessary assessments of the students after each skill.

7.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit,
ecology and environment. There are various components of the environment such as atmosphere,
biosphere, lithosphere, and hydrosphere.

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Objectives:
a. Identify different aspects or components of environment.
b. Tell about the importance of these factors or components.

Follow the given procedures.

a. First, discuss what environment means and. You can ask the students what they already know
about the environment. Ask questions such as: i. what is environment? ii. What are its
components? If necessary, explain the meaning environment so that they understand the basic
concept of the words.
b. Then ask the students to study the given picture and find out different components or aspects
of the environment.
c. After that ask them what they understand by the terms atmosphere, biosphere, lithosphere,
and hydrosphere. If necessary, ask them to use a dictionary to find the meanings of these
terms.
d. Next, discuss the importance of these components to maintain the balance in the environment.
Explain their importance to the students if necessary.

Answers
● Environment refers to the surroundings in which living organisms exist. It
encompasses all living (biotic) and non-living (abiotic) factors that interact and
influence each other within a specific area or ecosystem. Its components include
atmosphere, biosphere, lithosphere, and hydrosphere.

● The atmosphere refers to the layer of gases surrounding the Earth. It is composed
primarily of nitrogen (78%), oxygen (21%), and trace amounts of other gases. The
atmosphere plays a crucial role in supporting life on Earth by providing oxygen for
respiration, regulating temperature, and protecting against harmful solar radiation.

● The biosphere is the zone on Earth where life exists. It includes all living organisms,
from microorganisms to plants, animals, and humans. The biosphere is interconnected
with other components of the environment and relies on the availability of resources
and the functioning of ecosystems. It is responsible for various ecological processes,
such as nutrient cycling, energy flow, and maintaining biodiversity.

● The lithosphere refers to the solid outer layer of the Earth, which includes the Earth's
crust and uppermost mantle. It consists of rocks, minerals, soil, and landforms. The
lithosphere provides a habitat for many organisms and is a source of essential
resources, such as minerals, fossil fuels, and fertile soil for agriculture. It also plays a
crucial role in the regulation of geological processes, including plate tectonics and the
carbon cycle.

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 ● The hydrosphere refers to all water on Earth, including oceans, seas, rivers, lakes,
groundwater, and atmospheric water vapor. Water is essential for life, and the
hydrosphere plays a vital role in various ecological processes. It provides habitat for
aquatic organisms, supports the water cycle, regulates climate, and influences weather
patterns. The hydrosphere also serves as a medium for transportation and supports
human activities such as agriculture, industry, and recreation.

7.2 Reading I: How do Animals Spend the Winter?

The first reading text in this unit is an essay entitled ‗How do Animals Spend the Winter?‘

Objectives:
a. Learn the vocabulary: grocery, trip, flocks, Arctic tern, navigate, sailor, termites, adapt,
weasels, snowshoe, rodents, huddle, frostbite, hibernate, dormant, etc.
b. Read the text and do the comprehension tasks.

Follow the procedures given below:

Pre-reading activities

a. Read the title of the reading text ―How do Animals spend their Winter?‖.
b. Activate students‘ prior knowledge by discussing the following questions:
i. What preparations do you and your family make as the winter season approaches?
ii. How do animals and birds protect themselves from the cold?
c. Add to students‘ answers about how animals spend their winter and tell the students that they
are going to read more about how animals spend their winter in the reading text in Reading I.

While-reading activities
a. Select five students to read the text aloud, in turn. You may help them with the correct
pronunciation whenever necessary.
b. Ask them to mark the words which are unfamiliar to them. Ask the students work in pairs and
discuss the meanings of the marked words in context. They can use a dictionary for finding
the meaning of the words.
c. To check students‘ understanding of meanings in context, ask them to find the words/ phrases
from the text for the meanings given in task A.
d. When the students find their words, tell them the correct answers and ask them to check their
answers. Students will make corrections in their answers if necessary.

Answers
a. grocery b. arctic c. tunnel d. navigate e. sailor
f. adapt g. moss h. huddle

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e. Now, lead the students to Task B. Ask the students to read each paragraph title, then the
reading text I once again. Ask them to choose the right titles for the paragraphs A-E. When
they have finished, ask a student to read out her/his answer, and the rest of the students to
check whether they have the same answers. Make corrections in their answers if necessary.

Answers

A - B Migration to New Places

B - E Adaptation to New Weather
C - D Living in Underground Holes
D - A Going into a Deep Sleep
E - C Other Ways to Survive

f. Turn to task C. Ask the students to the statements in the task and then to read the text once
again if necessary. Remind the students to follow the order of the questions while trying to
find the answer of them in the text. Then ask them to decide whether the statements are true or
false based on the reading text. When they have finished, ask the students, in turn, to read the
statements along with their answers. Check their work and make corrections if necessary.
Answers
a. false b. false c. false d. true e. false f. true

g. By now, students must have developed a good comprehension of the text. Now, ask them to
read the questions in task D. Then ask them to find the answers of the questions in the task.
You can assign this task for homework and check their answers the next day.
Answers
a. Birds migrate in groups for their safety.
b. The migration cycle of birds is controlled by changes in the amount of daylight and
weather.
c. Birds seem to find the same place for migration each year by the compass they seem to
have in their brain. They also find the places using Earth‘s magnetic fields.
d. Squirrels and mice huddle close together in winter to conserve body heat and stay warm.
e. Animals maintain energy during hibernation by eating extra food and storing it as body
fat.
f. Frogs, turtles, and fish change their habitats by descending down to the bottom of lakes
and ponds, hiding under rocks, logs, or fallen leaves, and becoming dormant or inactive to
conserve energy.

Post-reading activities
In this activity engage students in a group or pair discussion activity.

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a. Pose the question: "What do people do to avoid cold weather?" and encourage students to
discuss their ideas and experiences.
b. Allow students to share their responses with the class, promoting active participation and peer
interaction
Sample answer
It's definitely important to stay warm during those chilly months. Well, one obvious thing
people do is wear warm clothing like sweaters, jackets, and coats. People also tend to stay
indoors more often during cold weather. They seek shelter in their homes, where they can
use heating systems to keep the temperature comfortable. Some people also enjoy outdoor
activities during the winter. They go skiing, snowboarding, or ice skating. To keep warm,
they dress in layers and wear appropriate gear like insulated jackets, thermal pants, and
boots. Additionally, many people consume warm drinks like hot chocolate, coffee, or tea to
help warm up from the inside. It's quite comforting during cold weather. Let's not forget
about cozy blankets and heaters. They provide extra warmth and make staying indoors
more comfortable. Some people even use electric blankets or heated pads to keep their beds
warm at night.

7.3 Pronunciation
In this activity students need to learn pronouncing the words related to weather.

Objective:
Learn the weather related words and pronounce them correctly.

Follow these steps:

a. Begin the activity by explaining that correct pronunciation is important for effective
communication.
b. Tell the students that they will be learning the pronunciation of words related to weather
c. Write the words on the board: avalanche, blizzard, breeze, drought, Fahrenheit, flurries,
forecast, frostbite, humidity, precipitation.
d. Read each word aloud, emphasizing the correct pronunciation.
e. Break down the words into syllables and highlight any specific sounds that may be challenging
for students.
d. Provide the phonemic transcriptions for each word to assist students in understanding the
pronunciation.
Phonemic Transcriptions:
avalanche blizzard breeze:
drought: Fahrenheit flurries:
forecast: frostbite humidity:
precipitation:

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e. Ask individual students to pronounce the words one by one.
f. Correct any pronunciation errors and provide feedback.
g.. Encourage students to practice the words repeatedly to improve their pronunciation.

7.4 Speaking
This speaking activity is based on the language function of the unit; making offers and
responding to them using polite expressions. There are three different tasks in it: Read and act
out the conversation, have contestations as shown in the examples, and make offers and respond
to them in the given situations.

Objective:
Make and respond to offers in everyday conversations using polite expressions.

Follow the given procedure:

Conversation I:
a. Ask two students to act out the model conversation in task A between the shopkeeper and
customer in the class.
b. Provide feedback and correct any pronunciation or intonation errors.
c. Repeat the process for the remaining conversations, involving different pairs of students for
each conversation. Encourage students to use appropriate facial expressions and body
language to enhance their performance. Provide feedback and suggestions for improvement
after each conversation.
d. Divide the class into pairs and assign the clues for each conversation in task B. Give the pairs
some time to prepare their conversations. Each pair will perform their conversation in front of
the class. Encourage students to use polite expressions and appropriate responses.
a. A: Would you like me to help you with the camera?
B: That would be great! I'm having trouble getting started with it.

b. A: I see you forgot to bring money for snacks. Do you want me to lend you some?
B: Oh, that would be really helpful. Thank you!

c. A: I heard you're having difficulties with English grammar. Would you like me to explain
it to you?
B: Yes, please! I could really use some clarification.

d. A: You don't look well. Should I take you to the nurse's office?
B: I appreciate your concern, but I think I'll manage. Thanks anyway.

e. A: You seem thirsty. Would you like some water? I have an extra bottle.

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 B: Thank you so much! I'd love to have some water.

f. A: Oh no, your pencil broke! Do you need another one?

B: It's alright, I have a spare pencil. But thanks for offering!

e. Ask the students to work in the same pairs. Now, ask the students to read the situations in task
C. Ask them to discuss in pairs for making the conversation in pairs. Since students have been
familiarized with making apologies and responses to them, you can expect them to do it more
interdependently. You can only provide feedback if required.
a. A: Would you like chocolate?
B: Yes, please! I would love chocolate.

b. A: Can I offer you a seat on the bus?

B: That's very kind of you, but I prefer to stand.

c. A: Do you need help carrying your bag?

B: Thank you for the offer, but I can manage it myself.

d. A: Need a ride? I can drive you back home.

B: That would be fantastic! Thank you for the offer.

e. A: Do you need some money?

B: Actually, I'm good, but thanks for offering.

f. A: I can provide a discount on this item.

B: That's great! I appreciate the discount. Thank you.

7.5 Grammar I
In this activity, students will learn and practise using conditional sentences of Type 1. Type 1
conditional sentences are used to talk about real or possible situations and their likely results in
the present or future. They are formed using the present tense in the if-clause and the future tense
or imperative in the main clause.
Objective:
a. Understand the structure and usage of Type 1 conditional sentences.
b. Practise forming and using sentences in Type 1 conditional.

Follow the given procedure:

a. Instruct students to read the input sentences in task A and explain that Type 1 conditional
sentences are used to talk about real or possible situations and their likely results.
b. Ask them to draw the rules of using conditional sentence type 1 from the examples.

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c. Explain the rules of use of conditionals if necessary.
d. Now, ask the students to read the sentences in task B and fill in the blanks with the correct
form of the verbs in brackets.
e. Monitor their progress and provide assistance as needed.
Answers
a. will come b. do not leave c. will notice d. will tell e. will be
f. invite g. work h. will steal i. will lend j. will not improve
k. want

7.6 Writing I
In this writing task, students will practice their writing skills by analyzing a paragraph and
writing similar paragraphs on different topics. The focus will be on identifying the main idea,
supporting details, drawing conclusions, and generating paragraphs of their own. This activity
aims to enhance their comprehension skills and develop their ability to construct coherent and
well-structured paragraphs.

Objectives:
a. Identify the main idea and supporting details in a given paragraph.
b. Draw conclusions based on the information provided.
c. Write paragraphs on given topics using appropriate supporting details.

Follow the given procedure

a. Instruct the students to read the paragraph in task A individually and answer the questions
given below it. Allow students some time to complete their answers. Discuss the answers as a
class and clarify any misunderstandings.

b. Explain to students the concept of the main idea and supporting details in a paragraph. Provide
examples of main ideas and supporting details from the given paragraph. Have students
identify the main idea and supporting details in the paragraph they read.

c. Explain the concept of drawing conclusions based on the information provided. Discuss with
students the conclusions that can be drawn from the information in the paragraph. Guide them
to identify the conclusion of the paragraph.

Answers

a. The main idea of the paragraph: The most important problem in our city is its poor
public transportation system. (Stated in the first sentence of the paragraph.)

b. Details the writer uses to support the main idea: Unreliable daily schedules of buses.
Bus drivers passing by waiting passengers. People going to work late or missing

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 appointments. Need for allowing waiting time at bus stops. c. Underline the conclusion of
the paragraph.

c. Conclusion: In order to help people get to their destinations on time, people must allow
for waiting time at the bus stops.

d. The topic is the poor public transportation system in the city.

d. Now, lead the students to writing task in B. Ask them to warm up before writing. They should
think of the topic sentence and find details to support the main idea/topic sentence. Remind
them the conclusion sentence tells the same thing as the topic sentence but in a different way.
e. Alternatively, assign the task for homework and check the students‘ work with necessary
feedback.
Sample paragraphs
a. Deforestation

Deforestation is a pressing issue that continues to plague our planet. It refers to the clearing
of forests and the removal of trees on a large scale. This destructive practice has far-
reaching consequences for both the environment and human beings. One of the major
causes of deforestation is the expansion of agriculture and the need for land for livestock.
As trees are cut down, habitats of countless species are destroyed, leading to a loss of
biodiversity. Moreover, deforestation contributes to climate change by reducing the Earth's
capacity to absorb carbon dioxide. It also disrupts the water cycle and leads to soil erosion.
To combat deforestation, it is crucial to raise awareness, promote sustainable forestry
practices, and support reforestation efforts. Only by taking immediate action can we protect
our forests and preserve the invaluable benefits they provide.

b. Endangered Animals

The matter of endangered animals is a matter of great concern in today's world. Due to
various factors such as habitat loss, poaching, and climate change, numerous species are on
the brink of extinction. This alarming situation calls for urgent action to protect these
animals and their ecosystems. Habitat destruction, resulting from human activities like
deforestation and urbanization, disrupts the delicate balance of nature, leaving animals
without a suitable environment to thrive. Additionally, illegal hunting and trade of
endangered species for their body parts pose a significant threat to their survival. Climate
change further exacerbates the challenges faced by these animals, as it alters their habitats
and disrupts their natural breeding patterns. To safeguard endangered animals, we must
enforce strict conservation laws, promote sustainable practices, and educate communities
about the importance of preserving biodiversity. Every effort counts in ensuring that future
generations can witness the beauty and diversity of these magnificent creatures

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7.7 Reading II: The Resistant Moths
The second reading of this unit is focused on a reading passage titled "The Resistant Moths." The
passage discusses the consequences of using pesticides and the challenges faced by farmers due
to the emergence of resistant moths. Through this lesson, students will explore the negative
impacts of pesticides, develop vocabulary skills, practice reading comprehension, and engage in
critical thinking about sustainable farming practices.

Objectives:
a. Learn vocabulary such as pest, combat, pesticide, plague, moth, avalanche, indiscriminately,
nasty, devouring, predator, immune, despair and fallow.
b Read the text and do the tasks that follow.

Follow the procedures given below:

Pre-reading activities
a. Ask the students to study the picture carefully ask them to make predictions by answering the
following questions:
i. What do you think the man is doing?
ii. Why do you think he is doing so?
b. Allow students to share their responses and encourage a brief discussion.

While reading activities

a. Ask one or two students to read the text aloud. Help the students pronounce the words and
sentences correctly whenever necessary.
b. Then ask the students to mark the unfamiliar words in the text.
c. Discuss the vocabulary. Include the words that the students have marked as unfamiliar words.
Now, you can ask the students to consult a dictionary to find the meanings. But the teacher
should help them to find the meanings in context.
d. After that, lead the students to the vocabulary task in A. Ask them to read the sentences and
the options provided in the box. Ask them to work individually to complete the sentences.
After they have matched, ask individual students to tell her/his answers. Ask the rest of the
students whether they also have the same answer. Make necessary corrections in their
answers.
e. Ask students different questions to check their comprehension of the text.

Answers
a. combat b. plague c. avalanche d. nasty e. predator
f. resistant g. despair

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f. Explain to students that the word 'devour' is related to eating hungrily. Have them use a
dictionary to find the meanings of the words 'munch,' 'nibble,' 'gobble,' 'gnaw,' and 'swallow'
in task B. Encourage students to share the meanings and discuss the differences in eating
styles represented by these words.
a. munch - to eat something steadily and audibly, often with a repetitive chewing motion.
b. nibble - to take small bites or eat in a gentle and cautious manner.
c. gobble - to eat something quickly and voraciously, often without chewing properly.
d. gnaw - to bite or chew on something persistently, often with the intention of wearing it
down or breaking it apart.
e. swallow - to pass food or liquid from the mouth down through the throat and into the
stomach; also, to consume something without chewing it.
g. Provide students with the statements listed in task C. Ask them to read the passage carefully
again and determine whether each statement is true or false. Discuss the answers as a class,
highlighting the relevant sections of the text to support their responses.
Answers
a. True b. False c. True d. False e. True

h. Ask students to read the questions in task D before reading the text once again. Now, ask
them to answer the questions individually based on their understanding of the passage.
Review the answers as a class and facilitate a discussion to ensure comprehension and critical
thinking. Alternatively, assign the task as homework and check it the next and provide
necessary feedback to students‘ answers.
Answers
a. Mahendra Yadav says, ―These insects will eat us alive.‖ because he is frustrated and
worried as the moths are destroying his crops.
b. When the farmers bought the pesticides for the first time, they hoped they would be able
to get rid of the pests that were destroying their crops.
c. The ‗nasty surprise‘ for the farmers was that the moths became resistant to the pesticides
and the pesticides were no longer effective in killing the moths.
d. Pesticide: poison, chemicals
Moths: pests, insects
e. I think that Mahendra Yadav has made a wise decision at the end. He has decided to
return to more natural methods of farming. This is a wise decision because it is more
sustainable and it is better for the environment.

Post-reading activity
Divide the students into small groups. Ask them to discuss the more harmful effects of pesticides
to humans as well as the environment. Ask them to discuss the alternatives of the pesticides. Let
them discuss for some time. Then pick a representative from each group. Let the representative
speak on behalf of the group.

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 Sample Answer
Pesticides are chemicals that are used to kill pests, such as insects, rodents, and weeds.
They can be harmful to both people and the environment.
Pesticides can be harmful to people in a number of ways. They can be absorbed through the
skin, inhaled, or ingested. Pesticides can cause a variety of health problems, including
cancer, birth defects, and neurological damage.
Pesticides can also be harmful to the environment. They can pollute water, soil, and air.
Pesticides can also harm wildlife, including birds, fish, and beneficial insects.
There are a number of alternatives to pesticides. One alternative is to use natural methods of
pest control, such as companion planting, crop rotation, and biological control. Another
alternative is to use less toxic pesticides, such as organic pesticides.

7.8 Listening
This listening activity is based on the theme of the unit, ecology and environment. The listening
skill is designed to help students learn about the Amazon rainforest. Students will listen to an
audio recording about the rainforest and answer questions about it.
Objectives
This activity will help students to:
a Comprehend the audio and do the comprehension tasks.
b. Develop the ability to recall and retain information from spoken English.

Pre-listening activities
a. This is a warm up activity. Instruct the students to look at the picture and ask them these
questions in turn. Ask them to guess the answer to the questions: i. What are the three biggest
rainforests in the world? Ii. Which is the biggest among them?
b. Let students discuss in groups. Listen to your answer and help with the correct answer if
necessary.

The three biggest rainforests in the world are the Amazon rainforest, the Congo rainforest,
and the New Guinea rainforest. The Amazon rainforest is the biggest rainforest in the world.

While listening activities

a. Tell the students that they are going to listen to the audio now.
b. Ask them to go through the questions in Task B before they listen to the audio.
c. Play the audio and take note of the answers of the questions.
d. Monitor their engagement in the listening activity and play the audio until the students are able
to answer all the questions.
Answers
a. iv. 5.5 million km2

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 b. i. through the north of the forest
c. ii. one fourth of the world's oxygen
d. iii. 430 species
e. iv. about 400-500

e. Now, divide the class into small groups and ask each group to read the question in Task C.
Ask them if they know the percentage of forest in Nepal. Also ask them what everyone should
do to save the forest in Nepal. Let them discuss for some time. Ask a representative student
from each group to tell their answers. If students can‘t come with the right fact, explain it to
them.
About 44% of Nepal's land is covered by forest. This is a significant amount of forest, and
it is important to protect it. There are a number of things that can be done to save Nepal's
forests, including:

Reforestation: Planting new trees can help to replace trees that have been lost to
deforestation.
Sustainable forestry: Practising sustainable forestry means harvesting trees in a way that
allows them to regrow.
Community forestry: Community forestry programs give local communities the
responsibility for managing forests. This can help to ensure that forests are used
sustainably.
Education: Educating people about the importance of forests can help to raise awareness of
the need to protect t

7.9 Grammar II

This task is designed to help students practice using conditionals Type 1. This is the continuation
of the grammar activity in Grammar I.
Objectives:
a. Use conditionals correctly in sentences.
b. Understand the different types of conditionals.
c. Use conditionals to make suggestions.
Follow these steps:
a. Review conditional type 1 with students. Make sure that students understand the different
uses of this type of conditional and how to use it.
b. Now, ask the students to work individually to complete the sentences in task A with the
correct forms of verbs given in the brackets.
c. When they have finished, ask the students to tell their answers in turn. Tell the remaining
students to check their answers. If there are mistakes in the answers of the students, make
necessary corrections.

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 Answers
a. If we hurry, we will get there in time.
b. I won't go to the doctor unless the pain increases.
c. If you spit in a public place, you will get into trouble.
d. We will go for a picnic tomorrow if the weather stays nice.
e. Everyone will believe you if you tell them the truth.
f. If he doesn't wake up, he won't get to work on time.
g. If the baby is a boy, I'll call him Nitesh
h. You can cause an accident if you drive so carelessly.
i. Unless she calls the ambulance immediately, her father may die.
j. If you try harder, you will succeed in your exams.

d. Now, ask the individual students to complete the sentences in task B in a suitable way. Since
the answer may vary, you may assign the task for homework and check the work the next day.
Sample Answers
a. If you are hungry, eat something.
b. If he runs fast, he will win the race.
c. They will win the match if they play well.
d. If you phone him, he will be happy to hear from you.
e. If Mira fails the exam, she will have to retake it.
f. Manashi will be promoted to grade ten if she studies hard.

7.10 Writing II
This writing skill is designed to help students practise writing letters to the editor of a newspaper.
Letters to the editor are a way for people to share their opinions and ideas on current events.

Objectives:
a. Identify the parts of a formal/official letter.
b. Write a letter to the editor using the correct format and layout.
Follow these steps:
a. Ask the students to read the letter in task A. Ask them to identify the type of given letter to the
editor of The Rising Nepal with students. Elicit that it is a letter to the editor.
b. Read the name of different parts given before the letter and ask if what they indicate.
c. Ask the students to read the letter and list out the major feature of languages used there. Ask
them identify the purpose of writing this letter and discuss the major problem it has raised.
d. Ask the students if they can label different parts of a letter to the editor, such as the
salutation/greetings, subscription and signature, date, sender's address and body. Ask them to
label.
b. Have students brainstorm ideas for a letter to the editor about the importance of natural
resources in Nepal. Students can brainstorm individually or in small groups.

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c. Have students write a rough draft of their letter to the editor. Students should focus on making
their points clear and concise.
d. When the students have written the letter, ask them to revise and edit it. They should make
sure that their letters are free of errors in grammar, spelling, and punctuation.
e. Alternatively, assign this task as homework and check their works the next day providing
necessary feedback.
Sample letter
Vyas-6, Tanahun
21 May 2023

The Editor,
The Rising Nepal,
Dharmapath, Kathmandu

Dear Sir/Madam,

I am writing to express my concern about the importance of natural resources in Nepal and
ways to preserve them.

Nepal is a landlocked country with a diverse range of natural resources. These resources
include forests, mountains, rivers, and lakes. These resources are essential for the survival
of the people of Nepal and the environment.

Forests provide us with clean air, water, and food. They also help to regulate the climate
and prevent soil erosion. Mountains provide us with a source of water and hydroelectric
power. Rivers and lakes provide us with a source of water for drinking, irrigation, and
recreation.

Unfortunately, these natural resources are under threat from deforestation, pollution, and
climate change. Deforestation is the clearing of forests for agriculture, development, or
other purposes. Pollution is the contamination of the environment with harmful substances.
Climate change is the long-term change in the Earth's climate.

These threats have a negative impact on the environment and the people of Nepal.
Deforestation is leading to soil erosion, water shortages, and climate change. Pollution is
making the air and water unsafe to drink and breathe. Climate change is causing more
extreme weather events, such as floods, droughts, and landslides.

We need to take action to protect our natural resources. We can do this by planting trees to
replace those that have been lost to deforestation, reducing our use of fossil fuels and other

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 polluting substances, using renewable energy sources, such as solar and wind power and
adapting to the effects of climate change.
We need to act now to protect our natural resources. If we don't, we will face serious
consequences for the environment and the people of Nepal.

Yours faithfully,
Raima Karanjit

7.11 Project work

In this project students need to work in small groups to draw a picture of the water cycle. The
water cycle is a continuous process that involves the movement of water on, above, and below
the surface of the Earth. It is a natural system that includes many different processes, such as
evaporation, condensation, precipitation, and infiltration.
Objective:
a. Find details related to the water cycle.
b. Draw pictures depicting water cycle and label them.
Follow these steps:
a. Review the water cycle with students.
b. Explain that students will be creating a drawing of the water cycle.
c. Divide the students into small groups. Ask them to work in a group and find information about
the water cycle. Give them some time to work at home. Ask each student to find some
information about the water cycle. Also ask them to manage necessary stationery items to
draw pictures for the next day.
d. Allow the students to work in class the next day drawing pictures. Monitor their engagement
in drawing and provide necessary feedback. After they have drawn the pictures, ask them to
paste them on the display boards of the classroom.

7.12 Extra Bit

This section contains the task that gives students additional information in the unit. This is a self-
study material. However, teachers may add to the list and have some discussion in the class
about them. In this particular extra bit, students can find information about the male, female and
young ones of some animals.
–)–

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 Unit 8
Science and Technology
This unit revolves around the theme of science and technology. Science and technology are
interconnected and inseparable aspects of modern life. These fields, with their applications in
daily lives, have brought innovation and progress in the human life. This unit carries two reading
tasks related to the theme. In addition to the regular tasks of pronunciation, listening, and
speaking, the unit includes grammar topics: relative pronouns and relative clauses and writing
tasks: news story and news article. The table provided below offers a brief overview of unit 8
which contains a total of ten tasks.
Unit overview
SN Textbook Topics Textbook Tasks

1. Getting started Discuss technological advancement, inventions and

innovation based on the given pictures.

2. Reading I Pre-reading questions

Humanoid Robot Sophia Match the words with the meanings.
Fill in the blanks with suitable words or phrases.
Short answer questions
Post reading question

3. Pronunciation Pronounce the given paronyms with help of teacher or

Paronyms dictionary and find their meanings.
4. Speaking Act/read out the conversation in pairs.
Describing person, place, or Make similar conversations to describe the given
thing people, place and object.
Describe things as the salesperson does.

5. Grammar I Underline the relative clauses in the given letter.

Relative clauses Complete the sentences with relative clauses.

6. Writing I Write a news story about AI.

News story
7. Reading II Do you agree with these statements?
The Alternative Energy Match the words with their meanings.
Sources Find the antonyms of the given words.
Match the idea with their respective idea numbers.
Short answer questions
Post-reading task

8. Listening Look at the picture and answer.

A conversation between father Listen and write True or false.

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 and son Listen and answer the questions.
Post-listening question

9. Grammar II Fill in the blanks with relative pronouns.

Relative clauses Join the sentences with relative pronouns.

10. Writing II Write a news article about Green Energy.

News article
11. Project work Organize a debate competition on 'Artificial
Debate competition Intelligence is a threat to humans'.
12. Extra bit – components of a Self-study task on components of news story.
news story
Estimated time for the unit 10 hours

Detailed activities for every topic and task of the unit are outlined below. Teachers can either
employ these activities provided or design their own. It is recommended to ensure that the
activities are engaging, interactive, and enjoyable. It is crucial to integrate evaluation throughout
the process.

8.1 Getting started

This is the warm-up task for the unit. Through this discussion on the given questions along with
pictures, the students will be prepared with some common concepts related to the theme –
science and technology.
Objective:
a. To know and discuss the latest inventions of science and technology.

Follow these steps:

a. Read the title of the unit and ask the students what ideas would come to their minds with this
topic. Take their responses. Their responses vary. Elicit that this unit is related to the theme of
science and technology.
b. Draw the student‘s attention to the given pictures and ask them what technological
advancement these pictures represent.
c. Take their responses. Further ask how these inventions and innovations will shape our future.
Let then think and share how life would be if there were no inventions of science and
technology.
Possible answers:
a. The first picture represents technological advancement in the field of network and
communication. It has symbols of various internet and network applications that have
contributed to modern life. Whereas, the second picture is about alternatives to energy
resources. It shows space-based solar power stations as an alternative to energy resources.

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 b. These inventions and innovations will make the world a small village with a global
network and comfortable place supported by various alternative resources in the future.

d. Assist them with supporting feedback.

8.2 Reading I: Humanoid Robot Sophia

The first reading text is a text named ―Humanoid Robot Sophia‖. It helps them learn some
interesting information about the invention and use of a smart robot and a range of associated
terminologies.
Objectives:
a. Learn words (humanoid, awe, innovation, revolution, celebrity, prototype, applaud…..)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students: have you ever seen any robot working in real life or in movies?
b. Let some students share their knowledge in the class.
c. Next, lead them to the pre-reading questions: What do you think Artificial Intelligence is?
Can a robot have real intelligence like a human being does?
d. Have discussion on these questions.
Possible answers:
a. Artificial Intelligence (AI) is the development of computer systems that can perform
tasks similar to human intelligence, such as visual perception, speech recognition,
decision-making, and language translation.
b. No, it cannot. Intelligence of robots is based on its programming.

e. Add your opinion to make them understand their opinion may vary.
f. Ask students to read the pink highlighted words before they read.

While-reading activities
a. Bring a short video related to any robot; if possible related to Sophia itself. Or, make one of
the students (possibly with robot-like dress that can be made by using paper or carton box)
role play as a robot. Some features related to Sophia could be presented through the dramatic
role play. You can assign this task a day before the unit starts as a flipped class.
b. Discuss the features of a robot based on the video or the role play. You can relate to the unit
with some movies where there are roles about robots. Let the students share the idea based on
the movies they have watched.
c. Ask the students to read the text on their own and ask the words they found difficult to
pronounce. Introduce the words.

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d. Ask the students work in small groups to read and ask them to share the very brief summary
of the lesson. Ask if the ideas on the movies matched here.
e. Now, draw their attention to task A. Ask them to match the words with their meanings.
Answers:
a. humanoid - viii. a machine or creature that looks and behaves like a human
b. awe - iii. feelings of respect and slight fear
c. revolution - vii. a great change in conditions, beliefs, etc.
d. celebrity - i. a famous person
e. enthusiast - vi. a person who is very interested in a particular activity or subject
f. applaud - ii. to clap in approval
g. takeover - v. an act of controlling somebody or something
h. prototype - iv. the first design of a device or machine

f. Help students in using these words in their sentences.

g. Now, lead them to task B. Ask the students to read again and fill in the blanks with suitable
words/phrases from the text above. Ask them to do this task in pairs.
Answers:
a. greeted
b. keynote
c. the United Nations Development Programme (UNDP).
d. two-and-a-half
e. transform
f. a revolution
g. robots
h. solutions
h. Monitor the students when they work. When they finish, ask them to exchange their copies
with another pairs and ask them to check the answers. Help them correct if necessary.
i. Now, lead the students‘ attention to task C, ask them to read the text again and do the task.
Possible answers:
a. Sophia is a humanoid robot and the world's first robot citizen.
b. The main highlight of the conference was Sophia's keynote speech.
c. According to Sophia, artificial intelligence can be useful in Nepal to ensure better public
services, revolutionize the agriculture sector, make better use of limited resources,
protect the environment and end poverty, and fight corruption and gender inequality.
d. The audience was comprised of government officials, private sector representatives, civil
servants, and tech enthusiasts, among others.
e. Sophia spoke for three minutes.
f. Innovative project models are being developed in Nepal by UNDP to address gender
empowerment, combat gender-based violence and disaster risk reduction.

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j. Check their answers and provide feedback. The teacher may set task C as a home assignment.
If it is set as a home assignment, the teacher may check the answers the next day.

Post-reading activity
a. Arrange a discussion as a classwork based on the question: How can AI help to end poverty
and starvation in Nepal?
b. Assist the discussion, support them with some facts about AI and give feedback.

8.3 Pronunciation
This is a pronunciation exercise. Help the students to differentiate the pronunciations between
given paronyms. (Provide them phonetic symbols as much as practicable).
Objective:
Pronounce the given words correctly.

Materials:
Pronunciation audio of the given words
Follow these steps:
a. Write the words on the board or display them on chart paper with their phonetic symbols and
meanings.
b. Ask the students to look at the sound symbols and ask them to pronounce correctly. Assist
them when needed.
c. Now, pronounce each word and ask the students to follow.
d. Ask them to practise pronouncing in pairs. Let them study their meanings.
Pronunciations and meanings of the given words:
principal - the head of a school or an organization; also means "main" or
"most important"
principle - a fundamental truth or belief.
loose - not tight or firmly fixed; also means "not strict" or "not precise."
lose - to be deprived of something or to fail to win.
advice - guidance or recommendations concerning future action.
advise - to offer suggestions or opinions about what someone should do.
affect - to produce a change or influence something.
effect - a result or consequence of an action or event.
further - at or to a greater distance or degree; also means "additional" or "more."
farther / / - at or to a greater distance.
council - a group of people who manage or advise on something.
counsel - advice, especially given formally.
accept - to agree to take or receive something.
except - not including; other than.
ascent - the act of climbing or rising.

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 assent - agreement or approval.

e. Play audio in your mobile with the help of mobile dictionary (if possible).
f. Check how students follow the teacher or the audio. Observe how they do on their own and
add necessary feedback.

8.4 Speaking
This speaking task is about the language function of describing people, places, and things. They
may role play the given conversation and identify the structures used there.

Objective:
Describe people, places, or things by using verbs like – looks, has, has got, wears,…
Materials:
Real life objects, slips with their brief descriptions
Follow these steps:
a. Ask the students to act out the conversation given in task A where the participants are
describing the place (apartment) and person (teacher).
b. Suggest them to note how the place and person have been described. Discuss the language
used there.
c. Help them find words such as ‗s, has got, looks, wears, carries, used to describe.
d. Now, take them to task B and tell them to have similar conversations by using the given
clues.
Possible answers:
a. Amita: How's the weather today?
Bhuvan: It's really rainy and we've had a few storms as well.
b. Sakshi: How's your grandfather?
Rohan: He's getting better, thankfully. He's resting at home now.
c. Meera: How's your new school?
Rahul: It's beautiful! And the best part is that it has a really big playground.
d. Anjali: How are your studies going?
Vishal: They're going well. I've been putting in a lot of effort and getting better
grades now.
e. Ravi: Tell me about your village.
Sneha: It's lovely! It's surrounded by a green forest, and the air is so fresh and clean.

e. Next, take them to the descriptions used in the example of task C, and ask them to make
similar descriptions as a salesperson can do. Assist them whenever needed.
Possible responses:
a. A pressure cooker
This pressure cooker is a must-have in every kitchen. It can cook food quickly and easily,

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 which is perfect for busy individuals. You can cook rice, dal, vegetables, and even meat in
it. There are two compartments in this pressure cooker. The top one is where you put the
food to be cooked, and the bottom one is where the water is kept. It also comes with a
safety valve to prevent any accidents.

An oven
This oven is a great addition to any kitchen. You can bake cakes, cookies, bread, and even
roast meat in it. It has different compartments for baking and grilling. The uppermost
compartment is for grilling, and the lower one is for baking. You can also adjust the
temperature according to your preference.
An electric iron
This electric iron is a great help for people who don't have time to go to the dry cleaners.
You can easily iron clothes at home with this appliance. It has different temperature settings
for different types of fabrics, so you don't have to worry about damaging your clothes. It
has a water compartment for steam ironing, and a heat-resistant handle for easy use.

f. Monitor if the students are doing right. Help them when necessary.

8.5 Grammar I
This grammar task is about relative clauses.
Objectives
a. Identify different relative pronouns
b. Use the relative pronouns with appropriate clauses.

Follow these steps

a. Start with some examples
The book that I'm reading is really interesting.
The woman who lives next door is a doctor.
The car which was parked outside had a flat tire.
The movie that we watched last night was very entertaining.

The dog whose tail is wagging seems happy.

b. Based on the examples, manage a discussion related to relative pronouns, ask and explain
how they are used.
c. Tell them the relation of the relative pronouns: who – person, where – place, when – time,
which – thing, how – process, why – reason. Tell them the clauses that come with relative
pronouns are called relative clauses.

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d. Now, take them to task A, and ask to underline the relative clauses.
Answers:

Phungling, Taplejung
6 June 2021
Dear Sujita,
Thank you very much for the wonderful birthday gift. The vase you have gifted me is
exactly what I wanted. It reminds me of the vase which my little sister broke last week. It
has exactly the same patterns. In fact, this is the best china that I have ever seen. My
mother, who loves flowers, arranged roses in the vase. Can you guess where I have kept it?
Just outside my bedroom. Thank you once again for the lovely gift.
Love,
Punam

e. Discuss what they underline.

f. Instruct them to form relative clauses with relative pronouns. A couple of examples can be
more suitable here.
g. Now, lead them to tasks B. Ask them to do the task. Do assign it as an individual task.
Answers:
a. Manju works for a company that sells refrigerators.
b. The story is about a girl who goes on an adventure to find treasure.
c. What was the name of the dog that barked all night?
d. The police have caught the criminals who robbed the bank.
e. Gram Bell was the man who invented the telephone.
f. What happened to the painting that was hanging on the wall?
g. An encyclopedia is a book that contains information about many subjects.
h. I hate people who are always rude to others.
i. The Earth seems to be the only planet in our solar system that can support life.
j. A detective is a person who solves crimes by gathering clues and evidence.
k. Can you tell me the name of the book that you were reading last night?

h. Finally, check their answers and provide feedback. The teacher may set task B as a home
assignment. If it is set as a home assignment, the teacher may check the answers the next day.

8.6 Writing I
In this writing task, students learn to write news story.
Objectives:
a. Identify parts of news story
b. Write a news story.

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Materials:
Newspaper cut-pieces
Follow these steps:
a. Try to relate this writing task with the application in real-life by showing newspaper cut-
pieces. Introduce different parts with that real newspaper article.
b. If one of the real news story is not available, ask the students to see the reading I once again
and introduce the components of a news story. Discuss the basic format to write a news story.
Headline
Byline
Dateline
Introduction
Body
Conclusion

c. Now, tell them that they have to write a news story based on the given outlines. Ask them to
go through the given instructions and the supplied hints for the given task.
d. Ask students to make a mind map and discuss them. Clarify the instructions and add some
guidelines if needed.
e. Assign this writing as homework.
Sample answer:

Nepal’s Yantrika in Online Robot Display

By Subrat Sigdel
Kathmandu, April 26
In a recent international online robot exhibition, Nepal's Yantrika, an advanced and human-
shaped robot, has made headlines with its remarkable features.
The robot, Yantrik was developed by a team led by Engineer Roshan Pandey from the
Nepal Academy of Science and Technology (NAST). The exhibition, which was organised
by Smart Society of Canada, Business Upside, USA and IEM America Corporation,
showcased the best innovative technologies from America, Canada, Germany, India, and
the UK.
Yantrika has been designed to identify people who are wearing masks from those who
aren't wearing one. The robot can give out masks and sanitisers. In addition, it can also
measure body temperature, making it a useful tool to promote public health and safety
during the ongoing pandemic. The main objective of this technology is to disseminate
information regarding the importance of wearing a mask and using sanitiser to the general
public.
With Yantrika's innovative technology, Nepal can take a significant step forward in
combating the spread of COVID-19. The robot's ability to identify mask-wearing
individuals and provide them with necessary safety equipment is crucial in promoting
public safety.

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f. Evaluate their work and provide feedback.

8.7 Reading II: The Alternative Energy Sources

The second reading text is a text titled ―The Alternative Energy sources‖. Through this text,
students will have the opportunity to expand their range of vocabulary and gain a lot of insights
related to alternatives to safer future energy.
Objectives:
a. Learn words (finite, fleets, inflatable, viability, vane, fission, bountiful, etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students to preview the topic and ask what the lesson will be about. Ask if there are
any alternative energy they have been using in their house or locality. Discuss solar energy,
bio-gas, etc.
b. Ask the students to look at the given statements. Now, ask them if they agree with the given
statements: Renewable energy could reduce emissions but also create jobs and improve public
health. The potential of renewable energy is immense.
c. Discuss on the basis of their agreement or disagreement. Respect their logical opinions. Also
share your observations.
d. Ask the students to read the pink highlighted words before they go to the discussion of the
text. Introduce them or let them find the meaning from context or from a dictionary.

While-reading activities
a. Make the students take turns and read the text aloud in front of the class (at least one
paragraph to one student). Assist them in case they get problems with reading, pronunciation
and understanding.
b. Now, ask the students to read the text silently and note down the main ideas of each idea
numbers so that they can share it in front of the class. You can link this reading to task C.
Ask some students to share it and discuss its status.
Task C answers:
Column A Column B
a. Idea I iv. solar energy
b. Idea II ii. hydrogen energy
c. Idea III iii. energy through the fusion process
d. Idea IV i. wave energy
e. Idea V v. energy through body movement
f. Idea VI vi. altaeros energy

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c. Now, draw their attention to task A. Ask them to do.
Answers:
a. fleet iii. a group of something
b. inflatable iv. capable of being filled with air
c. harness vii. to control and use the force or strength of something
d. vane i. a flat plane that is moved by wind
e. skyscraper ii. a very tall building
f. fission v. the act or process of splitting the nucleus of an atom
g. bountiful vi. in large quantities

d. Tell the answers and let them check themselves.

e. Ask the students to read text again and find the opposite words of the given words given in
task B.
Answers:
endless - finite
modern - traditional
covered - revealed
fragrant – odourless
bound – autonomous
inadequate – bountiful

f. Now, discuss the questions in task D and set this task as a home assignment or the task can be
carried through Answer Jeopardy where seven questions are divided to the seven groups of
students, one question to each group. Let them discuss, finalize, and present their answers.
Judge or add feedback.
Task D possible answers:
a. JAXA proved the viability for the idea of space-based solar energy by successfully
transmitting microwave power from the space to the Earth's surface using a wireless
power transmission system.
b. To generate energy through our body movement, we need to use devices that can convert
the kinetic energy of our movements into electrical energy.
c. Idea III and V are similar in the sense that both involve generating energy without relying
on non-renewable resources.
d. Hydrogen can be used as the source of energy by converting it into electricity.
e. Floating turbines seem more effective than tower-mounted turbines because they can
capture stronger and more consistent wind currents at higher altitudes, where the wind is
stronger and more reliable.
f. The fusion process is environmentally friendly because it does not produce greenhouse
gases or other harmful byproducts.
g. ITER stands for International Thermonuclear Experimental Reactor.

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Post-reading activity
a. Arrange discussion as a class work. The students may need teacher‘s support in many places.
b. Ask the students to think of any other alternative energy sources. Ask them to thick or collect
ideas about the sources.
c. Ask them to share their ideas in the class. Encourage them to put their opinion about other
possible alternatives of energy sources. Give some clues like biomass energy, tidal energy,
wind energy, etc.
d. Listen to their opinions and add needful feedback.

8.8 Listening
This is a listening task with a conversation between a father and a son about an apartment they
have visited.
Objective:
Listen to the audio and do the given tasks.
Materials:
Audio file (mp3) and audio player

Follow these steps:

Pre-listening activities
a. Ask the students to look at the picture and ask what it is. Elicit: it is a house or apartment.
b. Then Ask what type of dwelling do you like? Take their responses.
c. Ask their opinions about why an apartment is different from a house. Take their responses.
d. Ask them to guess what this listening is about. Listen to their guesses. Play the audio once and
discuss if their guesses are right.

While-listening activities
a. Tell them that now they have to listen to the audio and do the task B. Ask them to read the
questions before they listen. Ask them to be ready with a pencil so that they can do the task.
b. Play the audio and ask them to write True or False. Move around the class and monitor what
they are doing.
Answers:
a. True b. True c. False d. True e. True f. False

c. Play the audio again and ask them to do task C.

Possible answers:
a. Living room is huge
b. If I like it that much
c. A bit expensive, far from the school and office
d. Bedroom, kitchen, living room, and closet

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 e. Bathroom

d. Now, play the audio again for confirming the answers.

Post listening activity

a. Ask the students if they prefer a house to an apartment. Ask them to talk in pairs.
b. Let some pairs share their preferences.

8.9 Grammar II
These grammar tasks concentrate on relative clauses.
Objective
a. Use relative pronouns correctly.
b. Do the given tasks correctly.

Follow these steps:

a. Remind the students of the discussions that were made in the Grammar I.
b. Ask some further questions, ask some examples and lead them to task A. Ask the students to
do it in the class. You can refer a good grammar book for students' further self-study.
Answers:
a. where b. that c. that d. where e. where f. who
g. whom h. who i. where j. that k. which l. which

c. Tell the answers and ask them for mass correction.

d. Now, give the students some pairs of sentences and ask them to connect them with
appropriate relative pronouns. You can do some as examples from task B.
e. Ask the students to rewrite the pairs of sentences using the relative pronouns given in task B.
Set this task as a home assignment.
Answers:
a. Are these the keys that/which you were looking for?
b. Unfortunately, we couldn't attend the wedding that/which we were invited to.
c. What is the name of the hotel where your brother works?
d. The party we attended last Saturday wasn't enjoyable.
e. What is the name of the boy whose father is a dentist?
f. Who was the man that/whom you talked to in the restaurant?
g. What is the name of the shop where they sell medicine?
h. Is this the man who donated all his property to a hospital?
f. Do mass correction of the homework the next day. Discuss the confusion.

8.10 Writing II
This writing task is related to writing a newspaper article.

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Objectives:
Write a newspaper article about Green Energy.

Follow these steps:

a. Ask the students what they know about news articles.
b. Differentiate the terms news story and news article.
c. Tell them about components of a news article: headline, lead, body and conclusion.
d. Next, as instructed in the given task, make them write a news article. Suggest them not to
miss takeaway messages to the readers. Remind them that they will have to use the given
prompts.
e. Set this task as a class work or homework as per you time and focus. Assist them when
needed.
Sample answer:
Green Energy
By Simran Devkota
Green energy has become a buzzword in recent years as the world continues to search for
alternatives to traditional energy sources. Green energy is derived from natural sources,
including the sun, wind, and water. Unlike traditional sources, green energy is perpetual in
nature, meaning it never runs out.

Currently, green energy accounts for a small percentage of global energy consumption.
However, the trend is slowly changing as countries across the world shift towards
renewable energy sources. The benefits of green energy are numerous, including lower
greenhouse gas emissions and a reduction in air pollution.

Despite the benefits, there are still several challenges facing the widespread adoption of
green energy. These include the high initial cost of installation, limited storage capabilities,
and the lack of political will in some countries.

In conclusion, green energy is a viable alternative to traditional energy sources, and its
adoption will bring significant benefits to both humans and nature. However, governments
and individuals must work together to overcome the challenges and promote the widespread
use of green energy.

f. Do individual correction of this task if possible. Alternatively, closely check some sample
copies and discuss the feedback.

8.11 Project work

This project work is related to organising a debate competition in the class entitled 'Artificial
intelligence is a threat to humans'.

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Objectives:
Organise the competition as a team work.

Follow these steps:

a. Organise a class meeting and decide the date for the debate competition. Link this debate
competition as a regular school co-curricular activity for whole school.
b. Form a management team for the competition in co-ordination with headteacher and teachers.
c. Issue a notice including the topic of the debate for all students who wish to take part: 'Artificial
intelligence is a threat to humans'.
d. Form a panel of judges for the competition. Collect the names of aspiring participants.
e. Conduct the competition and announce the winner with the help of panel of judges. Award the
prizes.
f. Review the activity in the class after conduction. Share the learning.

8.12 Extra bit

In this section, the students will learn about components of a news story: headline, byline,
dateline, lead, body, and conclusion. The students may carry the task independently for self-
study. However, the teacher may assist them with more examples if needed.

–)–

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 Unit 9
Work and Leisure
This unit revolves around the theme of work and leisure. The reading activities are related to the
themes. Similarly, the unit has the language function of getting things done. Firstly, a short
overview of the tasks in the unit is presented herewith.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Read the quotations and discuss what they mean.
2. Reading I : Pre-Reading questions
The Ant and the Vocabulary (Replace the highlighted words in the sentences
Grasshopper with the words given in the box)
Put the sentences in the correct order
Short-answer questions
Reading the story and writing a brief summary
Rank oneself on a scale (Post reading task)
3. Pronunciation Identify the silent letter and pronounce the given words.
4. Speaking (making Act out the given conversation
plans and expressing Have similar conversation with the help of clues
intentions) Say how to get things done in the given places
5. Grammar I (Causative Make as many sentences as possible
verbs) Use have, get and make correctly in the sentences

6. Writing I Interpret the bar chart using appropriate verbs.

7. Reading II Pre reading questions
Poem: Leisure Match the words with their meanings
Short question answers
Write a paragraph on spending one's leisure time
8. Listening and pre-listening questions
(Conversation between Fill in the gaps with correct words
a customer and a Short answer-questions
mechanic) Role playing of a receptionist or an engineer
9. Grammar II (Passive Study the table related to voice conversion
voice) Changing the sentences into passive voice
Fill in the blanks
10. Writing II Write an essay on 'Work and Leisure'
11. Project work Make a survey in the community and convert the data related
to working people, jobless and retired people into a pie chart
12. Extra bit Words ending in '...ism'
Total estimated time 10 Hours

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This table presents the general overview of tasks in the unit. Detailed teaching-learning
procedures of each task and skills are suggested hereafter. However, these activities are just one
of the sample activities. Teachers could use these methodologies and/or design their own
activities for their class.

9.1 Getting started

This is the first task of this lesson. The task is: Read the following quotations and discuss
what you think they mean. Follow the procedures given below to facilitate the learning
activities.

Objective
Talk about the meanings of these quotations in relation to the theme of the unit.
The teacher could follow these steps.
a. Ask students to look at these quotations. Tell them to read and find what they are related to.
Indicate that they are related to the theme 'work and leisure.'
b. Ask the students to sit in pairs and discuss the meanings of these quotations in pairs. Ask
them to share their understanding in the class.
c. Move around the class while they work in pairs. Help them in need.
Intended meanings

First quotation: All things are difficult before they are easy. (Thomas Fuller)

This quotation indicates that learning or achieving something new is difficult at first. So, it
takes time to learn new things. We should be patient with our learning. With persistence
and effort, it may turn to be easier over time.

Second quotation: Anytime is a good time to start a company. (Ron Conway)

This quotation means that it is never late to start something new in our life. We can begin
now for changing our lives.

Third quotation: We work to earn our leisure. (Aristotle)

Work is necessary for achieving and enjoying leisure. So, work is not merely a means to an
end but an integral part of a well-lived life. Work serves as a means to fulfill our needs and
acquire resources for a leisurely life.

Fourth quotation: Work hard in silence; let your success be your noise. (Frank Ocean)

This quotation encourages individuals to focus on their efforts and achievements. It implies
that the real success is best demonstrated though the result and performance rather than the
words.

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9.2 Reading I: The Ant and the Grasshopper
The first reading text in this unit is a story ‗The Ant and the Grasshopper‘.
Objectives:
a. Learn the vocabulary: Devise, giddiness, larder, gloom, hilarious, expostulations, profoundly,
enticements, amendment, oblige, prosecute, vindictive, rage, etc.
b. Read the text and do the comprehension tasks.
Follow these steps:
Pre-reading activities
a. Ask the students to look at the picture. Ask: What do you see in the picture? Where do you
think these insects are? Take students' responses and encourage them to share their ideas
about the picture. Ask a student to describe the picture to the class (make sure they don‘t try
to answer the question when they describe it).
b. Discuss the pre-reading questions given.
i. What do you think the two insects are doing?
ii. What do you think happens to them when winter comes?
c. Take students' responses and tell them that they will check if they are right.
The grasshopper is dancing whereas the ant is collecting food for summer.

When the winter comes the grasshopper won‘t find any food, while the ant enjoys the food
from its store.

d. Ask the students if they had heard of any stories involving the ant and the grasshopper before.
If yes, ask them to share it with the class.
e. Ask the students to read the story in pairs and ask them to find what the story is about. They
will read the story themselves and check their ideas about the story they have expressed
earlier.
f. Ask the students to list the highlighted words and find their meanings and use from a
dictionary. Help them introduce the meanings.

While-reading activities
a. Ask students in turn to read the text loudly and clearly so that they will develop the reading
skills of fluency and accuracy. Help them with correct pronunciation when necessary.
b. Ask the students to see task A. Link the task of finding the meanings of the highlighted words
to solve this task. To make sure that students have understood the meanings in context, ask
them to choose appropriate words from the box to replace the coloured words in the given
sentences.

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 Answers
a. industry b. enticements c. expostulations d. amendments e. qualm
f. hilarious

c. Ask the students to see task B. Tell them that they will order the sentences as a strip game.
Invite 9 of the students in front of the class and give each of them the strips of sentences. Tell
them that the remaining students read the story turn by turn and the students with the strips of
sentences have to stand in the order of the story.
d. Ask the remaining students to read the story and ask the students with strips to stand in the
order.
e. Ask each of them to read the sentences in the strips and tell if the order is right. Ask all of
them to write the sentences in order as a home assignment.
Answers (in order)
1. h. The Ramsays were perfectly respectable people.
2. b. Tom left his wife and his office.
3. c. When his money was spent, he borrowed it from friends and spent it on luxuries.
4. g. Tom promised to make a fresh start.
5. e. Tom bought a motor-car and some very nice jewelry.
6. a. Tom began to blackmail his brother for money.
7. d. George continued to pay for his brother's expenses.
8. i. Tom never settled down.
9. f. Tom took the help of Cronshaw to cheat his brother, and left for Monte Carlo.

f. To further assess the reading comprehension of the students, ask them to read the text again
and answer the questions in task C. Help them when necessary. Check their writing after they
finish writing.
Answers
a. because he was an odd member of the respectable Ramsay family.
b. A respectable profession for Tom was to serve in a bar as well as to drive a taxi
c. Because George was frustrated by the troubles that his brother Tom gave him.
d. Because he wanted to enjoy himself/ He thought he was not suited for a marriage and he
did not like to work.
e. When he ran out of money, Tom managed his life in the beginning by borrowing from
his friends.
f. Tom and Cronshaw cheated George by tricking him into giving them a large sum of
money.
g. Tom bought a motor car from the money that his brother George gave him to make a
fresh start. This circumstance made George realize that his brother would never settle
down.
h. The moral lesson of the story is that hard work is rewarded and laziness is punished.

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Post-reading activity
a. Ask students if they can summarize the story. Ask any two of them to share it in front of the
class. Alternatively, you can present a model with your own summary and ask the students
to write it as a home assignment. Check their writing and provide feedback the next day.
b. Ask the students about the character of the ant and the grasshopper. Ask who they like more
and why. Ask who is industrious and who is lazy.
c. Show them the rating scale and introduce the task. Tell that they have to rate themselves
whether they are towards lazy grasshopper or industrious ant. Ask them to assess themselves
honestly and rate them.
d. Tell them that we should develop the attribute of being industrious like the ant.

9.3 Pronunciation
This activity acquaints the students in pronouncing the word having silent letters.
Objective:
Pronounce the given words correctly.

Follow these steps:

The letter ‘l’ in the word ‘qualm’ is a silent letter. Underline the silent letter in the
following words and pronounce them.
a. Pronounce the words loudly so that all the students can hear you. You may play the audio
from a digital dictionary as well.
b. Ask the students to identify the letters which are silent in those words. Pronounce the word as
many times as possible so that the students can identify the silent letters themselves.
doubt - b is silent.

pneumonia - p is silent.

receipt - p is silent.

chalk l is silent.

feign - g is silent.

bouquet - t is silent.

light - g is silent.

resign - g is silent.

gnaw - g is silent.

heir h is silent.

buffet - t is silent.

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 pseudo - p is silent.
knave - k is silent.

knight - k is silent.

solemn - n is silent.

island - s is silent.

wriggle - w is silent.

built - u is silent.

archeology - r is silent.

neighbour - r is silent.

c. Then ask each student to pronounce the words correctly.

9.4 Speaking
This speaking activity is based on the language function of getting things done. There are three
different tasks in it:
A. Act out the following conversation in pairs.
B. Have similar conversations using the given clues. Use ‗have‘, and ‗get‘.
C. Say what you can have/get done at the following places.
Objective:
Have conversations using ' get', 'have' and 'make' for getting things done.

Follow the following procedure:

A. Act out the following conversation in pairs.
a. Get two volunteer students to act out the given conversations.
b. Ask the whole class to underline the expressions for getting things done. Ask them to see how
they are used.
c. Ask the students to work in pairs and act out the conversations. Swap the roles. Discuss how
the verbs are used.
d. Now, clarify the concept with other examples. Name a location and have students say what
they have done there:
T: At the dentist’s office
S: I have/get my teeth checked at the dentist’s office.
T: At the dry cleaner’s
S: I have/get my suits cleaned at the dry cleaner’s.

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 T: At the beauty salon.
S: I have my hair washed/cut/dried/styled.
e. Give students the opportunity to ask each other questions: Where do you usually have your
hair cut? How often do you have/get your eyes checked? How often do you have/get the oil
changed, etc.
B. Have similar conversations using the given clues. Use have
and get.
a. Put the students in pairs. Ask one of the students in pairs to ask questions based on the clues
and the other to respond. Move around the class and check their conversation.
b. Ask them to change the roles and practise more. Help them where necessary.
Possible questions and responses. The students can make questions using either ‘have’
or ‘get’.
a. hair cut/at New Look Salon
A: Where do you usually have your hair cut?
B: I usually have my hair cut at New Look Salon.
b. shoes mended/ at Modern Shoe Centre
A: Where do you usually have your shoes mended?
B: I usually have my shoes mended at Modern Shoe Centre.
c. bicycle repaired/at A to Z Repair Centre
A: Where do you usually get your bicycle repaired?
B: I usually get my bicycle repaired at A to Z Repair Centre.
d. dresses sewn/at Laxmi Tailor
A: Where do you usually get your dresses sewn?
B: I usually get my dresses sewn at Laxmi Tailor.
e. eyes checked/at Bhadgaun Optical Centre
A: Where do you get your eyes checked?
B: I get my eyes checked at Bhadgaun Optical Centre.
f. teeth scaled/at KNC Dental House
A: Where do you get your teeth scaled?
B: I usually get my teeth scaled at KNC Dental House.
c. Move around the class and check whether they are talking right. Help them where necessary.

C. Say what you can have/get done at the following places.

a. Do this as an individual activity. Ask the students to look at the clues. Tell them that they have
to say what they can have/get done at the given places.
b. Ask them to say in groups first. Then ask some of them to share what they can have/get done
at the given places to the whole class.

9.5 Grammar I
This grammar item is related to the causative verbs. There are 4 tasks in this section.

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Objectives:
Use ‗have‘, ‗get‘ and ‗make‘ correctly.

Follow the given procedure to the tasks given below:

Make as many sentences as you can from the table given below:
a. Ask the students to look at task A. Tell them to make as many sentences as possible from the
table orally first. Help them with some examples of each i.e have/get/make.
Some sample sentences:
Phoolmaya had Suman dig the field.
Phoolmaya was made to dance at the party.
Santosh was made to type the document.
I was made to smoke against my will.
They were made to play with him all the time.
Santosh gets his brother to play with him all the time.
I make Suman wash my clothes.
Biraj will have his brother write a letter tomorrow.
I had my shoes repaired last Sunday.
They were made to dance at the party.
They make suman dig the field.
Biraj has Suman to type the document.

(Students can make more sentences from the table.

b. Tell them to write the sentences in their exercise book. Tell them to write the sentences in a
separate cluster of have/get/make. This is to write all the sentences with ‗have‘ at first, then
all the sentences with ‗get‘ and then all the sentences with ‗make‘.
c. Ask the students to see if there are the similarities of structures in the sentences.
d. Help them derive the rules and structures. Help them reach the conclusion with other examples
of your own. Give the examples in different tenses and forms i.e statement, questions, etc.

B. Fill in the gaps with the correct form of ‘have’, ‘get’ or ‘make’.
a. Ask individual students to fill in the gaps with the correct form of ‗have‘, ‗get‘ or ‗make‘.
b. When they finish, ask students to read the sentences with their answers. Discuss why these
forms are used so that they consolidate the uses of ‗have/get/make‘.
Answers
a. Make b. get/have c. will have d. got e. has

f. makes g. got h. had

C. Rewrite the sentences with ‘have’, ‘get’ or ‘make’.

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a. Ask the students to look at task C. Tell them to observe the example. Ask them what tense the
sentence is in. Clarify that the sentence is rewritten using ‗have‘. The same tense form is used
while rewriting.
b. Give one more model: She will ask her sister to light the lamp. She will get her sister to light
the lamp./She will have her sister light the lamp./ She will make her sister light the lamp.
c. Ask the students to rewrite the sentences with have, get or make. Check their answers and
provide feedback. You can assign this as homework.
a. She will get her sister to light the lamp./She will have her sister light the lamp./ She
will make her sister light the lamp.

b. I am going to get the dentist to fill my teeth./I am going to make the dentist fill my
teeth./I am going to have the dentist fill my teeth.

c. Will you get the barber to cut your hair? Will you have the barber cut your hair? Will
you make the barber cut your hair?

d. I am going to get an architect to design my house./I am going to make an architect

design my house./ I will have an architect design my house.

e. The girl got her mechanic to repair her moped./ The girl had her mechanic repair her
moped./ The girl made her mechanic repair her moped.

f. The landlady makes the gardener cut the grass. The landlady gets the gardener to cut
the grass. The landlady has the gardener cut the grass.

D. Choose the best alternatives and complete the sentences.

Ask them to choose the correct alternative for each sentence in task D. Tell the answers to the
whole class for correction.
Answers
a. to carry b. wash c. to dance d. to turn e. bought f. to watch g. do
h. laugh i. cut j. made k. overhaul l. fetch m. remember

9.6 Writing I
This task aims to develop the skills of interpreting charts or diagrams using appropriate verbs.
Objectives:
a. Categorize the verbs describing different trends or patterns of data under appropriate headings.
b. Interpret the bar chart.

Follow the given procedure:

a. Ask the students to observe the chart in task A and discuss the questions given: What kind of
chart is this? What data does it represent? Elicit: This is a bar chart. It presents the data in
different trends or patterns.
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 b. Tell the students to find the meanings of the given verbs in pairs and discuss what trends or
patterns they indicate.
c. Ask the pairs to categorize the verbs under the appropriate headings.
Upward Trend Downward Trend Stable Trend
Climb Drop Steady
Go up Go down Remain constant
Rise Fall maintain
Grow Decrease
Increase Decline
rocket Plummet
plunge
d. Discuss how they can be used for interpreting charts.
e. Ask the students to see task C. Explain to students that they will learn about interpreting bar
graphs in this activity. Tell students a bar graph is used to display and compare information.
f. Provide students a study worksheet having a bar chart and its interpretation. Tell them to see
the features of language used for interpretation.

The chart gives information about how much money was spent on computers and smartphones in
country X between the years 2011 and 2015.
According to the chart, there were upward trends in spending on both items. Computer sales
increased steadily by $5 million each year. Smartphone sales remained level at $10 million until
2013 and then increased dramatically, reaching $45 million dollars in 2015. Although they are
still less than the value of computer sales, they are only $5 million behind.
People‘s total expenditure on these devices rose dramatically in this period. The total was $40
million in 2011 and it rose to $95 million in 2015.
Overall, the sales of both of these items grew, but smartphone sales grew more quickly. If these
trends continue, we can expect smartphone sales to overtake computer sales in 2016 or soon
after.

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(https://learnenglishteens.britishcouncil.org/sites/teens/files/describing_a_bar_chart_-_text.pdf)

g. Ask them to identify the verbs used for describing the trends (upward, downward, and stable).
Explain the features of language used relating the data and the language.
h. Ask the students to see the chart in task A and ask the students to interpret the bar chart using
the appropriate verbs and expressions given below. Set this task as homework.
i. Check their writing and provide feedback.
Sample writing
The given chart illustrates the average daily attendance of students of four different months
namely, September, October, November, and December.

According to the chart, there is a noticeable decrease in attendance from September to

October, as it drops from 24 to 26. There is a further decline in attendance from October to
November, as it decreases to 20. The downward trend continues in December, with
attendance falling to 16.

The chart also reveals a consistent decline in attendance throughout the given months. The
attendance drops steadily from September to October, November, and December.
Likewise, there is a significant decrease in attendance from September to December,
indicating a continuous decline in attendance over the four-month period.

Overall, the chart demonstrates a declining trend in average daily attendance over the
specified months, with a substantial decrease from September to December.

9.7 Reading II
The second reading text in this unit is a poem entitled "Leisure" written by the American poet
W.H. Davies.
Objectives:
a. Read the poem and enjoy it.
b. Learn the vocabulary: stare, boughs, wood, stream, glance, enrich, etc.
c. Read the poem and do the comprehension tasks.

Follow these steps:

Pre-reading activities
a. Ask the students what they can see in the picture? Further ask them how human life is
different from the lives of animals.
b. Take students' responses. Encourage them to give their views and opinions. Accept all their
views.
We can see some horses drinking water and enjoying in nature. Human life is different

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 because humans are quite busier than the animals.

While-reading activities
a. Recite the poem aloud to the class with the correct rhyme and rhythm. You can alternatively
play the audio searching from the online sources if possible in your context. Audio from the
online sources helps the students get the different tone and taste in the poem.
b. Ask the students if they know about W. H. Davies. Add information to students' details if
necessary.
About W. H. Davies
William Henry Davies (3 July 1871 – 26 September 1940) was a Welsh poet and writer.
He spent much of his life as a tramp or hobo in the United Kingdom and the United States,
yet became one of the most popular poets of his time. His poem and lyrics have a force
and simplicity uncharacteristic of the poetry of most of his Georgian contemporaries
c. Now, ask the students to mark the unfamiliar words from the poem. Then discuss the
meanings of the words that the students have marked.
d. To make sure that they have got the meanings of the vocabulary, ask them to match the words
with their meanings in task A.
Answers:
a. stare: iv. to look at somebody or something for a long time
b. beneath: v. under somebody or something
c. woods: i. an area of trees
d. enrich: ii. to improve the quality of something
e. glance: iii to look quickly at somebody or something
e. Ask the student to read the poem and help students to interpret it in detail.
f. Now assess the students' comprehension of the poem through questions in task B. Check their
answers.
Answers
i. because we have no leisure.
b. They play, enjoy and stare at the beauty of nature.
c. They hid their nuts in the grass.
d. Beauty performs the dance which enriches the smile.
e. Human life is poor, full of duties and responsibility if it is observed carefully.

Post reading activity

Ask them how they spend their leisure time. Ask some of them to share their ideas in the class.
Tell them to write a paragraph about it related to task C. Set this as a home assignment. Check
their writing.
9.8. Listening
This listening task is related to a conversation between a lady and a mechanic

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Objective
a. Comprehend the audio and do the tasks.

Follow this procedure:

Pre-listening activities
a. Ask the students to look at the picture. Ask them questions such as: Who do you think they
are? What are they doing? Who do you think the man on the telephone talking to? What
might he be talking about?
b. Take students' responses. Encourage them to talk about based on the picture. The responses
might differ. They can guess anything.

c. Tell the students to listen to the audio and check whether their guesses are right. Play the audio
and they will listen. Take their quick response about the title of the unit.

While listening activities

a. Ask the students to read the questions in task B and make an expectation of what kinds of
words they might have to use in the blank spaces.
b. After the students have gone through questions, tell the students that you are going to play the
audio. Ask them to complete the sentences in pencil in the textbook itself. The questions are
in the sequential order of the audio.
c. Play the audio and make sure that each student is engaged in listening tasks.
d. After the completion of the first play, tell them that you are going to play the audio once again.
This time they will check their answer.
e. Next, ask them to transfer their answer to an answer sheet.
Answers
a. Mrs. Hopes b. a service c. Friday morning d. serious problem
e. charged f. cost g. good team
f. Ask the students to read the questions in task C and make sure that they understand the task.
g. Play the audio and ask the students to do the task. Move around the class and make sure that
each student is engaged in listening tasks.
d. Play the audio once again and tell them to check their answers. Play till they find the correct
answers.
Answers:
a. The lady wants to get her car serviced.
b. She had her car last checked about a year ago.
c. The mechanic has a free slot at about 9 am.
d. A full service normally takes about three hours.
e. The lady thinks that the car has a serious problem because the oil level is dropping and it
might have a leakage.
f. The rear brake light is broken.

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Post listening activities
a. Put the students in pairs. Tell them that they have to act out the roles of a receptionist or an
engineer at a mobile phone center and a customer. Ask them to choose the roles.
b. Tell them that they have to talk at a mobile phone centre to get one of your phones repaired.
c. Ask them to have a conversation. Move around the class and check what they are talking
about.
d. Help when required.

9.9 Grammar II
This activity focuses on the use of active and passive voice.
Objectives
a. Change the sentences into passive voice and vice versa.
b. Use the correct active and passive forms

Follow these steps

a. Bounce a ball on the floor. Then ask students to describe what happened. Tell them to start the
sentence with your name (e.g., ―Ms. Tika bounced a ball.‖). Write the sentence on the board.
Then have students identify the subject (Ms. Tika) and the verb (bounced). Now, bounce the
ball again, but this time, ask students to describe what happened starting with ―The ball…‖.
Students should say, ―The ball was bounced by Ms. Tika.‖ Write this sentence on the board
and ask them to identify the subject in this sentence (the ball) and the verb (was bounced).

b. Discuss the changes in the sentences in terms of subject, verb forms and focus on meaning.
Give one or two more examples and clarify the active and passive forms.
c. Ask the students to sit in pairs and study the example sentences in task A.
d. Ask them to work in pairs to underline the verbs in these examples. Ask them to find out how
they are changed into passive voice in different tenses.
e. Discuss the pattern in each tense. Give more examples and let them generalize the structure
and the rules.
f. Ask students to see task B. Ask if they can change these sentences into passive voice.
g. Write two sentences in a and b on the board and ask if anyone can change these sentences in
passive. Write the passive forms:
a. She is being helped with the housework.
b. A parcel was sent to him by the mail-order company./He was sent a parcel by the mail-
order company.
h. Explain how they are changed. Elicit that if there are two objects in the sentences, they can be
changed into the passive voice in two ways as written on the board.
i. Ask the students to change the remaining exercises in task B. Check their answers.
Answers

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 a. She is being helped with the housework.
b. He was sent a parcel by the mail-order company.
c. I was sent an invitation by my friend.
d. The minister has been given the letter by the secretary.
e. He had already been fined for a parking offence by the traffic police.
f. Elizabeth was given that beautiful ring by John.
g. She has been given flowers by her students.
h. The message must be given to the right person.
i. Our students are taught English and French.
j. Flowers were bought for the bride.
k. The tourists were shown the sights of Pokhara by the guide
l. She is paid an excellent salary.

j. Ask the students to do task C. Set this as a home assignment. Check their answers the next day.
is believed, will be visited, has been constructed, has not completely been finished, will be
completed, can be booked, was bought, was financed, were given, will be invited

k. Do whole-class feedback. Ask them to self-study further by taking a grammar book as a

reference.

9.10 Writing II
This task is related to writing an essay about ‗Work and Leisure‘.
Objective:
Write an essay based on the given prompts.

Follow the given procedures

a. Ask students what an essay is.
b. Discuss about its format. Elicit that it must include introduction, body paragraphs and
conclusion.
Generally an introduction to an essay has to grab the readers‘ attention in just a few
sentences. Body paragraphs form the bulk of the essay. Generally, body paragraphs
support the work‘s thesis and shed new light on the main topic, whether through empirical
data, logical deduction, deliberate persuasion, or anecdotal evidence. They include the
evidence and supporting details. The conclusion should convey a sense of closure alongside
the larger meaning and lingering possibilities of the topic.

c. Tell the students that they are going to write an essay entitled ‗Work and Leisure‘ based on the
given prompts.
d. Divide the students in a group of three and ask them to make a mind map related to the given
prompts. Ask them to enlist the points they would include while writing an essay on this topic

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 Differences Similarities Benefits Balance

e. Now, assign writing this essay as a home assignment. Check their writing and provide
feedback.
Sample Essay:
Work and Leisure
Work and leisure are key parts of our lives, each with its own characteristics and
importance. Although they differ in nature and purpose, they also share similarities and
offer unique advantages. Maintaining a balance between the two is essential for a fulfilling
and well-rounded existence.
Work, often associated with employment, is motivated by external demands and
responsibilities. It involves tasks performed to earn a living and contribute to societal
productivity. Leisure, on the other hand, includes activities carried out for enjoyment,
relaxation, and personal fulfillment. It is driven by personal preferences and interests.
Despite their disparities, work and leisure also share some commonalities. Both require
time and effort, focus and dedication, and can provide a sense of purpose and achievement.
Engaging in both work and leisure activities contributes to personal growth, skill
development, and social connections.
Finding a balance between work and leisure is vital for a healthy and fulfilling life.
Overemphasizing work can lead to tiredness, low productivity, and unhealthy relationships.
Conversely, neglecting work responsibilities for excessive leisure may result in financial
instability and a lack of personal growth.
A balanced approach brings numerous benefits. It enhances overall well-being, reduces
stress, improves physical and mental health, and strengthens relationships. Balancing work
and leisure allows individuals to recharge, pursue hobbies, spend quality time with loved
ones, and maintain a sense of fulfillment and happiness.
In conclusion, work and leisure are essential components of life that require careful
balance. By acknowledging their differences, recognizing their similarities, and
understanding their benefits, individuals can lead more fulfilling lives. Valuing both work
and leisure enables personal growth, meaningful connections, and a sense of joy and
purpose.

9.11 Project work

This project work is related to conducting a survey in the locality and collecting the data of
working people, jobless and retired people. Further they create a pie chart based on the obtained
data and present it in the class.
Objective
To collect the data and present it into a pie chart.

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Follow the following procedure:
a. Tell the students that this is a group task. Form a group of fours. Instruct them that they must
work in collaboration with each other.
b. Clarify the task. Tell them that they should conduct a survey in their locality to collect the data
of working people, jobless people and the retired ones. Ask them to sit in the formed group
and decide how they will conduct the survey. Ask them to assign the task of survey in such a
way that each member must visit at least two families among ten. Let them divide the task of
collecting the data themselves.
c. Ask them to create a form for a family. This would at least include the following:
Name of the family: Total family members:
S Name Relation Working status
N Working Jobless Retired
1.

d. Ask them to collect the information within a week and compile the data so that they can
convert it into a pie chart.
e. Ask them to convert it into a pie chart. They can use computer application or excel program to
convert the data into a pie chart. Ask them to label the information.
f. Ask the groups to paste the pie chart on the classroom wall and display it. Move around and
ask how they made it.

9.12 Extra Bit

This section of the unit includes some words ending in ‗-ism‘. Students study the material
themselves.

–)–

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 Unit 10
The Earth and Space
This unit is related to the 'The Earth and Space' which includes two reading tasks related to the
theme. In addition to the regular tasks of pronunciation, listening, and speaking, the unit includes
grammar items, prepositions and writing tasks: account writing and rules and regulations writing.
The table below offers a brief overview of tasks in unit 10.
SN Textbook Topics Textbook Tasks

1. Getting started Discussion about earth and space based on the picture

2. Reading I Discussion on pre-reading questions

A Message from Another
Finding similar or opposite words of the given words.
Planet
Match the words with their meanings.
Write the given events in the correct order.
Answer the questions
Post reading question

3. Pronunciation Pronounce the given verbs with ‗ed‘ and identify the
Pronunciation of ‗ed‘ difference.

4. Speaking Study the map, then ask and answer the location of the
Locating places given places.

5. Grammar I Fill in the blanks with prepositions 'in', 'on' or 'at'.

Prepositions: in, on, at
Complete the sentences with the phrases using 'in', 'on'
or 'at'.

6. Writing I Write an account of an imaginary meeting with someone

Writing an account from another planet.

7. Reading II: Discussion on pre reading questions

Up-hill (Poem)
Match the words with their meanings.

Complete the summary of the poem with suitable words

or phrases.
Answer the given questions.
Post-reading task

8. Listening Look at the pictures and discuss.

An audio about dwarf

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 planets Listen and complete the sentences with correct words or
phrases.
Listen and mark True or false
Post listening question

9. Grammar II Complete the sentences with correct prepositions.

Prepositions
Choose and circle the correct prepositions.

10. Writing II Write a set of rules and regulations for the visitors in a
Rules and regulations park.
writing
11. Project work Search and collect information about space tourism to
Group presentation make presentation.

12. Extra bit – Account Self-study task

writing
Estimated time for the unit 9 hours

In-depth procedures for every topic and task in the classroom are outlined below. While
textbooks are designed to be effectively delivered in a classroom setting, they can be customized
to suit your classroom needs and circumstances. Teachers can either employ these activities
provided or design their own. It is recommended to ensure that the activities are engaging,
interactive, and enjoyable. It is crucial to integrate and apply formative assessment tools
throughout the process.

10.1 Getting started

This is the warm-up task for the unit. There are four pictures given for discussion. The task
prepares the students with some common concepts related to the theme – the earth and the space.

Objective:
To identify the given pictures and share their understanding about them.

Follow these procedures:

a. Read the unit name and discuss what the content in the unit will be related.
b. Ask the students to look at the pictures and say what they can see there. Relate these pictures
with the theme. Let them identify pictures and discuss about them.
c. Ask them to take turns and speak about each picture.
● The picture1 is related to an astronaut who seems to be going away from earth.
● Picture 2 is the planet Saturn.
● Picture 3 is a rocket probably just launched as it is crossing the clouds.

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 ● Picture 4 looks like a UFO.

d. Ask the students to take turns and speak about some related ideas that came to their minds.
e. Assist them with supporting feedback.

10.2 Reading I: A Message from Another Planet

The first reading text is an interesting story entitled ―A Message from Another Planet‖. It helps
them learn about how a boy encountered a spaceship and a range of associated terminologies.
Objectives:
a. Learn words (saucer, spaceship, vessel, flashing, couch, broadcast, appliances, etc.)
b. Read the text and do the given tasks.

Follow these steps given below:

Pre-reading activities
a. Ask the students: Have you ever read in books/newspapers or watched in movies anything
about life on another planet? (Take references of some related movies like Avataar, PK, Koi
Mil Gaya, etc.)
b. Next, lead them to the pre-reading questions and have a discussion on them.
Possible answers:
a. In the picture, there is a boy by a sandy bank of a river. He is dipping a fishing rod in the
river.
b. Yes, I do. The world is too huge and mysterious. So, it may hold many things beyond our
imagination.

c. Add your remarks when they put theirs.

d. Ask students to read the pink highlighted words before they read the main text. Assign a word
for each student and ask them to find the meaning of words. Tell them that they will have to
introduce the meaning to the remaining students. Tell them that they can introduce the
meanings in an appropriate way: guessing from context, flashcards, using opposites, using
objects, classifying, drawing, or any other way they know.
e. Discuss the pronunciation and use of these words.

While-reading activities
a. Read one or two paragraphs aloud as a model reading. Ask the students to read the text aloud
turn by turn.
b. Make the students work in small groups to read and understand the given text.
c. Assist the students in case they get problems with reading, correct pronunciation, and
understanding.
d. Make sure they understand the text and draw their attention to the comprehension task A. Ask
them to find the words from the story that are opposite or similar to the words given there.

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 Answers:
a. Twilight b. Bright c. Landed d. Advanced
e. Ascended f. Enormous

e. Ask the students to go through the task B and match the words with their meanings.
f. Check their answers.
Answers:
a. saucer vi. a small shallow round dish that a cup stands on
b. spaceship i. a ship or large boat
c. vessel iv. a vehicle that travels in space, carrying people
d. flashing iii. short bursts of bright light
e. couch ii. a long comfortable seat
f. broadcast vii. to send out a programme on television or radio
g. appliance v. a machine that is designed to do a particular thing in the home
g. Ask the students to read the text and put the events in the correct order (task C). Tell the
order and ask them to check themselves.
Events in correct order:
e. Suren had been fishing when he saw a bright object over the Sunkoshi River.
g. When Suren went closer to the vessel, he was pulled into it.
c. A voice welcomed him, and asked him to sit on the couch.
f. They wanted to send a message to the leader of Nepal and the world.
a. They gave Suren a tiny computer.
b. The spaceship landed back on the bank of the Sunkoshi River.
d. Suren wondered whether he had been dreaming.

h. Now, lead the students‘ attention to task D, ask them to read the text again and do the task.
Possible answers:
a. At first, Suren thought that the bright object might be a helicopter.
b. Suren had seen a spaceship in a film before.

c. Suren felt frightened when he was drawn inside the vessel.

d. They had known about Suren by using a long-distance listening device.
e. They manage resources on their planet by recycling all the resources.
f. Suren expressed his inability to deliver a message at first because he thought people
would not listen to a poor kid like him.
g. They wanted to pass on the message that recycle collection centers should be set up in
every town and city on Earth, and everything which is no longer in use should be taken
there and recycled.

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 h. They gave Suren a tiny computer so that he could use it as proof of his story.
i. Yes, they will. At first, they might doubt Suren's story. However, with the tiny computer
as proof, it might be more likely that people will believe him.
i. Check their answers and provide feedback. The teacher may set task D as a home assignment.
If it is set as a home assignment, the teacher may check the answers the next day.

Post-reading activity
a. Arrange a discussion as a classwork. Based on the given question, make students speak out
their opinion. Encourage them to share their views.
Sample answer:
If I met someone from another planet, I would ask for their observations and advice on how
to better take care of the Earth's environment and reduce pollution. I would also ask for
their perspective on how we can improve global peace and cooperation among different
nations. As for Nepal, I would ask for advice on how to tackle poverty and inequality, as
well as any insights they may have on preserving Nepal's unique culture and natural
heritage.

b. Assist when the students need support and give feedback.

10.3 Pronunciation
This pronunciation task focuses the different sounds of ‗ed‘.
Objective:
Learn the correct pronunciation of the given words.
Materials:
Pronunciation audio of the given words

Follow these steps:

a. Write the words on separate word cards in advance.
b. Pronounce the words randomly or play the audio and ask the students to point to the words
being pronounced. Check whether they notice the correct words.
c. Place the word cards in a box. Ask the students to pick the words one by one. Get them to
pronounce the words they have picked up. Repeat the procedure until everyone is capable of
pronouncing them correctly.
d. Finally, get them to write the words in the correct boxes.

Pronunciation of the given words:

/t/ sound /d/ sound /id/ sound

walked, passed, finished, opened, frightened landed, recorded,
asked, jumped ascended

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10.4 Speaking
This speaking task is about the language function of locating places. They may see the given
map and identify their right location.

Objective:
Work in pairs and take turns to ask and answer where different places are located in a map.
Materials:
a. Location map
b. Pocket Chart with different expressions of locating places.
Follow these steps:
a. Present some pictures to show directions and locate where different places in the pictures are:
Use the prepositions: next to opposite, between, behind, in front of, above, below etc. explain
them (e.g. a picture with a turn-right sign.)
b. Show location of a place and explain how you can reach there from a certain place in the
picture. Use the words/phrases such as: Go straight...., turn left/right, you reach to ......., .... is
on your right/left, etc.
c. Now, point to the map given in the book. Ask them to read it carefully, and mark some
important places. Tell where these places are.
d. Take them to the given example and tell them to act it out in pairs.
e. Next, lead them to the given task to make similar conversations. Switch their roles.
a. You are in New Road.
i. A: Where is the supermarket?
B: It‘s opposite the post office.
ii. A: Where is the cinema hall?
B: It‘s between the supermarket and the stadium.

b. You are in Old Road.

i. A: Where is the fun park?
B: It‘s in front of the bank.
ii. A: Where is the bank?
B: It‘s behind the fun park.
c. You are in East Road.
i. A: Where is the restaurant?
B: It‘s opposite the pharmacy.
ii. A: Where is the Pharmacy?
B: It‘s opposite the restaurant.
d. You are in West Road.
i. A: Where is the post office?
B: It‘s opposite the police post.
ii. A: Where is the hospital?

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 B: It‘s behind the school.
iii. A: Where is the school?
B: It‘s in front of the hospital.

f. Monitor if the students are doing it right. Suggest them for peer correction. Help them when
necessary.

10.5 Grammar I
This grammar task is related to prepositions in, at, and on.
Objective
Use prepositions in, at, and on correctly.

Follow these steps:

a. Start with some examples where the prepositions in, on or at are used.
―Come to my office at 330 Independence Avenue.‖ To be exact, it‘s at the corner of
Independence and 3rd Street.‖
―I rode there on my bicycle.‖ However, you ride in a car.
I live in Kathmandu.
b. Elicit that they are used for location. Ask them to generalise the rules.
The prepositions ‗in‘, ‗on‘ and ‗at‘ are used for location, time or position, and here, our
focus is in location.
In: It indicates being inside a particular area or enclosed space.
Examples: He is in the room. She lives in the city. They are in the park.

At: It indicates a specific point or location.

Examples: She is waiting at the bus stop. The party is at my friend's house. He
works at the bank.

On: It indicates a surface or a specific point in time.

Examples: The book is on the table. The picture is on the wall. The meeting is
on Monday.

c. Now, lead them to task A and ask them to do it. You can assign it as a home task.
Answers:
a. at b. in/at c. in d. at e. at
f. in g. in h. on i. on/at j. on

d. Tell the answers and ask them to check. d.Now lead them to task B. Tell them that they have
to use the prepositions in, on and at together with one of the words given in the box.

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e. Deal with the example. Write the example on the board and explain how the activity has to be
done.
Task B answers:
a. in bed b. at Shanti Chalchitra Hall c. in prison d. on a farm in
e. at school f. in hospital g. in the air h. at the airport
f. Finally, check their answers and provide feedback.

10.6 Writing I
In this writing task, students learn to write an account of an imaginary moment.
Objective:
Write an account.
Follow these steps:
a. Ask the students: how would you feel if you were in the place of Suren?
b. Now, lead them to the instruction of the writing task. Clarify the instruction (in case of
confusion) and add some guidelines. It can be given as classwork.
c. Discuss the basic format of an account.
d. Closely observe them when they work on. Help where needed.

Sample answer:
An Account of an Encounter with Someone from Another Planet
Meeting someone from another planet was an experience beyond my imagination. At first, I
could not believe it and I was a little scared, but as we started to communicate, my fear
slowly turned into excitement. The creature there was so different from any living being I
had ever seen; I couldn't stop staring at him.
Despite the language barrier, we managed to communicate through gestures and drawings.
We exchanged information about our worlds, and I was amazed at how different their
planet was from ours. The technology and resources they possessed were beyond anything
we have on Earth.
I felt privileged to have the opportunity to spend time with this being and learn about their
world. It made me realize how much there is out there beyond our planet and how much we
have yet to discover. I was left with surprise and curiosity, and I hope that one day we can
establish a deeper connection with extraterrestrial life.
e. Evaluate their work in front of them and give needful feedback.

10.7 Reading II: Up-hill

The second reading text is the poem ―Up-hill‖ by Christina Rossetti. Through this text, students
will have the opportunity to expand their vocabulary and gain a lot of insights related to poetry.
Objectives:
a. Recite the poem.

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b. Learn words (uphill, morn, inn, wayfarer, seek, etc.).
c. Read the poem and do the given tasks.

Follow the given procedures:

Pre-reading activities
a. Ask the students to look at the given picture. Now, based on the picture, ask them to guess
what they see in the given picture.
b. Discuss the picture based on its features in appearance such as the people, location… and
connect it to the pre-reading questions.
Possible answers:
a. The people in the picture look like travellers/tourists.
b. Probably, they are travelling to mountains uphill.
c. Probably, she is asking about distance and location.

c. Accept any other logical possible answers too. Also, share your observations.
d. Ask the students to read the highlighted words before they go to the discussion of the poem.

While-reading activities
a. Write the title on the board. Tell them that they are going to read a poem. Recite the poem
aloud and ask the students to listen to it carefully. Alternatively, play the audio of the poem
through the Internet source.
b. Now, get the students to take turns and recite the poem aloud in front of the class. Assist them
in case they get problems with reading and correct pronunciation.
c. Deal with the vocabulary items that are unfamiliar to them.
d. Ask them about the structure of the poem: number of stanzas (4 quatrains: stanza having 4
lines), rhyme scheme (abab cdcd efef ghgh)…
e. Go to the discussion and interpretation of the poem. Connect interpretation to real-life
situations. The speaker states her concerns regarding the resting place to the traveller.
f. Make sure they understand the task. Some textual questions can be asked to check their
understanding.
g. Now, draw their attention to comprehension task A. Ask them to discuss and do it then and
there.
Answers:
a. wind - iii. to have many bends and twists
b. morn - v. morning
c. inn - ii. a small hotel, usually in the country
d. wayfarer - i. person who usually travels on foot
e. seek - iv. look for

h. Encourage them for peer evaluation in pairs.

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i. Ask the students to read the instruction in task B, read the poem once again, and do the task B
as a home assignment.
Answers:
The speaker is making a journey with her guide. She asks the guide eight different
questions about the road ahead. The first question is if the road is all up-hill and if the
journey will take all day. The guide replies in the affirmative. Next, she asks if there is a
place to rest for the night. The guide informs the speaker that there is an inn which she
won‘t miss. The speaker‘s fifth question is whether she will meet other travellers on the
way. At the inn, the speaker asks if she should knock or call fellow travellers. The guide
replies that someone will open the door. Lastly, the speaker asks if there will be a bed for
her. The guide tells her that there are beds for everyone.

j. Check their homework the next day.

k. Now, discuss the questions in task C and add this task too as a home assignment.
Possible answers:
a. According to the guide, the road up-hill is so far away that it takes a whole day to travel
there.
b. The speaker doubts whether there will be a resting-place for the night.
c. The wayfarers have travelled the road before.
d. The speaker's seventh question is whether she will find comfort when she is tired and
weak.
e. The speaker says, ―they will not keep you standing at the door‖. In this line, ‗they‘ may
refer to fellow travellers.

l. Next day, do individual corrections of this task if possible.

Post-reading activity
a. Arrange discussion as class work.
b. Now, make the students discuss the given question and put their opinion about an interesting
road they have recently travelled. Encourage them to put their opinion on the basis of their
real-life experience.
c. Listen to their opinions and add needful feedback. Ask them to write a short description of it.

10.8 Listening
This is a listening task where the students listen to an audio about the planet, Pluto and Eris
which are known as planets of the dwarf planet club.
Objective:
Listen to the audio and do the given tasks.

Materials: Audio file (mp3) and audio player

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Follow these steps:
Pre-listening activities
a. Ask the students to look at the picture. Ask them what they think it is. Take their responses.
Elicit: It is pluto.
b. Lead them to pre-listening questions and make them talk about the number of planets, their
names and whether they consider Pluto as a planet.
c. Ask to guess what the listening task is about and why they think so. Take their responses.
While-listening activities
a. Make the students remain ready for the listening practices by taking a pen or pencil and a
blank page where they can take notes while listening. Play the audio and ask them whether
their guesses are right. Elicit that it is about the planet, Pluto and Eris which are known as
planets of the dwarf planet club.
b. Ask the students to read the sentences given in task B and be ready to do the task.
c. Play the audio and ask them to do the task.
d. Play the audio again and ask the students to check their answers.
Answers:
a. planet b. rock c. earth d. discovered e. dwarf
e. Now, ask the students to see task C and do the task. For this time, tell them that you will play
the audio once and will check whether they can answer these questions right.
f. Play the audio. Make students tick under True or False. When playing is over, take their
exercise book and check to mark. You can record this for one internal assessment task.
Answers:
a. True b. False c. True d. True e. True

Post-listening activity
a. Ask the students: Why is Pluto a not planet? Make them discuss.
b. Give them clues for discussion: too small in size, smaller than the moon, rocky and icy. It is
taken as a part of the Kuiper belt that is a ring of icy objects around the outer edge of the solar
system.

10.9 Grammar II
This grammar task is about prepositions.
Objective:
Choose the correct prepositions to complete the sentences.

Follow these steps:

a. Lead them to task A and B. Tell them that they have to use the correct prepositions in the
blanks.

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b. Ask them if they can choose the correct prepositions. Set both the tasks as classwork. When
they finish, ask the answers from the students and discuss why these prepositions are used
there.
Task A answers:
a. to b. for c. with d. to e. of
f. from g. for h. with i. up j. by
c. Indicate that most of them are prepositional phrases. Ask the students to see a good dictionary
or grammar book to find a list of common prepositional phrases. Ask them to make a list
which will be very beneficial for appropriate prepositions.
d. Tell them to do task B as well.
Task B answers:
a. on, at, in b. in c. at, to d. to e. at, of
f. for, to g. at h. at, on
a. Do mass correction of the classwork and discuss where necessary.

10.10 Writing II
This writing task is about writing rules and regulations.
Objective:
Write rules and regulations.
Follow these steps:
a. Ask the students to remember if they have seen any rules and regulations written in any public
place. For example: libraries, public transportation, theatres…
b. Present a sample of the rules in any place. Discuss the basics of rule writing; layout,
structures, etc.
Sample:
Attendance in school is compulsory. Students are not allowed to stay absent without prior
information. Absence from school must be supported by a medical certificate. Excuse from
school may be granted on compassionate grounds and on a case-by-case basis. Absence
without valid reason will be deemed as truancy.

c. Focus on the use of language: is/are .... (not) allowed to, .......strictly prohibited/forbidden to
........., can/cannot .............. is/are required/expected to ..........., must/must not .... , etc. Give
some samples and ask others to use in thier own sentences for the language of rules and
regulations.
d. Tell them to write the rules in points/bullets.
e. Next, as instructed in the given task, make them write a set of rules and regulations.
f. Set this task as class work. Assist them when needed.
Sample answer:
Rules and Regulations for Visitors in the Park:
a. Smoking is strictly prohibited in the park.

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 b. Visitors are not allowed to bring alcohol into the park.
c. It is forbidden to litter in the park. All visitors must dispose of their waste in the
designated bins.
d. Pets are welcome in the park, but they must be kept on a leash at all times.
e. Visitors can enjoy a picnic in the park but are expected to clean up after use.
f. Visitors are not allowed to play loud music or make excessive noise that may
disturb others.
g. Climbing trees or damaging any plant is strictly prohibited.
h. Children must be supervised by an adult at all times.
i. Visitors must not feed the wildlife in the park.
j. Cycling is allowed in the park, but cyclists are required to follow the designated
paths and must not exceed the speed limit.

g. Do individual correction of this task if possible. Alternatively, closely check some sample
copies and suggest them for peer correction now.

10.11 Project work

a. Group students in fours. Ask them to search and collect information about space tourism.
b. Tell them to collect information from the internet or any other sources. Tell them to note
down individually first and prepare a short presentation after discussion. Encourage them to
participate in the classroom discussion and presentation.
c. Allocate one week time for the accomplishment of all the tasks including the presentation.
Tell them to choose a team leader and he/she will carry out the presentation.
d. Finally, share your observations and feedback.

10.12 Extra bit

In this section, the students will learn something about account writing. The students may carry
the task independently for self-study. However, the teacher may assist them with more examples
if needed.

–)–

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 Unit 11
Gadgets and Instruments
This unit is related to the theme of gadgets and instruments, especially about the various types of
gadgets and their uses in daily life. The unit also highlights the instructional procedures of
operating certain gadgets and instruments. Similarly, the language function of the unit is about
giving instruction. The reading and listening activities carry the theme and language function of
the unit while the speaking activities are based on the language function of the unit, i.e, giving
instructions.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Look at the pictures and describe the process of

making black tea.
2. Reading I Pre-reading questions
Instructions: Save your
Smartphone Match the words with their correct meanings.

True/false statements

Short-answer questions

Post reading question

3. Pronunciation Consult a dictionary and find out the pronunciation

of the given words.

4. Speaking Act out the given conversation

Giving instructions
Ask questions and give instructions.

Describe the process of making pizza based on the

pictures.

5. Grammar I Study the given input.

Reported speech
Change the statements into indirect speech.

6. Writing I Write a recipe to cook a favourite dish at home.

Recipe writing
7. Reading II Pre-reading questions
Description: Weather
Instruments Complete the sentences with the correct words.

Choose the correct answers.

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 Short-answer questions

Post reading question

8. Listening Pre-listening questions based on pictures

Recipe instructions
Listen and tick the correct answer.

Listen and complete the sentences.

Post-listening question

9. Grammar II Change into indirect speech

Reported speech
Choose the correct alternatives to complete the
sentences.

10. Writing II Write a newspaper article expressing your views on

Newspaper article the impact of science and technology.

11. Project work Write a set of instructions to connect earbuds to

Bluetooth-enabled devices.
12. Extra bit Transitive and intransitive verbs
Total estimated time 9 Hours

The detailed teaching-learning procedures of each topic and skills are suggested below. Teachers
could use these methodologies and/or design their own activities for their class. Make your class
interactive and effective with necessary assessments of the students after each skill.

11.1 Getting started

This is the first task of the unit. This task leads the students towards the theme and language
function of the unit.

Objectives:
a. Identify the instruments of the picture.
b. Describe the process of making black tea.

Follow the given procedures.

a. First ask the students to look at the pictures. Tell them that the pictures show the process of
making tea.
b. Ask them to identify the instruments and ingredients used in making tea.
c. Ask one of the students to describe the step shown in the first picture. Remind her/him to use
imperative verb forms while describing the step or giving instructions. Tell her/him to use
ordinal words such as First, First of all, At first, etc.
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d. Then ask the student to describe the step shown in the second picture.
e. Likewise ask three other students to describe the remaining three steps of making tea.
f. Help students to make the correct descriptions wherever necessary.

Answer
1. First, take a cup of water in a kettle and put some tea powder and sugar in it.
2. Turn on the stove and boil the tea.
3. Keep the flame low and let it boil for another 1-2 minutes.
4. Then turn off the stove.
5. Finally, strain the tea and serve it hot.

11.2 Reading I: Save your Smartphone

The first reading text in this unit is a set of instructions entitled ―Save your Smartphone‖
Objectives:
a. Learn the vocabulary: gadget, prolong, essential, fade, gunk render, generate, etc.
b. Read the text and do the comprehension tasks.

Follow the procedures given below:

Pre-reading activities
a. Ask the students to look at the picture and ask the questions:
b. Ask the following questions to students in turn.
i. What is the girl in the picture doing?
ii. What is the danger of doing it?
iii. What precautions should one take while using a phone?
c. Encourage students to speak correctly and help them if necessary.
Answers
a. The girl is charging her telephone and using it at the same time.
b. The risk/danger of it is that we may get an electric shock. It may overheat and cause an
explosion.
c. We should not charge and use it at the same time. We should keep it away from us while
sleeping. We should avoid long conversations, etc.

While-reading activities
a. The reading is a set of instructions ―Save your Smartphone.‖ First, ask the students if they
have a smartphone at home. Ask them how they use it and what things they avoid while using
it. This will lead them more into the text.
b. Now, tell them that they are going to read a text about the tips to use smartphones safely. Ask
them to read the text in pairs and ask them to summarise each paragraph in one or two
sentences. Ask them to find the meanings of the highlighted words in context they are used. If
they are unable to guess the meanings, help them.

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c. Ask the students to see task A. Ask them to find the words/ phrases from the text for the
meanings given in task A. Let them do the task in the same pairs.
d. When the students finish the task, tell the answers to the students so that they can check their
answers themselves.

Answers
a. prolong v. to make something last longer
b. essential vii. extremely important
c. fading i. being less bright
d. generate ii. to produce
e. gunk iii. any sticky or dirty substance
f. render iv. to cause something to be in a particular condition
g. notifications vi. notices

e. Then lead the student to Task B. Ask the students to read the statements in the task and to re-
read the essay. Then, ask them to write whether the given statements are true or false. Monitor
their engagement in the task. Tell the students the right answers and ask them to check
whether they have the same answers. They should make necessary corrections if they have
wrong answers.
Answers

a. False b. False c. True d. True e. False

f. Now, turn to task C. Ask the students to read the questions and then read the text once more.
After that, ask them to write the answers in their notebooks. Monitor their writing and help
them when necessary. You may assign this task as homework to the students and check their
works in the next class. Make necessary corrections in their answers.
Possible answers
a. Three uses of smartphones in everyday life: i. They help to stay connected with family
and friends. ii. They keep us up to date with important schedules iii. They help us in
buying groceries.
b. We should care for our phones for their prolonged lifespan and data security.
c. because it might catch a fire.
d. by keeping them away from other devices.
e. by disinfecting it with an antimicrobial spray and wipe it with a soft cloth.

Post-reading activity
In this activity ask the students, in turn, to tell the class what gadgets they have at home and
how they should take care of those gadgets. Encourage the students to speak about the
gadgets and their safety measures. Help them speak using the correct language function.

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 Sample Answer
I use my laptop, smartphone, desktop computer, iPad, etc. in my home. I clean these devices
by disinfecting with antimicrobial spray and wife them with soft clothes. I don‘t charge my
devices up to a hundred percent. I have also set strong passwords to secure the data of my
devices. This is how I care for my gadgets

11.3 Pronunciation
In this activity students need to learn pronouncing the given words by consulting a dictionary.

Objective:
Pronounce the given words correctly.
.
Follow these steps:
a. First, introduce the words to the students. Ask if they are familiar with the words. If they are
not familiar with any of the words, you may discuss their meanings.
b. Ask the students to work in pairs and find the words in a dictionary and notice how their
transcription is written. You can use a digital dictionary and display an example of it.
c. After the students have found the phonemic transcriptions, ask them to pronounce the words or
play their pronunciation through the digital dictionary.

d. Ask the students, in turn, to pronounce the words given in the task. If necessary, prounce the
words yourself and ask them to follow after you.
e. You can alternatively play the pronunciation from a digital dictionary.
f. Ask the students to repeat after you or the audio.
g. Then ask the students, in turn, to pronounce the words one by one. Repeat this until they are
able to correctly pronounce the words.

Phonemic transcription of the words

impossible: battery:
zero: either:
temperature: germ: /
cloth: burglar:
control: appear:

11.4 Speaking
This speaking activity is based on the language function of the unit, i.e., giving instructions.
There are three different tasks in it: Read and act out the conversation, ask questions and give
instructions, and look at the picture and the given instructions to make pizza.
Objectives:
a. Ask for information and give instructions to do a task.

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b. Look at the picture and describe the steps/ give instructions.

Follow the given procedure:

a. Divide the students into pairs. Assign each of them a role of conversations in task A. After
they act out, ask them to note the sentence structures used in the dialogue.
b. Ask them the use of such sentence structures. Help them induce the uses of such sentence
structures.
c. After that, divide students into new pairs and ask them to have conversations for the situations
given in Task B, one asking questions how to do the things mentioned in the task, and the
other giving instructions to do it. Remind the students to use the imperative sentences while
answering the questions.
d. Ask the students to work in pairs. First, let them work on writing questions and answers. After
that, ask them to speak out the questions and the answers.

Answers
a. Take a photo
A: Excuse me, how can I take a photo with my smartphone?
B: First open the camera app. Once the camera app is open, frame your shot by pointing the
camera at the subject you want to capture. When you're ready, tap the shutter button on
the screen to take the photo.

b. Recharge a phone
A: Excuse me, how can I recharge my phone?
B: To recharge your phone, first find the charging port on your phone. Then, take the
charging cable and connect one end to the charging port on your phone. Next, plug the
other end of the cable into a power source, such as a wall outlet or a USB port on your
computer. Your phone will start charging automatically.

c. Send an email
A: Excuse me, how can I send an email?
B: To send an email, open your email application or website. Click on the "Compose" or
"New Email" button to start a new email. Then, enter the recipient's email address in the
"To" field. Write your message in the body of the email. You can also add a subject line
if needed. Finally, click on the "Send" button to send your email.

Print a Word document

A: Excuse me, how can I print a Word document?
B: I can help you with that! First, open the Word document that you want to print. Go to the
"File" menu and select "Print" from the options. In the print settings, you can choose the
printer you want to use and adjust any print preferences if necessary. Once you've set
your preferences, click on the "Print" button to start printing the document.

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 e. Replace a light bulb
A: Excuse me, how can I replace a light bulb?
B: To replace first, take the new bulb, making sure it's the correct wattage and type for your
fixture, and insert it into the socket. Twist it clockwise until it's securely in place.
Finally, turn on the light switch to test the new bulb.

f. Send a text
A: Excuse me, how can I send a text message?
B: First, send a text message, open your messaging app on your phone. Tap on the
"Compose" or "New Message" button, Then, enter the recipient's phone number or
select a contact from your address book. Type your message in the text field. Once
you're done, tap the send button, usually represented by an arrow or paper airplane icon,
to send the text message.

e. Divide the students into pairs. Now, ask the students to study the pictures in task C. Tell them
that they show the steps of making a pizza. Assign each pair a picture to work on. Tell them
to choose the correct instructions from the list given below the pictures. Later on ask the
student from each pair to read out the instructions they have prepared. Listen to the
instructions prepared by the students. Give them necessary suggestions to speak correctly.
Answers
1. First, put an apron on.

2. Next, wash your hands.

3. After that, knead the dough.

4. Then, roll the dough.

5. Next, spread sauce on the dough.

6. Afterwards, sprinkle grated cheese over the sauce.

7. Next, add desired toppings.

8. After that, bake the pizza in the oven.

9. Once baked, remove the pizza from the oven.

10. Next, cut the pizza into slices.

11. Finally, serve the delicious pizza.

Remember to maintain proper hygiene throughout the process by washing hands regularly.
Enjoy your homemade pizza!

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11.5 Grammar I
This grammar activity is related to the change of direct speech into indirect one.
Objective:
Change sentences from direct speech to indirect speech.

Follow the given procedure:

a. Tell the students they are going to learn about direct and indirect speech.
b. Ask questions to students about what they already know about direct and indirect speech.
c. Now, ask them to read the sentences in task A and notice how they have changed into indirect
speech.
d. Ask them to make a list of components of sentences that have changed from direct speech to
indirect speech. Also ask them to change how they have changed.
e. Induce the rules of changes of sentences from direct speech to indirect speech. Elicit the
changes in reporting verbs, tenses and time adverbials.
e. Now, lead them to task B in the textbook. Ask the students, in turn, to change the given
sentences into indirect speech.
f. Ask the other students to notice the transformation their friend has made. Make necessary
corrections when students make mistakes.
Answers
a. She said that he worked in a bank.
b. She told me that they had gone out last night.
c. She said that she was coming.
d. She told me that she had been waiting for the bus when he arrived.
e. She said that she had never been there before.
f. She told me that she hadn't gone to the party.
g. He asked me to help him do his homework.
h. The doctor advised the patient to take bed rest for a week.
i. The commander ordered his soldiers to march further.

11.6 Writing I
This writing skill is related to writing instructions, particularly for preparing a recipe to cook a
food item at home.
Objective:
a. Write instructions using appropriate sentence structure.
b. Write a cooking recipe of a food at home.

Follow the given procedure

a. First ask one or two students in the class what their favourite food item is and if they have ever
tried to cook it at home. Take their responses. Answers vary.
b. Ask them to tell what ingredients are required to cook this food. Let them list the ingredients.

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c. After that ask them how this food is cooked. Ask them to try to tell the cooking procedure of
the dish in the forms of instructions mentioning each step. Help the students to describe the
procedure whenever necessary. For this, let them make a draft first.
d. Tell the students this kind of instructional procedure of making a food item or dish is called a
recipe. They have to write a recipe based on these prompts.
e. Now, ask the rest of the students to think of the ingredients and cooking procedure of their
favourite dish. They should include the ingredients required and the cooking procedure.
Alternatively, assign this task as homework and check the writing of the students the next day.
Provide necessary feedback to their writing.
Sample Answer:

Cooking Recipe for Rice Pudding

Ingredients

1 cup of white rice

4 cups of milk
4 teaspoon of sugar
1 teaspoon of vanilla extract
1/4 teaspoon of ground cinnamon
Optional toppings: raisins, nuts, or grated nutmeg

Procedure

1. First, wash the rice thoroughly in cold water. Drain it and set it aside.
2. Then Boil the milk in a saucepan and put the rice in it stirring occasionally to prevent the
rice from sticking to the bottom.
3. Once the mixture starts boiling, reduce the heat to low and let it simmer gently for about
30- 40 minutes. Stir occasionally to prevent skin from forming on the surface. After 30-
40 minutes, the rice should be tender and the mixture should have thickened.
4. Remove the saucepan from the heat and stir in the vanilla extract. Let it cool for a few
minutes.
5. If desired, you can add raisins, nuts, or grated nutmeg to the pudding for extra flavor and
texture. Stir them gently.
6. Now, transfer the rice pudding to individual serving bowls or a large serving dish.
Sprinkle some ground cinnamon on top for added flavor and garnish.
You can serve the rice pudding warm or chilled, according to your preference.

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11.7 Reading II: Weather Instruments
The second reading text in this unit is a descriptive essay on weather instruments. The text
includes the introduction of some weather instruments such as barometer, thermometer,
anemometer, wind vane and their uses.
Objectives:
a. Read the text and learn the vocabulary: blessed, meteorology, sensor, parameter, aneroid,
humidity, cockerel, precipitation, etc.
b. Comprehend the text and do the comprehension tasks.
Follow these steps:
Pre-reading activities
a. Tell the students that they are going to read a text about the instruments to measure weather
conditions. Ask the students to say some words which they know about weather conditions.
Add to their vocabulary if necessary.
b. Now, ask them to look at the pictures/ symbols of weather conditions and describe them using
the correct words from the list.
c. Familiarize them with the vocabulary of weather such as sunny, cloudy, rainy, stormy, partly
cloudy, etc.
d. Now ask them to put correct numbers (a-f) under each symbol under each weather symbol.
Then ask one or two students to tell the words representing these symbols.
Answer
● Picture /symbol 1 (first from the left to right in the first row) – sunny

● Picture/ symbol 2 (second from the left to right in the first row)- partially cloudy

● Picture / Symbol 3 (third from the left to right in the first row)- rainy

● Picture/ symbol 4 (first from the left to right in the second row) – cloudy

● Picture/ symbol 5 (second from the left to right in the second row) – snowy

● Picture/ symbol 6 (third from the left to right in the second row) – stormy

While-reading activities
a. Ask one or two students to read the text aloud. Help the students pronounce the words and
sentences correctly whenever necessary.
b. Then ask the students to mark the unfamiliar words in the text.
c. Discuss the vocabulary. Include the words that the students have marked as unfamiliar words.
Now, you can ask the students to consult a dictionary to find the meanings. But the teacher
should help them to find the meanings in context.
d. After that, lead them to the vocabulary task in A. Ask the students to read each question in the
task and to find a correct word in the text to fill in the blanks. After they have completed the

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 task, ask a student to tell her/his answers. Ask the rest of the students whether they also have
the same answer. Make corrections in their answers if necessary.
e. Ask students other questions as well to check their comprehension of the text.
Answers
a. stations b. thermometer c. wrapped d. humidity e. weathercock

f. To check the students‘ comprehension of the text lead them to task B. Ask them to read the
questions first and to read the text once again. Then ask them to choose the right answer from
the options given. Check their work after they have completed and provide necessary
feedback.
Answers
a. ii. through their physical senses
b. i. digital
c. iii. atmospheric pressure
d. ii. galvanometer
e. ii. anemometer
g. Now, ask the students to read the questions in task C before reading the text once again. Ask
them to write the answers to the questions in short. Alternatively, assign the task as homework
and check the work the next day and provide necessary feedback.
Answers
a. Alcohol-filled thermometers are mostly used to measure temperatures below -35
degrees Celsius.
b. A barometer is used to measure atmospheric pressure.
c. The two kinds of hygrometers are dry and wet bulb hygrometers and mechanical
hygrometers.
d. An anemometer gives information about the weather by measuring the speed of the
wind, which can indicate the approach of a storm or the presence of strong winds.
e. The device used to measure the changes in weather conditions wind vane.
f. A rain gauge should be placed at an open place without any obstacle to collect an
accurate amount of precipitation.

Post-reading activities
In this activity students are supposed to tell the various ways to predict the weather conditions.
a. Ask the students how they generally predict about how the weather will be like in the next 24
hours. Their answers may vary. Choose some students to share their ideas and add to their
answers.
Sample Answer
TV and radio: I sometimes tune into local TV or radio stations to get the latest weather
updates. Many news stations have dedicated weather reporters who provide up-to-the-

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 minute forecasts and alerts.
Weather apps: I usually check the weather on my phone using a weather app. There are
many apps available that provide hourly, daily, and weekly forecasts for any location.
Weather websites: If I'm using my computer, I'll often check the weather on a website
like Weather.com or AccuWeather.com. These sites offer detailed weather information,
including radar maps, satellite images, and current conditions.
Social media: Social media platforms like Twitter and Facebook can be useful for getting
real-time updates on weather events. Many meteorologists and weather enthusiasts post
updates and photos of current conditions, as well as forecasts for the coming days.

11.8 Listening
This listening skill is based on the language function of the unit, i.e, giving instruction. The
listening audio includes a conversation between a father and daughter who are sharing a cooking
recipe of their favourite item cookies.

Objectives:
a. Follow and understand a conversation between two speakers.
b. Comprehend the audio and do the comprehension tasks.
c. Develop the ability to recall and retain information from spoken English.

Follow these steps:

Pre-listening activities
a. This is a warm up activity. Instruct the students to look at the picture and ask some of them
questions in turn: i. Who do you think the man in the picture is? Or, What is the profession of
the man in the picture? ii. What do you think he is doing? etc. Encourage the students to tell
the right answer. If they fail, help them with the right answer.
b. Now, ask them to look at the second picture. Then ask these questions to the other students: i.
What do you see in the picture? ii. What process do they show?, etc.
Answers:
i. The man in the picture is a chef. He is probably cooking his favorite food item.
ii. The second picture shows the process of cooking cookies.
While listening activities
a. Tell the students that they are going to listen to the audio which includes a conversation
between a father and a daughter who share their cooking recipe of cookies. Play the audio so
that the students will be familiarized with the audio context.
b. Ask them to go through the questions in Task B. before they listen to the audio the second
time.
c. Play the audio and ask them to tick the right answer of each question.

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d. Monitor their engagement in the listening activity and play the audio the next time so that they
can check and confirm their answers. You can play the audio more times so that they can find
the answers themselves and develop the listening skills.
Answers:
a. ii. at a family member's home.
b. i. He makes them by following a healthy recipe
c. i. baking powder
d. ii. at 315 degrees.
e. i. Fun Cookies for Teenagers
g. Now, ask the students to read the questions in Task C. Ask them to make some kind of
expectation/ guessing of answers before they listen.
h. Play the audio and ask the students to fill in the blanks with the correct words as they listen.
Monitor students‘ involvement in the task.
i. Play the audio once again so that they can confirm their answers.
Answers:
a. preheat b. ingredients c. pinch d. entire

j. Now, lead the students to task D. Ask the students, in turn, if they watch cooking shows on
television. Also ask them to give reasons for their choice.
Sample Answer:
I enjoy watching cooking shows on television because I find them entertaining and
informative. These shows feature skilled chefs demonstrating their techniques and sharing
their knowledge about different cuisines and cooking styles. Watching cooking shows can
also be a great way to learn new recipes and cooking tips that you can try at home.

11.9 Grammar II
This grammar task is related to reported speech. This activity is the continuation of the grammar
tasks from Grammar I in this unit. However, in this section students will learn to change the
imperative sentences into indirect speech.

Objectives:
a. Change the imperative sentences from direct speech to indirect speech.
b. Identify the features of direct and indirect speech and make choose the correct alternatives.

Follow these steps:

a. Ask a student to recall the rules of changing statements from direct speech to indirect speech.
b. Tell the students that they are going to learn to change imperative sentences into indirect
speech.
c. Ask the students to give some examples of imperative sentences. Add more examples of your
own to students‘ examples.

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d. Introduce the functions of imperative sentences and the reported verbs such as request,
command, order, advise, suggest, based on the functions of the sentences.
e. Write an imperative sentence in direct speech and show the example of its change into indirect
speech.
a. He said to me, “Please, give me a pencil.”
He requested me to give him a pencil.
b. The manager said to the employee, “Do your work right.”
The manager ordered the employee to do his work right.
c. She said to him, “Do not touch the hot water.”
She warned him not to touch the hot water.
d. The doctor said to him, “Avoid unhealthy foods.”
The doctor advised him to avoid unhealthy foods.
f. Let them study changes in the examples and ask the students to induce meanings. Write more
examples with more varieties and ask the students to derive rules from each of them. If
necessary, explain the rules of change.
g. Now, ask the students to change the sentences in task A. When they have finished, ask them
to confirm the answers in pairs after discussion. Now, tell the answers and let them confirm
again. Discuss how they are changed.
Answers
a. He forbade me to use his camera.
b. The doctor advised me to give up smoking.
c. The electrician cautioned me not to touch the wire.
d. The student requested if I could explain number four.
e. She told Mrs. Shrestha not to worry about it.
f. He instructed me/us to finish the job in an hour.
g. Amrita requested me to help her.
h. Now, lead the students to task B. Tell the students that this task contains both statements and
imperative sentences.
i. Ask the students to read the questions a-g and identify the types of sentences and make the
choice of alternatives on the basis of the types of sentences.
j. When the students have finished, ask some students to tell their answers in turn. Provide
necessary feedback to their answers. Discuss how they are changed.
Answers:
a. had seen
b. she can‘t stay there anymore
c. the Earth revolves round the Sun
d. he had done his homework
e. ordered
f. to spend
g. to smoke

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11.10 Writing II
This task is related to newspaper article writing.

Objectives:
a. Identify the components of a newspaper article.
b Write a newspaper article with the correct format and layout.
Follow these steps:
a. Bring a digital or print newspaper to the class. Display it to the students and ask the students to
identify the different parts of it. Help the students to correctly identify the parts such as its
headline, byline, body and the tail. Introduce them with an article.
b. Tell them that they are going to write a newspaper article on the impact of the development of
science and technology.
c. First, ask them to brainstorm the ideas on the topic of their article. Then ask them to organize
the ideas into the format of the article as shown in the example.
d. Assign the rest of the task for homework. Check their works the next day and provide
necessary feedback.
Sample Answer
Balancing the Pros and Cons of Science and Technology
By Sumit Humagain

The past 20 years have been marked by significant developments in science and
technology. While these developments have brought about numerous benefits, they have
also led to some negative consequences. In this article, we will explore the impact of
science and technology on our lives.

On the positive side, advances in science and technology have revolutionized the way we
communicate, work, and live. We can now easily communicate with people from all around
the world, conduct business transactions online, and access a wealth of information on the
internet. Medical technology has also improved significantly, leading to better treatment
options and increased life expectancy.

However, there are also negative consequences that come with the rapid pace of
technological development. One major issue is the impact on the environment. The use of
fossil fuels and the production of electronic devices have contributed significantly to
environmental pollution and climate change. Additionally, the rise of automation and
artificial intelligence has led to concerns about job loss and the widening income gap.

Furthermore, the widespread use of social media and technology has also had a negative
impact on mental health. The constant need to stay connected and the pressure to present a

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 perfect image online has led to increased anxiety and depression in some individuals.

In conclusion, the impact of science and technology has been both positive and negative. It
is crucial for us to acknowledge the negative consequences and work towards finding
solutions to mitigate them while enjoying the benefits that science and technology offer. As
we move forward, it is important to strike a balance between progress and sustainability,
and to ensure that technology is used for the greater good.

11.11 Project work

This project work is related to writing instructions to ―connect earbuds to Bluetooth-enabled
devices. Since the students are already familiarized with instruction giving and writing, they are
expected to carry out this task more independently.

Objective:
Write the instructional procedure to connect earbuds to Bluetooth-enabled devices

Follow these steps:

a. Show the students the picture of ear buds as in the task. Ask them to explore the internet and
how to connect to Bluetooth enabled devices such as the smartphone. Tell them that they can
simply Google it and find the procedure. If they cannot access the internet, they can ask
somebody in their family or community who has been using this sort of device.
b. Tell them that they have to do the process in the form of instructions.
c. Divide the students into different groups based on the size of your classroom. Then ask them
to work in a team to collect the procedure and to present them in a chart paper in an attractive
way. Tell them to include the picture of each step.
d. Allow students working time of two to three days. When they submit the work, check their
work, give your feedback and you can even grade them.

11.12 Extra Bit

This section contains the task that gives students additional information in the unit. The extra bit
in this unit gives information about transitive and intransitive verbs. The students can study the
material by themselves; however, the teachers can help them by bringing more examples on the
topic.

–)–

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 Unit 12
People and Places
This unit revolves around the theme of people and places. People and Places are intricately
intertwined, as it is the people who inhabit a particular place that shape its culture, history, and
overall atmosphere, making the place unique and reflective of its inhabitants' values, traditions,
and interactions. The readings and tasks are interrelated to the themes. Similarly, it has the
language function of giving directions. Firstly, a short overview of the tasks in the unit is
presented herewith.
Unit Overview
SN Textbook Topics Textbook Tasks
1. Getting started Identifying and discussion about the pictures related
places and people
2. Reading I Pre-Reading questions
Paulo Coelho Choosing the correct words for completing sentences
Put the events in the correct order
Short-answer questions
Giving reasons for selecting Paulo Coelho‘s book
3. Speaking (Giving Directions) Act out the given conversation
Giving directions in the given situation
4. Grammar I (Articles) Articles (a, an, the)
5. Writing I (Book review) Writing a book review
6. Reading II Pre reading questions
Poem: Madam and Her Madam Match the words with their meanings

Short question answers

Discussion kinds of discrimination in our locality

7. Pronunciation Pronunciation of homonyms

8. Listening Pictures and pre-listening questions
True/False
Short question answers
Giving directions to get the head teacher‘s office
from the classroom
9. Grammar II (Articles) Use of articles in the blank space
10. Writing II (Biography) Writing a biography
11. Project work Finding information about one of the popular
personalities and sharing with friends
12. Extra bit Idiom
Total estimated time 8 Hours

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This table presents the general overview of topics and tasks of the textbook in the unit. Detailed
teaching-learning procedures of each task and skills are suggested hereafter. However, these
activities are just one of the sample activities. Teachers could use these methodologies and/or
design their own activities for their class.

12.1 Getting started

This is the first task of this lesson. This task prepares the students for the unit. Follow the
procedures given below to facilitate the learning activities.

Objectives:
a. Identify the places and say how we can reach there.
b. Identify the people and say what they are famous for.

The teacher could follow these steps.

A. Where are these places? How would you get there? Discuss.
a. Ask students to look at the given pictures. Ask them where these places are. Elicit: The place
in the first picture is Kagbeni, Mustang. The place in the second picture is Shey Phoksundo
Lake, Dolpa. The place in the third picture is Pathibhara, Taplejung.
Kagbeni is a village located in the Valley of Kali Gandaki River in Mustang district. It is
the only ―Gateway to upper Mustang‖. Kagbeni is known as one of the oldest villages in the
Himalayas which is very popular because of its natural beauty, culture, tradition, and
landscape. Kagbeni lies in the Baragung Muktikshetra Rural Municipality of Mustang
district in Gandaki province of western Nepal.

Nepal's deepest and second largest lake, Phoksundo Lake, lies in Dolpa district. It is
considered the most beautiful destination in the Dolpa district.

Pathibhara is one of the most famous temples in Nepal, located on the hill of Taplejung. It
is also considered one of the holy places for the Nepalese people. Worshippers from
different parts of Nepal and India visit the temple during special occasions, as it is believed
that a pilgrimage to the temple ensures the fulfillment of the pilgrims' wishes.

b. Ask them to work in pairs. Tell them to search or discuss how they could go there from their
place. Ask the pairs to say how we can get there. The students‘ replies vary according to their
location and availability of means of transportation.
c. Lead the discussion towards the use of the language used for giving directions i.e. Take a
flight to Bhadrapur. Then take a bus or van to Phungling, district headquarter. Take a van up

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 to Thulo Phedi. Then, have a trek to Pathivara temple. It will take …. Hours to reach there,
etc. Elicit that the theme focuses on language function for giving direction.

B. Identify the following people and say what they are famous for.
a. Ask the students to see the people, discuss in the same pair and identify the people first. Elicit:
The man in the first picture is singer Bhaktaraj Acharya. The people in the second picture are
Dipak Bista and Ayesha Shakya. The woman in the third picture is Pushpa Basnet.
b. Tell them to discuss what they are famous for or ask them to search about. Tell them to share
when they find it. If they can't find what they are famous for, help them.
The first picture is of Bhaktaraj Acharya. He is a Nepali singer and music-composer. He is
widely known as one of the greatest singers of all time in Nepal. He is also commonly
referred to as Bhajan Shiromani.

Dipak Bista and Ayesha Shakya are taekwondo players. They have participated in different
national and international events in taekwondo.

The third picture is of Pushpa Basnet. She is a social worker working for strengthening the
rights of children living behind the prison with their parents. Her effort was recognized by
national and international media. She won CNN Heroes Award in 2012. She also won the
'CNN Super Hero Award' in 2016.

c. Tell the students that this theme is related to the theme ‗People and Places‘. So, it deals with
giving directions and descriptions of people as well.

12.2 Reading I: Paulo Coelho

The first reading text in this unit is a biography ‗Paulo Coelho‘.
Objectives:
a. Learn the vocabulary: dreamed, discouraged, torture, abandon, radically, phenomenon,
perceive, instability, investigation, invasion, embroider, reincarnate, excerpts, prestigious,
inspiring, devoid, etc.
b. Read the text and do the comprehension tasks.
Follow these steps:
Pre-reading activities
a. Start with pre-reading questions: How much do you love reading? What is the name of the
last book you read? Take responses from the students. Ask about the theme or subject matter
of the book you read last. The answers vary.
b. Ask the students: Who is your favourite writer? Ask them to share something interesting
about him or her.
c. Praise students‘ responses. Encourage them to share their ideas.
d. Ask who they think the person in the picture is. Give clues to elicit: Paulo Coelho.

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e. Ask the students to list the highlighted words. Call them to a word game called: ‗My word‘.
For this, each student in the class takes the responsibility for thoroughly learning a few words
– then teach them to peers.
f. Assign each student 2-3 words (my words) from the lesson or equal as per students in the
class. Ensure that it includes the highlighted vocabularies.
g. Tell them that they are the ‗word expert‘ for those vocabularies. Tell them to search the
meanings and ask them to construct a card for each vocabulary using the word‘s definition,
part of speech and an illustration, etc.
h. After a ―word expert‖ is finished with his or her cards, the student presents her cards to a
classmate and they exchange cards so that all students in the class know the meaning of the
words.
i. To check their understanding, ask them to do task A. First tell them that they will complete
the table below with different word class of these words.
Noun Verb Adjective

embroidery embroider embroidered

torture torture tortuous, tortured

attraction attract attractive

inspiration inspire inspiring

investigation investigate investigative

j. Now ask them to complete the sentences with the words from the table.
Answers

a. inspiring b. torture(d) c. embroider d. investigation e. attracting

While-reading activities
a. Read the text at a normal speed and ask the students to listen carefully.
b. Ask students in turn to read the text loudly and clearly so that they will develop the reading
skills of fluency and accuracy.
d. Ask them to work in groups of four. Ask them to read the text and enlist the major information
on the following headings:
Paulo Coelho
1. Life events: Born, marriage, death
2. Child and adult life
3. His major works and publication
4. Awards
e. Ask the groups to share.

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f. Ask them to see task B. Tell the students that they will work in the same group to order the
sentences in task B as a strip game. Prepare the strip cards as per the number of groups. Each
group will get a bundle of strips of the sentences a-h in task B.
g. Provide the strips to all groups and tell them that they have to work in groups to order the
events in the strips as per the lesson. Tell them that when they finish ordering, the group will
shout ‗Bingo‘
h. Record the first 3 bingo groups. Ask the first group to say the sentences in the chronological
order. If the group manages to do it correctly, declare the group as a winner. If the group is
wrong, ask the second bingo group to tell in the chronological order and declare it as a
winner. If the second group is unable, then do the same process for the third bingo group and
so on till the events are chronologically ordered.
Answers (in order)
1. g. Coelho wanted to become a writer.

2. d. He stayed in a mental hospital.

3. b. He was enrolled in a law school.

4. f. He left school and lived the life of hippie.

5. a. He travelled to Santiago de Compostela which inspired him to write The

Pilgrimage.

6. h. Coelho wrote the allegorical novel The Alchemist.

7. c. He got married to the artist, Christina Oiticica.

8. e. Coelho established the Paulo Coelho Institute.

i. To further assess the reading comprehension of the students, ask them to answer the questions
in task C. Help them when necessary. Check their writing after they finish writing.
Answers
a. because they wanted him to be a lawyer.
b. A pilgrimage to Santiago de Compostela which inspired him to write The Pilgrimage
c. because it became a worldwide phenomenon being the most translated book in the
world with the sale of 35 million copies
d. Most of his books are autobiographical in nature and deal with spiritually and faith,
societal impacts on individuals and love.
e. Any two evidences: i. His books are translated in many languages, ii. He is the world's
most widely read author, iii. He has received several prestigious awards
f. His books merely promote vague spirituality devoid of rigour.
g. The two books which focus on Coelho‘s travels are Aleph and Hippie.

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Post-reading activity
a. Ask students which of Paulo Coelho‘s books they would like to read. Ask them to give
reasons.
b. Take students' responses. The reasons students give would vary. Some might say it is the best
seller, some might say that they like autobiographies, and so on.

12.3 Speaking
This speaking activity is based on the language function of giving directions. There are two
different tasks in it: A. Read and act out the given conversation about directions. Then have
similar conversations in pairs, to get to some places on the map. B. Work in pairs. Give
directions in the following situations.

Objectives:
a. Have conversations to get to some places on a map.
b. Give directions in the given situations.

Follow the following procedure in the tasks given below:

A. Read and act out the given conversation about directions. Then have similar
conversations in pairs, to get to some places on the map.
a. Get two volunteer students to act out the given conversation.
b. Ask the whole class to underline the expressions for giving directions. Elicit that these
expressions are used for directions: Go straight on, and then turn left at the crossroads. It‘s
about 100 metres on your left.
c. Now, show the maps in the textbook and model how you can reach one of the given places i.e
Go straight. Pass the first crossroad till you get to the roundabout. You see the Grocery store
on your right.
d. Put the students in pairs and tell them that they have to have a similar conversation in which
one will ask how to get to all the places in the map and the other will give directions. They
will change their roles when once done.
Sample conversation:

A: Excuse me, how can I get to the hospital?

B: Go straight till you reach the roundabout. Take the first turn on your left. Move 100
metres ahead along the second street. You will get the hospital on your right.

The students are to be made to ask for all the places in the map and the member in the pair
will give directions for all the places.

e. Move around the class and see how they are having conversations. Help wherever required.

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B. Work in pairs. Give directions in the following situations.
a. Put the students in pairs. Ask one of the students in pairs to ask questions to go to the places in
the clues and the other to respond. Move around the class and check their conversation.
b. Ask them to change the roles and practise more. Help them where necessary. The answers
vary according to the place they are having conversation.
The students give directions:
a. to get to the school library
b. go to a nearby bank in the area
c. to come to your house
d. to meet the headteacher in her office
e. to go to the stationery shop

12.4 Grammar I
This grammar item is related to the use of articles (a, an, the). There are 2 tasks in this section.

Objective:
Use ‗a‘, ‗an‘, ‗the‘ correctly.

Follow the given procedure:

a. Ask the students to look at task A. Tell them to mark a, an and the in the story.
b. Ask them how and with whom they are used. Elicit: They are used before a noun. Point to
each use and ask whether they are singular or plural. Explain that a and an are used before a
singular countable noun. Also emphasize that the use of articles (a, an) depends on sounds,
ask the students to pronounce the words carefully to know the beginning sound. Tell them that
if the word has begun with a consonant sound, use 'a' and if the word has begun with a vowel
sound, use 'an' before the noun. 'The' is used when it is defined/specified as particular.
We use 'a' before a singular noun that starts with a consonant sound.
We use 'an' before a singular noun that starts with a vowel sound.
We use 'the' before a noun (either singular or plural) that is defined or specified.

c. Provide other examples and clarify the use of a, an, the.

d. Tell them to see task B and ask them to complete the sentences using the correct articles.
a. an, the b. a c. The d. an e. a f. an g. the h. an i. a j. a

e. Ask one of the students to read the sentences. Correct him/her with feedback and discussion.
Ask others to correct themselves based on the feedback.

12.5 Writing I
This task aims to develop the skills of writing a book review.
Objective:
Write a book review of a book read recently.

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Follow the given procedure:
a. Tell the students to observe the picture and ask what it is. Take their responses and elicit: It‘s a
book by Paulo Coelho.
b. Ask them what type of text in the box is. Elicit: It‘s a book review.
c. Tell the student to read the review and ask them to note down the features of its language.
d. Ask them to share. They might say: It‘s about the book. It briefly reviews the content, style,
presentation and other features in the book.
e. Now, ask them if they have read some other book reviews and discuss what is to be included
in the review. Come to the conclusion that it generally includes the introductory part (title,
author, year of publication, characters, and genre), review of the content/subject matter, style,
presentation, other features and concluding viewpoint of the reviewer in terms of readers‘
perspective in general.
f. Ask the students to make a mind map for the book review they have to write. They will make
the mind map in terms of the conclusions they have made earlier when analysed the given
book review.
g. Ask the students to write a book review of the book they have recently read. Set this task as
homework.
h. Check their writing and provide feedback.

12.6 Reading II: Madam and Her Madam

The second reading text in this unit is a poem entitled "Madam and Her Madam" written by the
American poet Langston Hughes.

Objectives:
a. Learn the vocabulary: mean, get through, scrub, pack-horse, dogged, etc.
b. Read the poem and do the comprehension tasks.

Follow these steps:

Pre-reading activities
a. Ask the students what they can see in the picture. Take their responses.
b. Deal with pre-reading questions: What are the two women doing? What do you think the
relationship is between the two women? Elicit: A woman is sitting and having a drink and
another woman is working in the kitchen. Their relationship seems to be the mistress and the
servant.
While-reading activities
a. Recite the poem aloud to the class with the correct rhyme and rhythm. You can alternatively
play the audio searching from the online sources if possible in your context. Audio from the
online sources helps the students get the different tone and taste in the poem.

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b. Ask the students if they know about Langston Hughes. Add information to students' details if
necessary.
About Langston Hughes

James Mercer Langston Hughes is an American poet, social activist, novelist, playwright,
and columnist from Joplin, Missouri. His poetry and fiction portrayed the lives of the
working-class blacks in America, lives he portrayed as full of struggle, joy, laughter, and
music.

b. Now, ask the students to mark the unfamiliar words from the poem. Then discuss the
meanings of the words that the students have marked.
c. To make sure that they have got the meanings of the vocabulary, ask them to match the words
with their meanings in task A.

Answers:
a. mean: iv. unkind
b. get through: vi. to manage to do or complete something
c. dinner: vii. the main meal of the day
d. break down: iii. to cease to function; collapse
e. pack horse: ii a horse that is used to carry heavy loads
f. Madam: v. a formal and polite way of speaking to a woman
g. dogged: i. not giving up easily

d. Ask the student to read the poem and help students to interpret it in detail.
Summary of the poem
This poem "Madam and her Madam" is told in the voice of a woman who works as a maid,
cook, and nanny for a woman who is not mean but makes excessive demands of her.

It utilizes irony to convey the delicate conflict between a wealthy white woman and the
black woman, Alberta, she uses to complete the many tasks of the household. Hughes
employs the voice of a black woman in this poem, using first person narration to allow the
reader inside the inner struggle of the plight of many black women of this era.

The poem begins by noting that Alberta, doesn't work for a mean woman; likely the
wealthy woman is oblivious to the amount of work it takes to complete the tasks she
assigns. She has never had to do the work herself. Cleaning a twelve-room house at the time
the poem was set, before the civil rights era, also indicates a great deal of wealth; this would
have been an extremely large house for this time period. The speaker is tasked with cooking
all meals for the family and for taking care of all the children. She takes care of all the
laundry of each family member (without a washer) and is even responsible for making sure

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 the dog is walked to get enough exercise.

It is too much.

The speaker breaks. She finally confronts her white employer about the workload but is
careful to do it with a sense of humor, asking if she is trying to make a "workhorse" out of
her. Written far before the civil rights era, the speaker is aware that she could face danger if
she utilizes an improper tone.

The tone of the white woman is a dramatic dismissal. She "cries" that she loves Alberta but
offers no further assistance for her work. And of course she is thankful for Alberta; after all,
it is through Alberta's work that she is able to enjoy a life of great leisure.

In the end, we hear the speaker's voice as she tells her employer,
But I‘ll be dogged
If I love you!

One has to imagine that these lines were delivered with the same tone of humor because an
outright confrontation would not have been a wise delivery. She thus conveys her
frustration and makes her employer aware of her need for additional employees or a
reduction in the workload by using the same dramatic, yet ironically honest, tone,
mimicking her employer.

f. Now assess the students' comprehension of the poem through questions in task B. Check their
answers.
Possible Answers:
a. No, she wasn‘t really mean. The speaker says it to describe her hard work in an ironic
manner.
b. The list includes a number of works: cleaning the house, preparing breakfast, dinner,
supper, taking care of children, washing and ironing clothes, scrubbing, walking the
dog, etc.
c. Lots of work/heavy workload.
d. Madam responded in such a way that she denied the charge and professed her love for
the maid.

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Post reading activity
Ask the students if such discriminations prevail in our society. Ask the students to work in
groups, discuss the types of discriminations that are in existence in our society. Ask them to
enlist and share in the class.

12.7 Pronunciation
This activity acquaints the students in pronouncing the word with silent letters.

Objective:
Pronounce the given homonyms correctly.

Follow these steps for the task:

Find the following homonyms in a dictionary and write their different meanings. Note how
they are pronounced.
a. Write the word ‗can‘ on the board and ask what the meaning of ‗can‘ is. Write the meanings
as: Can: (v) i. ‗be able to
(n) ii. a metal container in which food and drink is sold
b. Ask the students what they would call for a word that is spelt like another word (or
pronounced like it) but that has a different meaning. Elicit: Homonyms
c. Tell them that the words given in the pronunciation section are homonyms. Ask them to write
different meanings of the given words from a dictionary along with their pronunciation. Set
this as homework.
d. Ask one of them to share the meanings and also ask him/her to pronounce the words.
e. Help in pronouncing the words if they are not able to do.

Words Pronunciation Meanings

address 1. (n.) details of where somebody lives or works and

where letters, etc. can be sent
2. v. (formal) to think about a problem or a situation and
decide how you are going to deal with it
band 1. n. a small group of musicians who play popular music
together, often with a singer or singers
2. [v. usually passive] to put a band of a different colour or
material around something
Bat 1. n. a piece of wood with a handle, made in various shapes
and sizes, and used for hitting the ball in games such as
baseball, cricket and table tennis
2. v. [intransitive, transitive] bat (something) to hit a ball
with a bat, especially in a game of baseball or cricket

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current 1. Adj. [only before noun] happening now; of the present
time
2. n. the movement of water in the sea or a river; the
movement of air in a particular direction
express 1. v. to show or make known a feeling, an opinion, etc. by
words, looks or actions
2. adj. travelling very fast; operating very quickly
fair 1. Adj. acceptable and appropriate in a particular situation
2. n. a type of entertainment in a field or park at which
people can ride on large machines and play games to win
prizes
kind 1. n. a group of people or things that are the same in some
way; a particular variety or type
2. adj. caring about others; gentle, friendly and generous
lie 1. v. (of a person or an animal) to be or put yourself in a flat
position so that you are not standing or sitting
2. n. a statement made by somebody knowing that it is not
true
match 1. n. countable] a sports event where people or teams
compete against each other
2. v. to find somebody/something that goes together with or
is connected with another person or thing
pound 1. n. the unit of money in the UK, worth 100 pence
2. v. to hit something/somebody hard many times, especially
in a way that makes a lot of noise
ring 1. n. a piece of jewellery that you wear on your finger,
consisting of a round band of gold, silver, etc.,
sometimes decorated with precious stones
2. v. ring somebody/something (with something) to
surround somebody/something
right /raɪt/ 1. Adj. true or correct as a fact
2. n. the right side or direction
3. v. right something to correct something that is wrong or
not in its normal state
rock 1. n. the hard solid material that forms part of the surface of
the earth and some other planets
2. v. o move gently backwards and forwards or from side to
side; to make somebody/something move in this way
spring 1. n. the season between winter and summer when plants
begin to grow

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 2. v. jump/move suddenly
tender 1. Adj. kind, gentle and loving
2. v. to make a formal offer to supply goods or do work at a
stated price
3. n. a formal offer to supply goods or do work at a stated
price

12.8. Listening
This listening task is related to a conversation between a lady and a man who gives directions for
the city.
Objective:
Comprehend the audio and do the tasks.

Follow this procedure:

Pre-listening activities
a. Ask the students to look at the picture. Ask them questions such as: Where do you think the
three people are? What do you think the man with the map is asking for? What do you think
the lady is doing?
b. Take students' responses. Encourage them to talk about based on the picture.

Possible answers
a. The three people are on the way to somewhere. The man with the map is asking for the
directions. The lady is giving direction to the man with the map.

While listening activities

a. Ask the students to read the questions in task B and tell them that they have to write True or
False based on the audio they listen.
b. Play the audio and ask the students to do the task. Make sure that each student is engaged in
listening tasks.
d. After the completion of the first play, tell them that you are going to play the audio once again.
This time they will check their answer.
Answers
a. True b. False c. True d. True e. False
f. Ask the students to read the questions in task C and make sure that they understand the task.
g. Play the audio and ask the students to do the task. Move around the class and make sure that
each student is engaged in listening tasks.
h. Play the audio once again and tell them to check their answers. Play till they find the correct
answers.
Answers
a. To take a bus to the museum

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 b. to get a feel for the city
c. on the corner
d. go over the junction, keep going straight and will see a bus stop
e. always ask someone else

Post listening activities

a. Ask if any of them can give directions to a new friend in your school to get to the head
teacher's office from your classroom.
b. Ask him/her to give the directions. Ask other students if she/he is right. Help when required.

12.9 Grammar II
This activity focuses on the use of articles 'a', 'an' and 'the'.
Objectives
Use 'a', 'an' and 'the' correctly.

Follow these steps

a. Ask the students to do the task, as this has already been dealt sufficiently. You can assign this
as a home assignment. Check their answers.
Answers
a. x, a
b. a, the
c. the, the
d. the, a
e. x, the
f. the, the
g. a, the
h. the, the
i. x, x

b. Do whole class feedback. Ask them to self-study further by taking a grammar book as a
reference.
12.10 Writing II
This task is related to writing a biography of a Nepali National Poet, Madhav Prasad Ghimire,
based on the outline given below.

Objective:
Write a biography of a Nepali National Poet, Madhav Prasad Ghimire, based on the outline given
below.

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Follow the given procedures:
a. Ask students to read the outlines given. Deal with difficult words.
b. Discuss about the format and language used in this case. Explain that they have to form the
sentences in past tenses based on the clues given.
c. Tell them that they must include all the information about birth, childhood, career, works,
awards and honours, personal life, death in the biography.
d. Ask them to write a biography. Set this as an individual home assignment. Check their work
the next day.
Sample answer:
Madhav Prasad Ghimire

Madhav Prasad Ghimire, the renowned Nepali National Poet, was born on 23 September
1919 in Pustun, Lamjung. After his mother's demise, he was raised by his father and
grandfather, where he learned the Panchanga and later pursued his education in Duradanda,
Lamjung, and Kathmandu, specializing in Sanskrit. He also studied in Banaras, India.

His writing journey began in Lamjung, where he started as a writer for Bhashanubad
Parishad and later became an editor for The Gorkhapatra. Ghimire's notable works include
"Gauri" (epic), "Malati Mangale," "Manjari," "Indrakumari," "Rastra Nirmata," "Kinnar-
Kinnari" (lyrical anthology), "Charu Charcha" (essay collection), "Aafno Bansuri Aafnai
Geet," "Himal Pari Himal Wari," "Aswathama," and "Rajheswari and Shakuntala" (epic).

Throughout his career, Ghimire received numerous awards and honors, including the
Distinguished Academy Medal-Shree Prasiddha Praval Gorkha Dakshinabahu,
Bhanubhakta Award, Tribhuwan Pragya Puraskar, Padmashree Sadhana Samman Puraskar,
and Sajha Award.

In his personal life, Ghimire had six daughters and two sons from two marriages. Sadly, he
passed away on 18 August 2020 at the age of 100 in Lainchaur, Kathmandu, and was
cremated with state honors, leaving behind a remarkable legacy in Nepali literature

12.11 Project work

This project work is related to finding the important details of a popular personality and sharing
it with their friends.
Objective
To collect important details of a popular personality and present in the class
Follow the following procedure:
a. Tell the students that this is a group task. Form a group of fours. Instruct them that they must
work in collaboration with each other.

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b. Clarify the task. Tell them that they should find the information about any one of the popular
personalities in their locality and note down important details of his/her life. For this, ask
them to visit the person themselves or they ask for information from seniors.
c. Ask them to prepare an attractive presentation on a chart paper. They can use his/her photo,
other visuals or other graphics. Assign this project work for a week. Help them when
required.
d. Let the group share their presentation. Rank the task and keep a record. This can be used as an
internal assignment task too.

12.12 Extra Bit

This section of the unit includes an introduction to idiom with some examples. Students study the
material themselves.
–)–

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 Unit 13
Organization Profile and Authority

This unit is based on the theme of organization profile and authority. There are national and
international organizations in every country. They are responsible for providing people with
essential services, such as education, healthcare, and transportation. They also play a role in
shaping our culture and society. In this unit, students will learn about the different types of
organizations, their authority, and the roles they play in our lives. The unit will provide insight
on benefits and challenges of working with organizations. By the end of this unit, students will
have a better understanding of how organizations work and how you can get involved in making
a difference in your community.
The Reading texts of this unit are based on the theme of the unit while listening and speaking
activities focus on the language function, i.e. describing purpose and function.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Study the logos of the organization and discus why
they are established.
2. Reading I Pre-Reading questions
Profile: Asian Development
Bank (ADBI) Vocabulary (Crossword Puzzle)

Fill in the gap with correct words from the text.

Short-answer questions

Post reading question

3. Pronunciation Pronounce the given words in British and American

English.

4. Speaking Act out the given conversations in pairs.

Describing Purpose and
Function Work in pairs and have conversations using the clues.

Say the names of the objects and their functions.

5. Grammar I Make as many sentences as possible from the table.

Connectives: because, because
of, so that, to, for, although, in Complete the sentences with the correct connectives.
spite of
6. Writing I Study the given advertisement and design
Advertisement advertisements for the given items.

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7. Reading II Pre reading questions
Letter of Congratulations
Find words in the text and complete the sentences.

Short answer questions

Post reading question

8. Listening Pre-listening questions (Look and answer)

Conversation between father
and daughter Listen and tick or cross the items

Multiple choice questions

Short answer questions

Post-listening question

9. Grammar II Join the sentences with the correct connectives.

Connectives
9. Writing II Study the sample and write a message of
Message of congratulations congratulations.
10. Project work Prepare a profile of an international organization.
11. Extra bit Plural of words ending in 'f' or ‗fe‘
Total estimated time 9 Hours

The detailed teaching-learning procedures of each topic and tasks of the textbook are suggested
below. Teachers could use these methodologies and/or design their own activities for their class.
Make your class interactive and effective with necessary assessments of the students after each
skill.

13.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit, i.e.,
organization profile and authority
Objectives:
a. Identify the names the logos of the organizations
b. Say why these organizations were established in Nepal.
Follow the given procedures.
a. Show the students the given logos and tell them that they represent some international
organizations which are in Nepal as well. Ask them the following questions.
i. Have you seen these logos ever before?
ii. Where did you see them?
iii. What organizations do they represent?
iv. What services are these organizations providing in Nepal?, etc.
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b. Listen to the answers of the students. As per the requirement, help them to identify the name
of the organizations and the purposes of their establishment in Nepal or add to the information
that the students provide.

Answers
a. The first picture (logo) represents the National Human Rights Commission, Nepal. The
NHRC was established in 2000 as a statutory body under the Human Rights Commission
Act 1997 (2053 BS). The Interim Constitution of Nepal 2007 (2063 BS) made the
NHRC a constitutional body.
The purpose of the NHRC is to protect and promote human rights in Nepal. The
Commission has a broad mandate to investigate and inquire into human rights violations,
to review the implementation of human rights laws and policies, and to educate the
public about human rights. The NHRC also has the power to make recommendations to
the government on how to improve the human rights situation in Nepal.
b. The second logo represents South Asian Association for Regional Cooperation
(SAARC). SAARC is a regional intergovernmental organization of eight countries in
South Asia. It was established in 1985 with the signing of the SAARC Charter in Dhaka,
Bangladesh. The headquarters of SAARC is located in Kathmandu, Nepal. The
objectives of SAARC are to promote economic cooperation, social progress, cultural
development, and collective security among its member states.

c. The Third picture (logo) represents the World Health Organization (WHO). The World
Health Organization (WHO) is a specialized agency of the United Nations that is
concerned with international public health. It was established in 1948. Its headquarter is
in Geneva, Switzerland. The WHO's mission is to "lead the world in the fight against
disease and ensure the health and well-being of all peoples."

13.2 Reading I: Asian Development Bank Institute (ADBI)

The first reading text in this unit is a profile entitled ―Asian Development Bank Institute
(ADBI)‖.
Objectives:
a. Learn the vocabulary: think tank, independent, strategies, strategic, emerging, perspectives,
enhance, strive, insight, intellectual, likeminded, collaboration, implications, distinguished,
seminars, inputs, consensus, forum, conference, etc.
b. Read the text and do the comprehension tasks.

Follow the procedures given below:

Pre-reading activity

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a. Ask for students‘ prior knowledge about this institution. Ask them the following questions.
i. What does ADBI stand for?
ii. What kind of organization is it?
iii. Is it established in Nepal as well?
iv. What kind of work does this organization do?, etc.
b. Listen to the students and add to their points. Explain to the students what kind of organization
is Asian Development Bank Institute is and what work it does around the world.
The given reading text is an organization profile of ADBI. ADBI is a think tank based in
Tokyo, Japan. It was established in 1997 to help build capacity, skills, and knowledge related
to poverty reduction and other areas that support long-term growth and competitiveness in
developing Asia and the Pacific. ADBI's objectives are to identify effective development
strategies, improve the capacity for sound development, and disseminate its knowledge
widely.

While-reading activities
a. Ask students to see the highlighted words in the text. Ask if they understand these words in the
context they are used in the text. Then discuss the meanings of words in context. You can
choose suitable activities for your classroom and discuss the vocabulary in context.
b. Put students in pairs, and then have them read one paragraph at a time silently. When they
finish, ask them to take turns summarizing or paraphrasing the paragraph they have just read.
Do this for the whole lesson so that they get the good reading comprehension skill on the
lesson.
c. Ask one or two of the students to summarize the whole lesson to the class.
d. Tell students to see the puzzle and work individually to fill in the puzzle on the basis of the
given clues in task A. Monitor students‘ engagement in their work. When the students finish
the puzzle, check their work and make corrections if necessary.
Answers
ACROSS
2.FORUM 3.STRATEGY 4.IMPLEMENTATION 6.CONSENSUS
7.CONFERENCE 8.PERSPECTIVE

DOWN
1.COLLABORATION 3.SYMPOSIUM 5. PROPOSAL

e. Now, lead the students to task B. Ask the students to read the questions, and to read the text
once again. Instruct them to work individually to complete the sentences with the suitable
words/ phrases from the text. Remind the students to follow the order of the questions while
trying to find the answer to them in the text. When they have finished, ask the students, in
turn, to read and tell their answers. Ask the rest of the students to check their answers. Review
their answers and make corrections if necessary. You can assign this task as homework.

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 Answers

a. ADBI
b. strategic advantage
c. intellectual input
d. priority sectors
e. extensive

f. Now, turn to task C. Ask the students to read the questions before reading the text once more.
Then ask them to write the answers in their notebooks. Monitor their writing and help them
when necessary. Alternatively, assign this task as homework to the students and check their
works in the next class. Make necessary corrections in their answers.
Answers
a. ADBI stands for Asian Development Bank Institute.
b. ADBI is supported by an independent Advisory Council whose members serve for two
years.
c. Two objectives of ADBI are:
i. To identify effective development strategies
ii. and improve the capacity for sound development of agencies and organizations
engaged in development work in ADB's developing member countries (DMCs).
d. ADBI runs its programmes in collaboration with international, regional institutes and
agencies.
e. ADBI‘s research programmes contribute to development policy debate and help to
identify effective development strategies and improve the capacity for sound
development in the region.
f. The forms of ADBI's capacity-building and training programs include policy dialogues,
course-based training, and e-learning.
g. ADBI distributes its research results and outputs through multiple channels, including
media, publications, webpage, and social media.

Post-reading activity
In this activity ask the students to tell about an international organization in Nepal like ADBI.
a. Divide the students into small groups. Ask them to think of an international organization
working in Nepal similar to ADBI. Ask them to find the following information about the
organization.
i. Name of the organization ii. The works it is carrying out in Nepal.
b. Let the students have a discussion for some time then ask a representative student from each
group to tell about the organization on the basis of the information they have collected.
Sample profile:

The United Nations Development Programme (UNDP) is a United Nations agency that

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 works to eradicate poverty, reduce inequality, and build resilience. UNDP has been
working in Nepal since 1952, and has supported a wide range of development initiatives,
including:
Poverty reduction: UNDP has helped to improve access to education, healthcare, and
other essential services for poor people in Nepal.
Disaster risk reduction: UNDP has helped Nepal to build resilience to natural disasters,
such as earthquakes and floods.
Good governance: UNDP has supported efforts to strengthen democratic institutions and
promote good governance in Nepal.
Gender equality: UNDP has worked to promote gender equality and empower women in
Nepal.
Environment: UNDP has helped Nepal to protect its environment and promote sustainable
development.
UNDP's work in Nepal has had a significant impact on the lives of people in the country.
For example, UNDP helped to reduce poverty by over 20% between 2000 and 2015. UNDP
also helped to improve access to education for over 1 million children in Nepal.

13.3 Pronunciation
This activity focuses on developing students' awareness of the pronunciation differences between
British and American English. By consulting a dictionary and identifying the pronunciation of
selected words, students will enhance their understanding of the variations in vowel sounds,
word stress, and other pronunciation features between the two accents.

Objectives:
a. Consult a dictionary to identify and compare the pronunciation of selected words in British
and American English.
b. Recognize and produce the correct pronunciation for each accent.

Follow these steps:

a. Briefly discuss the concept of British and American English pronunciation variations.
b. Ask the students to read the words given in the task and instruct them to use dictionaries to
identify the pronunciation of each word in both British and American English.
c. Play the pronunciation of the words in both accents through a digital dictionary and ask the
students if their identification was correct. If necessary, ask them to repeat after the audio
play.
Phonemic transcription of the words in both accents
Word American Pronunciation British Pronunciation
knowledge
poverty
government

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 officer
responsibility
advantage
expert
conference
topic
economic

13.4 Speaking
This speaking lesson is based on the language function of the unit, i.e., describing purpose and
function. It aims to develop students' speaking skills through pair conversations and describing
objects and their uses. The lesson focuses on practising functional language and enhancing
students' ability to communicate effectively.
Objective:
Describe the function and purpose of the different objects using the correct language structure.

Follow the given procedure:

a. Begin the lesson by engaging students in a short discussion about everyday objects and their
uses. Encourage students to share their ideas and opinions. Explain the correct way to talk
about the purpose/ uses of things and objects.
b. Next, Divide students into pairs. Provide Conversation I in task A as a model and have
students act it out in pairs. Monitor their conversations and provide feedback on
pronunciation, fluency, and accuracy.
c. Repeat the process with Conversation II, ensuring students switch roles for each conversation.
d. Instruct pairs to create similar conversations using the given clues. Monitor and provide
support as needed, focusing on fluency and accuracy.
e. Now, ask the students to mark the sentences used for describing purpose and functions in the
given conversation samples. Elicit the language usage with more examples.
f. Now, ask students in the same pairs to have similar conversations using the clues given in task
B.

Sample conversations

A calculator

A: What is a calculator used for?

B: A calculator is used for making calculations.
A radio

A: What do we use a radio for?

B: We use a radio to listen to news, songs, and other programs.

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 A camera

A: What do we use a camera for?

B: We use a camera for taking photos.
A mobile phone
A: What do we use a mobile phone for?
B: We use a mobile phone to make calls, send text messages, and access the internet.
A printer

A: What do we use a printer for?

B: We use a printer for printing documents.
A refrigerator

A: What do we use a refrigerator for?

B: We use a refrigerator to keep food fresh.
Here are some additional conversations that you can have using the same objects:

g. Move around the class and monitor students if they are doing right. Support when required.
h. Assign the same pairs to work on pictures in task C. Ask them to identify the object, then
make a question about its use and answer using the correct language structure. Let them
prepare for some time and have the conversation. Listen to their conversations; provide
support as needed, focusing on accuracy and language usage.

Sample conversations:

Watch

A: What is a watch used for?

B: A watch is used for telling time.

Scissors

A: What are scissors used for?

B: Scissors are used for cutting things.

Broom

A: What is a broom used for?

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 B: A broom is used for sweeping.

Hammer

A: What is a hammer used for?

B: A hammer is used for hitting things.

Sickle

A: What is a sickle used for?

B: A sickle is used to harvesting crops.

Bucket

A: What is a bucket used for?

B: A bucket is used to carry water.

Staple machine

A: What is a staple machine used for?

B: A staple machine is used to staple papers.

Pan

A: What is a pan used for?

B: A pan is used for cooking food.

Cupboard

A: What is a cupboard used for?

B: A cupboard is used for storing things.

13.5 Grammar I
This grammar activity focuses on using different kinds of connectives to express purpose, reason
and contrast. Students will practise constructing sentences using the given phrases and apply the
understanding of the connectives such as because, because of, so that, to, for, although, and in
spite of.
Objectives:
a. Use connectives such as because, because of, so that, to, for, although, and in spite of correctly
in sentence construction.

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b. Apply appropriate connectives to express purpose, reason, and contrast in sentences.

Follow the given procedure:

a. Begin with the discussion and explanation of the objective of this grammar lesson. Then ask
the students to read the table in task A and construct sentences from it as shown in the
example.
b. Monitor their engagement in the work and support them to create meaningful sentences.
c. Ask the students to share their sentences in turn. Discuss how different connectives have been
used in the sentences they have formed. Explain, briefly, the uses of 'to', 'in order to', 'is for'
and 'is meant for' based on the sentences formed from the table.
Sentences from the table
a. A rice cooker is meant for cooking.

b. A washing machine is for washing clothes.

c. She's got a driving license to drive a car.

d. Mahanta took Maths in order to be an engineer.

e. Mina went to university to be a lecturer.

f. A rice cooker is meant for cooking rice.

g. A washing machine is for washing clothes effectively.

h. She's got a driving license in order to drive a bus.

i. Mahanta took Maths to pursue a career as an engineer.

j. Mina went to university to become a lecturer.

d. Now, lead the students to task B. Tell them that they will learn the uses of 'because, because
of, so that, to, for, although, in spite of'.
e. Write the following sentences on the board. Discuss the uses of 'because, because of, so that,
although, in spite of'.

They cancelled the journey because of the rain. They cancelled the journey because it
rained heavily. We hurried indoors because it was raining. I was late because of the
traffic.

He was very fast in spite of being terribly overweight. They arrived late despite leaving
in plenty of time.

Everyone enjoyed the trip to the final although we lost the match! Though it was rainy,

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 we put on our jackets and went for a walk I still feel hungry even though I had a big lunch.

(Talk about the uses of though and even though as well so that they will be clear of their
usage.)

f. Now, instruct them to fill in the blanks with the suitable conjunctions: because, because of, so
that, to, for, although, in spite of. Remind them to read the sentences carefully to determine
the most appropriate conjunction for each context. Monitor their progress and provide
assistance when necessary.
e. Check their work and provide necessary feedback.
Answers:

a. Although it rained heavily, we played the football match.

b. We couldn't enjoy the trekking much because of the snowfall.
c. In spite of all our efforts, we couldn't run the programme smoothly.
d. Deepak went back to the village so that he could enjoy a pleasant life there.
e. He went to the hospital to see a doctor.
f. I bought an envelope for sending a letter.
g. I could not attend my classes yesterday because I was feeling unwell.
h. Suprima accepted the job despite the salary, which was quite low.
i. I could not get to sleep because of the noise.
j. I managed to get to sleep although there was a lot of noise.

13.6 Writing I
In this writing section, students will have the opportunity to practise their writing skills by
designing advertisements for different items. By studying existing advertisements and creating
their own, students will develop their ability to create catchy headlines, incorporate relevant
pictures or illustrations, highlight key features, and offer warranties to make their advertisements
more appealing.

Objectives:
a. To practice writing skills by designing advertisements for various items.
b. To develop the ability to create effective headlines, incorporate relevant visuals, highlight key
features, and offer warranties in advertisements.

Follow the given procedures.

a. Warm up and introduce the students the topic of the writing item, i.e., writing. Highlight the
importance of effective advertising and its role in capturing the attention of potential
customers.

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b. Ask them to read the advertisement in task A individually. Encourage students to analyze the
advertisement, paying attention to the headline, picture/illustration, featured aspects, and any
warranty or special offer mentioned. Facilitate a class discussion to explore the effectiveness
of the advertisement and the techniques used.

c. Now, Introduce the prompts for designing similar advertisements for calculators, mobile
phones, and watches. Discuss the characteristics and target audience of each item to help
students understand how to tailor their advertisements.

d. Instruct students to brainstorm and create their advertisements for each item, considering the
headline, picture/illustration, key features, and warranty/offers. Encourage creativity and
remind students to make their advertisements appealing and persuasive.

Sample Advertisement

Enhance Your Mathematical Mastery with the Super Calc X-2000!

Features:

● Advanced Functions
● User-Friendly Interface
● Durable
● Dual Power Options

Offer:

Purchase the SuperCalc X-2000 now and receive a FREE protective carrying case to keep
your calculator safe and secure!

Warranty:

Rest easy with our 2-year comprehensive warranty. We stand by the quality and durability

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 of the SuperCalc X-2000, providing you with peace of mind.

Limited stock available. Prices and offers are subject to change without prior notice.

13.7 Reading II
The second reading text in this unit is a formal letter of congratulations to Mrs. Rai on her
appointment as the Chief Editor of The Nepali Times.

Objectives:
a. Read the text and learn the vocabulary: impressive, justifiably, unbiased, standard, endeavours
and hesitate
b. Enhance reading comprehension skills by answering questions based on a given text.

Follow these steps:

Pre-reading activities
a. Engage students in a brief discussion about occasions when people are usually congratulated.
b. Encourage students to share personal experiences or examples of situations where they have
been congratulated.
Possible answers
People are usually congratulated on occasions such as birthdays, graduations, weddings,
job promotions, achievements, newborn babies, anniversaries, retirements, and special
accomplishments.

While-reading activities
a. Ask the students to preview the text and identify what type of text it is. Then, tell them to scan
the text and ask them to find out why it is written. Elicit: This is a formal letter of
congratulations to Mrs. Rai on her appointment as the Chief Editor of The Nepali Times.
b. Then, introduce the highlighted words and other words that are unfamiliar to them. Introduce
them from the context in the text. Focus on meaning, form and pronunciation.
c. To check the students‘ understanding of the vocabulary, ask them to read the questions in task
A and work individually to find the correct word in the text, and complete the sentences.
d. Review their answers and make corrections if necessary.
Answers
a. impressive b. unbiased c. standard d. endeavour e. justifiable
f. Now, turn to task B. Ask the students to read the questions before reading the text once more.
Then ask them to write the answers in their notebooks. Monitor their writing and help them
when necessary. Alternatively, assign this task as homework to the students and check their
works in the next class. Make necessary corrections in their answers.

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 Answers:
a. Anil Gurung lives in Changunarayan, Bhakatpur.
b. Anil Gurung is writing this letter to congratulate Mrs. Rai on her recent appointment as
the Chief Editor of The Nepal Times.
c. Mrs Rai's new position as Chief Editor is an opportunity for her because she has the
chance to set the standard for future chief editors to follow.
d. Anil Gurung expects Mrs Rai to do a fine job in her role as Chief Editor and to continue
setting a fine example for others to follow.
e. Anil Gurung can be considered a helpful person because he offers his assistance to Mrs.
Rai if she needs it.
f. They could be colleagues, friends, or acquaintance

Post-reading activity
In this task ask the students to share their experiences of congratulating people. Encourage them
to share their experiences by asking questions such as: i. Whom did you congratulate? ii. What
was the occasion for congratulation? ii. How did you congratulate: orally or in written form?

13.8 Listening
This listening skill is based on the language function of the unit. The activities are designed to
help students learn about the different ways people think about the weather. The activity includes
a short dialogue between a father and daughter about buying some school supplies for the
daughter.

Objectives
a. Follow and understand a conversation between two speakers.
b. Comprehend the audio and do the comprehension tasks.
c. Develop the ability to recall and retain information from spoken English.

Follow these steps.

a. Task A is a warm up activity. Instruct the students to look at the picture in task A and to
answer these questions in turn: What do you see in the picture? Who do you think the people
are? Where are they? What are they talking about? etc.
b. If the students are unable to retain the correct information from the text, help them as per the
necessity:
We can see a man and a girl in the picture. They are probably father and daughter. They
might be talking about school supplies the girl requires.
c. Now, ask the students to read the statements in task B. Explain that they will listen to an
audio clip and that they need to complete a task related to the dialogue.
d. Play the audio clip once for students to listen attentively. Give students enough time to
complete the task individually. Remind them to listen carefully for the items mentioned in the
dialogue and mark the appropriate options on the task sheet.

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e. Discuss the answers as a class, allowing students to share their responses.
f. Replay the audio clip for students to listen again and verify their answers.

Answers
a. eraser: X
b. car X

c. palm pilot √
d. laptop √
e. calculator √
f. ice cream X
g. ruler X

g. Now, ask students to listen to the audio clip again and choose the correct alternative in task C.
Ask them to work individually. Meanwhile, monitor their engagement in the task. Play the
audio until all the students have attempted all the questions right.
Answer
a. The girl needs some supplies for…….
i. her school
b. The father has already got her a ……….
ii. pencil and eraser
c. Calculators and computers are ………….equipment.
iii. hi-tech
d. The girl's father didn't have a laptop and palm pilot when he was in ....................…
ii. middle school
e. The father suggests that his daughter ……….
iii. can use his calculator
f. He suspects that his daughter is ……..
ii. going to play video games in the class
g. How much does the calculator cost, according to the daughter?
iii. 99 dollars

h. Now, turn to task D. Ask the students to go through the questions before they listen to the
audio.
j. Play the audio and ask the students to take a note of the answers of the questions.
k. Monitor their engagement in the listening activity and play the audio until the students are able
to answer all the questions. Remind the students that they should answer the questions only
within four words.

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l. Ask some students to tell their answers in turn and make necessary corrections in their answers
as per the requirement.

Answers:
a. For her demanding classes b. he car c. clean up her room
d. now/ Right now e. mom

13.9 Grammar II
This grammar lesson focuses on joining sentences using the connectives of reason, purpose and
contrast. Since this activity is the continuation of the activities in Grammar I, students are
expected to have been familiar with the topic.

Objective
Join sentences using appropriate connectives (despite, even though, in order to, though, in spite
of, because, although, so that) to express contrast, purpose, reason, and concession.

Follow these steps:

a. Begin by reviewing the uses of connectives previously discussed in Grammar I. Give clear
explanations and provide examples for connectives of reason, purpose and contrast.

b. Explain the correct placement of the connectives while joining two sentences.

c. Guide the students through joining the sentences using the appropriate connective given in the
brackets.

d. Ask the students to work individually to join the sentences. Monitor their engagement in their
work and help them join the sentences correctly. After they have finished, ask the students to
read out their answers in turn. Make corrections in her/his answers if required. Ask the other
students to make corrections accordingly.

Answers:
a. I couldn't sleep despite being tired.
b. Even though they have little money, they are living happily.
c. He went to the tap in order to bring a pail of water.
d. I enjoyed the film, though the story was not very good.
e. In spite of living in the same colony, we hardly meet each other.
f. I was not wet because I had an umbrella.
g. Although the food was not very tasty, I ate all of it.
h. He went to the bank so that he could cash the cheque.

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13.10 Writing II
In this writing activity, students will have the opportunity to practise writing messages of
congratulations. They will learn how to express congratulations in a formal and appropriate
manner, using the correct language and tone.

Objective:
Write a formal message of congratulation using appropriate tone, language and format.

Follow these steps:

a. Begin by reviewing the concept of congratulations and why it is important to express
congratulations to others. Show examples of messages of congratulations in different contexts
to illustrate their purpose and structure.

b. Ask the students to read the message of congratulations given in task A. Discuss the key
components of the message, such as the recipient, the reason for congratulations, and the use
of formal language.

c. Now, ask them to write a letter of congratulations to their neighbour who has received a full
scholarship to complete his/her studies. They can take the model of the message of
congratulations in Reading II for their writing.

d. Let them brainstorm and prepare notes and then write the letter. Monitor their engagement in
writing and provide necessary feedback. You can also assign the task as homework and check
it the next day with necessary feedback and correction.

Sample letter of congratulations

Surayavinayak, 4 Bhaktapur
10 May 2023

Dear Mr. Sharma

I am writing to extend my heartfelt congratulations to you on receiving a full scholarship to
pursue your studies. This remarkable achievement is truly deserving of celebration, and I
am certain that your family, friends, and neighbors share in the joy and pride of your
accomplishment.

Securing a full scholarship is an evidence of your dedication, hard work, and exceptional
abilities. It is a well-deserved recognition of your academic achievements and potential.
This opportunity to further your education will undoubtedly pave the way for a promising
future filled with endless possibilities.

As you embark on this educational journey, I have no doubt that you will excel and make

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 the most of this invaluable opportunity. Your commitment to your studies and passion for
learning will serve as an inspiration to others around you. I am confident that you will make
a significant impact in your chosen field and contribute positively to society.

I wish you the very best of luck in all your future endeavors. May this scholarship open
doors to new knowledge, experiences, and personal growth. Remember that hard work,
perseverance, and determination are the keys to success, and I have every confidence that
you possess these qualities in abundance.

Please know that I am here to support you in any way I can. Should you ever require
assistance or guidance, do not hesitate to reach out. Your achievements bring great pride to
our community, and I am honored to have such a talented and accomplished neighbor.

Once again, congratulations on this well-deserved accomplishment. I extend my warmest

wishes for a bright and successful future. May you continue to inspire others with your
dedication and passion!

With sincere congratulations and best regards,

Sidddhartha

e. Now, lead them to task C. In these tasks students should write a formal message of
congratulations to their uncle/aunt who has been elected as the Mayor/ chairpersons of the
municipality/ village municipality.

f. Let them brainstorm and prepare notes and then write the letter. Monitor their engagement in
writing and provide necessary feedback.

Congratulations!

We would like to extend our heartfelt congratulations to our uncle Mr. Subodh Tripathi on
his recent election as the Mayor of Bhanu Municipality, Tanahun. This is truly a remarkable
achievement and a testament to their dedication, leadership, and commitment to serving our
community.
As the newly elected Mayor, you have assumed the responsibility of leading our
municipality towards progress and development. We are confident that their visionary
leadership and extensive experience will bring about positive changes and advancements in
various aspects of our community.
We express our gratitude for your dedication to public service and their willingness to take
on this important role. We have full confidence in their abilities to lead with integrity,
transparency, and fairness. Your leadership will undoubtedly inspire others and set a

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 positive example for future leaders in our municipality.
Once again, congratulations on this well-deserved achievement. May your tenure as the
Mayor be filled with success, fulfillment, and countless accomplishments!

Suyog Tripathi and Family members

Bhanu-10, Tanahun

13.11 Project work

In this project work students are engaged in groups to prepare a profile of an international
organization working in Nepal.
Objective:
Engage in group work and prepare a short profile of an international organization.

Follow these steps:

a. Divide the students into groups of 5-6 students. Ask them to find some international
organizations working in Nepal. Ask them to choose one that they like the most.

b. Instruct them to research and gather relevant information about the organization's mission,
history, activities, and impact in Nepal.

c. Then guide them to create a short profile by organizing the collected information into sections
like introduction, history, mission, activities, impact, partnerships, and future plans, etc. Ask
them to include relevant pictures and illustrations to enhance the profile.

d. Allow them days to research, data collection and preparation of the profile.
f. When the students finally finish their work, ask them to present their profile to the class; and
provide each profile your feedback.

13.12 Extra Bit

This section contains the task that gives students additional information in the unit. This
particular extra bit Plurals that end in ‗f ‘ or ‗fe. The students can study by themselves; however,
the teachers can help them if required.
–)–

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 Unit 14
History and Civilisation
The readings in unit fourteen carry the theme of history and civilisation. History is a subject of
study that deals with events that have happened in the past. A civilisation is a human society with
its own social organization and culture. These two aspects are important in terms of, learning,
development and advancement of society. So, the theme is included in the curriculum. Apart
from the readings, there are other regular tasks of pronunciation, listening, speaking, grammar,
writing, project works and extra sections in the unit. The table provided below offers a brief
overview of various tasks in unit 14.
Unit overview
SN Textbook Topics Textbook Tasks

1. Getting started Look at the picture and talk about history and civilisation.

2. Reading I pre-reading questions

The Maya Empire
Match the words with their meanings.
Fill in the crossword puzzle.
Choose the correct answers.
Match the paragraph numbers with respective information.

Prepare a mind map on why the study of history is

important to us.

3. Pronunciation Pronounce the given words and find their stress.

Stress
4. Speaking Talk about changes using used to/din't use to.... .
Past habitual actions
Narrate the story rearranging the pictures.

5. Grammar I Make sentences using used to.

Past habitual actions
Rewrite sentences using used to/didn't use to.

6. Writing I Read the story and give a title to it.

Story writing
Develop a readable stories based on the given outlines.

7. Reading II Pre-reading questions

The History of Money
Find the words from the text with the given meanings.
Complete the table with the correct information.
Short answer questions

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 Post-reading question

8. Listening Answer the pre-listening questions.

Recitation of the poem ―I
Listen and complete the sentences with correct
Remember‖
words/phrases.
Listen to the audio and choose the correct answers.
Recalling the most favourite memory from your childhood.

9. Grammar II Notice the tenses used.

Past tense
Complete the sentences with correct past form of the verb.
Find the mistakes in the story and correct them.

10. Writing II Write an essay on 'The Importance of History'.

Essay
11. Project work Collect and share information about their ancestors in the
Information about class.
ancestors
12. Extra bit – semicolon Self-study task

Estimated time for the unit 10 hours

Detailed activities for every topic and task of the unit are outlined below. Teachers can either
employ these activities provided or design their own. It is recommended to ensure that the
activities are engaging, interactive, and enjoyable. It is crucial to integrate evaluation throughout
the process.

14.1 Getting started

This is the warm-up task for the unit. The students will be prepared with some common concepts
related to the theme – history and civilisation.
Objective:
To identify the pictures of human evolution.

Follow these steps:

a. Draw attention of the students to the unit title and ask what the readings in the units might be.
Ask further about the background of the theme: History and Civilisation.
b. Take students ideas and opinion. Conclude with your views.
c. Ask the students to look at the picture in pairs and discuss what they can see there. Ask them
to look at the terms as well. Ask them to share their ideas based on the picture and clues.
The picture shows how our ancestors evolved over time. It began long long ago when

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 humans and chimpanzees diverged from a common ancestor. Since then, humans have
undergone numerous evolutionary changes, including physical development and the ability
to use tools, which have enabled us to become the dominant species on the planet. These
terms refer to different stages of human evolutions.

d. Assist them with supporting feedback.

14.2 Reading I: The Maya Empire

The first reading text is a text named ―The Maya Empire‖. It helps them learn some interesting
information about Mayan civilisation and a range of associated terminologies.

Objectives:
a. Learn words (hieroglyph, succession, exhausted, alliances, drought, invasion, excavation…..)
b. Read the text and do the given tasks.

Follow the activities given below:

Pre-reading activities
a. Ask the students: What have you known about human civilisation?
b. Ask if they have heard about Mesopotamian, Egyptian, Greek, roman, Chinese, or any other
civilisation.
c. Next, lead them to the pre-reading questions and have discussion on them.
Possible answers:
a. There are four pictures in the text. The first picture is an Aztec calendar stone/disk. The
stone contains several mythological as well as astrological figures and symbols. This
calendar stone was in use to track the major dates and festivals.

The second picture depicts Mayan hieroglyph alphabets. Mayan writing is considered to
be complex with about 800 alphabets including hieroglyphic and phonetic symbols.

The third one is of the Mayan pyramid and the last one is of the central plaza of Tikal,
Guatemala.
b. All these things were developed and used by people from Mayan civilisation.

d. Add your opinion to make them understand the concept.

e. Ask students to read the highlighted words before they read. Introduce them in context.

While-reading activities
a. Bring pictures, cut-pieces related to Maya Empire and discuss what they are. Instead you can
discuss the picture in the book first and elicit what they are based on the text.

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b. Make the students work in small groups to read, discuss, and understand the given text. Assist
the students in case they get problems with reading, pronunciation, and understanding. Ask
the groups to share their understanding about the text.
c. Draw their attention to the comprehension task A. Ask them to match the words with their
meanings.
Answers:
a. drought v. a long period of time when there is little or no rain
b. excel iii. to be very good at doing something
c. hieroglyph ii. a picture representing a word, syllable or sound
d. dominant vii. more important, powerful or easy to notice than other things
e. concentration vi. a lot of something in one place
f. invasion i. an instance of a large number of people or things arriving somewhere
g. excavation iv. digging ground to look for old buried buildings or objects

d. Tell the answers and ask them to check their answers.

e. Now, lead them to task B. Ask them to find the words in the text to fill the crossword puzzle.
Answers:
ACROSS
2. S U C C E S S O R 4. DOWNFALL 5. THOROUGH 6. A L L I A N C E
DOWN
1. C H A O S 3. ELABORATE 7. EXHAUST
f. Monitor the students when they work and check their answers through mass correction
techniques.
g. Lead the students‘ attention to task C, ask them to read the text again and do the task.
Answers:
a. ii. ninth century AD
b. i. They were concentrated in a particular area.
c. iii. the stone cities
d. ii. The Classic Period
e. i. nature
f. iii. foreign invasion

h. Now, lead them to the task D. Ask them to read again and match the paragraph numbers with
respective information. Set this as homework.
Answers:
a. I - occupation of the earliest Maya society
b. II - number of people in the Maya civilisation
c. III - achievement by the Maya civilisation in different sectors
d. IV - places where the Mayans lived
e. V - categories of the places where the Mayans lived

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 f. VI - spirituality of the Mayan people
g. VII - fights with the neighbouring states as the possible cause of downfall
h. VIII - time when the downfall of the Maya Civilisation started

i. Check their answers and discuss how they could match such paragraphs or title the
paragraphs.

Post-reading activity
a. Arrange a discussion as a classwork based on the question: Why is the study of history
important to us? Ask them to make a mind map with discussion in pairs. Ask some pairs to
share it in the whole class.
Some hints:
By studying history, we can gain insights into our past and use this knowledge to shape our
present and future. It helps us understand how societies and cultures have developed over
time and how they have impacted our current world. We can learn from past mistakes,
recognize patterns and trends, and make better decisions for ourselves and society.
Additionally, studying history can build a sense of cultural identity, and help us appreciate
and preserve our cultural heritage.

b. Assist when the students need support and give feedback.

14.3 Pronunciation
This pronunciation task helps the students to pronounce the given words and identify where the
stress falls in each given word.
Objective:
Pronounce the given words and identify where the stress falls in the given words.
Materials: Pronunciation audio of the given words

Follow these steps:

a. Pronounce the words and students will listen to them.
b. Pronounce the words and ask students to repeat them. Repeat till they internalise the
pronunciation.
c. Ask the students to identify the number of syllable and the syllable on which stress falls.
d. Ask them to practise in pairs. They can take turns and listen to each other.
Pronunciations and stress:
succe'ssion: suc-CESSION (stress on the second syllable)
exca'vation: ex-ca-VA-tion (stress on the third syllable)
in'scription: in-SCRIP-tion (stress on the second syllable)

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 concen'tration: con-cen-TRA-tion (stress on the third syllable)
ex'cel: ex-CEL (stress on the second syllable)
'architecture: AR-chi-tec-ture (stress on the first syllable)
'cultural: CUL-tural (stress on the first syllable)
ex'hausted: ex-HAUS-ted (stress on the second syllable)

14.4 Speaking
This speaking task is about the language function of past habitual actions. They observe the
pictures and find the changes that were seen in the course of ten years.

Objective:
Describe past habitual actions by using: used to/didn't use to.

Follow these steps:

a. Ask the students to look at the pictures given in task A where they can see how a village
changed into a crowded town. Let them find the changes.
b. Suggest them to note how the place and things used to be there and how they are now.
c. Help them find as many expressions as possible.
Some possible sentences:
There used to be a few houses but now there are too many houses.
There used to be a muddy road but now there is a fine road.
There used to be agricultural land everywhere but now there is no agricultural land.
The hills used to be bare but now they are filled with houses.
There didn‘t use to be any theatre but now there is one.
There didn‘t use to be any big buildings but now there are.

d. Now, take them to task B. Ask them to see the pictures and number them in correct order.
When they arrange the order, ask them to narrate the activities there in the form of a short
story in pairs.
Possible responses:
Need of cooperation
Once upon a time, there was a narrow bridge over a flowing river. One day, two goats
happened to meet in the middle of the bridge. As the bridge was too narrow, only one goat
could pass at a time. One of the goats decided to lay down and let the other goat cross over
first. Without any hesitation, the second goat passed over the first and they both managed
to cross the bridge without any incident.
Soon, there came two angry sheep. Neither of the sheep was cooperative. They started to
fight with each other. As their fight turned fierce, they began to push each other

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 aggressively and ended up falling off the bridge and into the river. Sadly, both angry sheep
didn't survive the fall and drowned in the river.
This story teaches us the importance of cooperation and peaceful coexistence. It reminds
us that we should always try to find a peaceful solution to our problems and avoid
unnecessary conflict.

e. Monitor if the students are doing right. Help them and provide feedback. Ask some of the
pairs to share it in front of the whole class.

14.5 Grammar I
This grammar task is about past habitual actions.
Objectives
a. Differentiate the past and present activities
b. Use ‗used to‘ to talk about past habitual actions.

Follow these steps:

a. Connect this grammar task with the immediate previous speaking task. Like we compared two
pictures there, ask them to see what Samita said five years ago and what she says now.
b. Now, make some sentences like in the example and suggest them to make similar sentences
from the expressions 'Five years ago' and 'Today' in task A.
Possible sentences:
a. She used to travel a lot but she doesn‘t go away much these days.
b. She used to play the piano but she hasn‘t played it for years now.
c. She used to be very lazy but she works very hard these days.
d. She didn‘t use to like cheese but she eats a lot of cheese now.
e. She used to have a dog but her dog died two years ago.
f. She used to be a hotel receptionist but she works in a bookshop now.
g. She used to have lots of friends but she doesn‘t know many people these days.
h. She never used to read newspapers but she reads a newspaper everyday now.
i. She didn‘t use to drink tea but she likes tea now and says, ―tea‘s great!‖.
j. She used to go to a lot of parties but she hasn‘t been to a party for ages.

c. Ask some students share the sentences, discuss and let others check themselves
d. Now, lead them to tasks B. Ask the students to rewrite the given sentences using 'used to' or
'didn't use to'.
Answers:
a. I used to live with my parents.
b. Did you use to swim in the river every summer?
c. He never used to smoke.
d. I used to play tennis at school.

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 e. Villagers used to walk for hours to reach the nearest health post.
f. There used to be a dense forest around the village.
g. What did you use to do in your childhood?
h. I didn't use to write stories.
i. Did people use to travel by airplanes?
j. Where did you use to go to deposit your money?
e. Finally, check their answers and provide feedback. The teacher may set task B as a home
assignment. If it is set as a home assignment, the teacher may check the answers the next day.

14.6 Writing I
In this writing task, students learn to write short skeleton stories.
Objectives:
a. Identify parts of skeleton story.
b. Write skeleton stories.
Follow these steps:
a. Ask the students to read the story in task A and note how the story has been developed.
b. Make them discuss and think about a suitable title. ―The Fox and the Stork: A Tale of
Trickery and Revenge‖ can be a possible one among many others.
c. Now, discuss about the components of a story based on the story in task A.
Title
Characters
Setting
Introduction of the event
Development of the event
Ending/resolution
Message

d. Ask them to go through the given instructions in the task B and assist to clarify. Discuss how
they will have to develop readable stories based on the given outlines.
e. Ask them to develop readable stories based on the given outlines.
f. Closely observe them when they work writing short stories out of the given skeletons. Making
them work in small groups could be a good alternative way.

Sample answers:

a. The King and the Spider

Once upon a time, there was a powerful king who had many enemies. He went to war with
them six times, but each time he was defeated. Feeling discouraged and ashamed, he hid
himself in a cave to avoid his enemies.
One day, as he sat in the cave, he saw a spider trying to climb the wall. The spider tried six

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 times but failed each time. On the seventh attempt, the spider succeeded in climbing the
wall. The king realized that the spider's perseverance and determination had paid him off,
and he learned a valuable lesson from it.
The king gathered his courage, attacked his enemies, and this time he succeeded. The moral
of the story is that we should never give up because of failure and always keep trying until
we succeed.

b. The Two Friends and the Bear

Once, there lived two friends. One was cleverer and selfish than the other. One day, the two
friends were walking in the forest when they stumbled upon a bear. Seeing that, the clever
one climbed a nearby tree, while the other lay down on the ground, pretending to be dead.
The bear approached the second friend and sniffed around him. Probably, he thought him to
be dead and went away. When the bear was out of sight, the first friend climbed down.
He reached the friend and asked what the bear had whispered in his ear. The second friend
replied, ―Beware of friends who run away in danger.‖
The moral of the story is that true friends always stick together, especially in times of
danger whereas a selfish person may run to his own benefits.

g. Evaluate their work in front of them and give needful feedback.

14.7 Reading II: The History of Money

The second reading text is a text titled ―The History of Money‖. Through this text, students will
have the opportunity to expand their vocabulary and gain a lot of insights related to the history of
money.
Objectives:
a. Learn words (barter, cowrie shells, wampum, coastal, limestone, reign, etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students to share their opinion on questions like ―what do you do with money?‖
b. Draw their attention to the given pictures and ask them to recognize the given currencies.
c. Discuss on: what would have happened if there was no money?
d. Encourage the students to share their opinions. Also share your observations.
Possible answers:
a. Picture one: one thousand Nepali rupee, picture two: Nepali coin of Rs. 2, picture three:
100 American Dollar
b. If we didn‘t have money, all our economic systems would be much more complicated.
..................... (Answers would vary.)

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While-reading activities
a. Ask the students to read the text on their own. Ask them to mark the words which are
unfamiliar to them. Ask the students work in pairs and discuss the meanings of the marked
words in context. They can use a dictionary for finding the meaning of the words.
b. To check students‘ understanding of meanings in context, ask them to find the words/ phrases
from the text for the meanings given in task A.

Answers:
a. Reign
b. Precede
c. Regulate
d. Carelessly
e. Frame
f. Legacy
g. Fiat
h. Sovereign
i. Intrinsic

c. Ask the students to read the instruction in task B and do the task as a classwork. The students
will read the text and do complete the table with the correct information.
Answers:
1200 BCE Cowrie shells used as money
2000 BCE Use of metal for money
997–1022 CE First paper money used in China during the reign of Emperor Zhenzong
1821 CE Introduced gold standard
21st century The rise of digital currencies, such as Bitcoin

d. Check their answers.

e. Now, discuss the questions in task C and let the students find the answers from the text in
pairs. Ask the pairs to share the answers and discuss. Now, assign the writing task as a home
assignment.
Possible answers:
a. Before the invention of money, people used to trade goods through a barter system,
which involved exchanging one type of goods for another.
b. In the past, temples were used as banks where people could deposit their valuables, such
as gold, silver, and precious stones, for safekeeping.
c. The benefit of using cowrie shells as money was that they were readily available in
uniform size and could be found in large quantities along the coasts of the Indian and
Pacific Oceans.
d. Turkey invented bimetallic coins, which were made of gold and silver and had a different

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 design on each side.
e. The leaders in international finance introduced the gold standard in currency because
they believed that a fixed exchange rate based on the value of gold would stabilize
international trade.
f. In the 21st century, various forms of money are being used, including cash, credit cards,
debit cards, mobile payments, and cryptocurrencies such as Bitcoin.

f. Check their answers the next day.

Post-reading activity
a. Ask the students to work in pairs. Discuss the question: How might people trade in the next
twenty years? What form of money might be used?
b. Ask them to make a mind map and ask some of the pairs to share it in the class.
c. Encourage them to put their opinion. Give some hints: It is difficult to predict exactly how
people will trade in the future, but it is clear that technology will play a major role in shaping
the way we exchange value. Increasing use of digital currencies such as Bitcoin and other
cryptocurrencies; advancement in adoption of cashless payment systems may help some
predictions.
d. Listen to their opinions and add needful feedback.

14.8 Listening
This listening task is a recitation of the poem ―I Remember I Remember‖ by Thomas Hood.
Objective:
Listen to the audio and do the given tasks.
Materials:
Audio file (mp3) and audio player
Follow these steps:
Pre-listening activity
a. Arrange discussion on pre-listening questions. Ask the students to share three most
memorable things about their early childhood days. Also ask if they wished to be a child
again. Ask them to share the reasons.
b. Encourage them to share their opinions.
c. Ask them what might be the content of the audio in the lesson. Ask them to guess. Play the
audio and let them find the context of the listening lesson.

While-listening activities
a. Tell the students that they are going to listen to the audio now.
b. Ask them to go through the questions in Task B before they listen to the audio.
c. Play the audio and ask them to complete the sentences with the correct words/phrases.

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d. Monitor their engagement in the listening activity and play the audio until the students are
able to answer all the questions.
Answers:
a. was born
b. peeping in
c. soon/early
d. red and white
e. his birthday
f. farther off

e. Play the audio again and tell them to do the task C. Ask them to choose the correct answer.
Possible answers:
a. i. the lilacs
b. iii. laburnum
c. like the swallow
d. ii. tulip
e. iii. light
f. ii. they almost touched the sky
g. iii. he is filled with absolute happiness

f. Play the audio again so that students will check their answers. Go around the class and check
whether all the students are doing it right.

Post listening activity

a. Ask the students to recall their most favourite childhood memory. Ask some of the students to
share their memory.
b. Respect their opinions and give some supportive feedback.

14.9 Grammar II
These grammar tasks concentrate on simple past, past continuous, and past perfect.

Objective
a. Use past tense (simple past, past continuous, and past perfect) correctly.
b. Do the given tasks correctly.

Follow these steps:

a. Start with some examples; write some sentences in simple past, past continuous and past
perfect tense. Alternatively, ask the students to study the sentences in task A. Tell them to
identify the past tenses. Ask them to generalise the rules of general uses of simple past, past
continuous, and past perfect.

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 Answers:
a. Past continuous: "While I was studying". Simple past: "Karen phoned me three times".
b. Past continuous: "They were playing football". Simple past: "the storm started".
c. Past continuous: "While she was working in India". Simple past: "she began to learn
Hindi".
d. Past perfect: "I had finished the shopping". Simple past: "I met Manoj".
e. Past perfect: "Most people had already left". Simple past: "we got to the party".
f. Past perfect
g. Past perfect: "He had already read the book". Simple past: "I gave it to his sister".
h. Past perfect
i. Past continuous
j. Simple past

k. Give brief introduction to the mentioned tenses:

Simple past is used to talk about completed actions in the past. The verb is in the past tense
(v2 form). Example: "I walked to the store yesterday."

Past continuous is used to talk about actions that were in progress at a specific time in the
past. It is formed with the be-verb in the past tense (was/were) and the present participle
(v4) of the main verb. Example: "I was walking to the store when it started to rain."

Past perfect is used to talk about an action that happened before another past action. It is
formed with the auxiliary verb "had" and the past participle (v3) of the main verb. Example:
"I had walked to the store before it started to rain."

l. Derive the structures from the given examples and talk about it i.e. past simple: subject + v2 +
object. Past continuous: subject + was/were+ v4 + object. Past perfect: subject + had+ v3 +
object.
m. Ask them to give some more examples and lead them to task B. Ask them to do the task as a
class work. Check the answers and provide feedback.
Answers:
a. was waiting b. were you doing c. Did you go d. was dancing
e. were you doing f. fell g. was h. wanted
i. was doing j. was working
n. Ask the students to find the mistakes in the story given in task C and correct the verb forms
throughout.
Answers (answers have been underlined):
This happened to me when I was in India. I used to go to my office by train. On this
particular evening, I hurried to my station but when I reached there, the train had already
gone. I bought a newspaper and a packet of biscuits and sat on the bench. While I was

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 reading, a man came and sat down opposite me. There was nothing special about him,
except that he was very tall. I was still reading when my eyes caught a very strange sight.
The man reached over the table, opened my packet of biscuits, took one, dipped it into his
coffee and popped it into his mouth. I couldn't believe my eyes. But I didn't want to make a
fuss, so I ignored it. I just took a biscuit myself and went back to the newspaper. While I
was pretending to be very interested in the news, the man took a second biscuit. After a
couple of minutes I casually put a biscuit in my mouth and decided to leave. I was ready to
go when the man stood up and hurriedly left. I folded my newspaper and stood up. And
there on the table, where my newspaper had been, was my packet of biscuits.
o. Do mass correction of the homework the next day and give explanation to any confusion.

14.10 Writing II
In this writing task, students learn to write an essay on 'The Importance of History'.
Objective:
Write an essay on 'The Importance of History'.
Follow these steps:
a. Ask the students to recall what they had learnt about essay writing. Remind them again about
components of an: introduction, body and conclusion.
b. Ask the students to discuss in pairs and make a mind map about what to include in the essay.
c. Next, as instructed in the given task, make them write an essay.
d. Set this task as homework. Assist them when needed.
Sample Points/contents:
The Importance of History
History is the study of past events, particularly in human affairs. It is the study of life in
society in the past, in all its aspect, in relation to present developments and future hopes. It
is the story of man in time, an inquiry into the past based on evidence. It is an inquiry into
the inevitable changes in human affairs in the past and the ways these changes affect,
influence or determine the patterns of life in the society.

History is crucial for students to learn because it helps us understand the past, present, and
make better decisions for the future. It provides a context for understanding the present and
teaches us how our political, social, and economic systems developed. By studying history,
we develop critical thinking and analysis skills, allowing us to distinguish between fact and
opinion and draw our own conclusions about historical events.

Additionally, history teaches us empathy and understanding, giving us a greater

appreciation for diversity and tolerance. By studying the experiences of people from
different times and places, we can see the world through the eyes of others, which is
essential for building relationships and resolving conflicts.

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 Finally, history helps us learn from our mistakes. By studying the past, we can see where
we went wrong and avoid repeating the same mistakes in the future. For example, by
studying the causes of World War II, we can understand the dangers of nationalism and the
importance of international cooperation.

In conclusion, history is an essential subject that teaches us how to think critically,

empathize with others, and learn from our mistakes. Without an understanding of history,
we would have an incomplete picture of the world around us and be doomed to repeat the
same mistakes over and over again.
e. Do individual correction of this task and provide feedback.

14.11 Project work

This project work is related to exploring about their ancestors. This also helps them in
developing the skills of note-taking.
Objective
To note down the main points related to their ancestors.

Follow the following procedure:

a. Tell the students that this is an individual project task to collect the information about their
own ancestors.
b. Clarify the task. Tell them that they should ask their parents, grandparents, family members or
friends about their ancestors and note down the main points to share it to their friends in the
class.
c. Discuss in the class and identify the main things they have to explore about their ancestors. Be
informed what to be explored. They would at least include the following information: main
origin, gotra/thar variations, movement for the settlement, spread, population, their religion
and deities major cultural practices, festivals, languages, etc.
d. Ask them to explore the information within a week and note down the main points to share
with their friends.
e. Ask them to share in the class. Tell them that we should appreciate our ancestral history and
should be well informed.

14.12 Extra bit

In this section, the students will learn about using semicolons (;). This is a self-study task.
However, the teacher may assist them with more examples if needed.

–)–

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 Unit 15
People and Lifestyle
Unit fifteen is based on the theme: People and Lifestyle. It has two reading tasks related to the
theme. In addition to the regular tasks of pronunciation, listening, and speaking, the unit includes
grammar topics: present perfect and present perfect continuous; writing tasks: diary writing and
essay writing. The table below offers a brief overview of tasks in unit 15.
SN Textbook Topics Textbook Tasks

1. Getting started Look at the pictures and talk about the differences.

2. Reading I Discussion on pre-reading questions

The Diary of A Young
Find the words from the text for the given meanings.
Girl
Match the words with their synonyms.
Answer the questions.
Write True or false or NG against each statements.
Post reading task

3. Pronunciation Pronounce the given homophones.

Homophones
Find meanings of the homophones

4. Speaking Read and act out the given conversation.

How long…since/for
Ask questions with 'How long..' and answer them with 'since'
and 'for'.

5. Grammar I Complete the sentences with present perfect or present

Present perfect and perfect continuous forms of the given verbs.
present perfect
continuous

6. Writing I Keep a diary for a week.

Diary writing
7. Reading II Discussion on pre reading questions
The Rautes
Find the words from the text and solve the crossword puzzle.
Identify whether the given statements are True or False.
Answer the given questions.
Discuss how cultures and traditions affect people's lifestyles.

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 8. Listening Look at the pictures and guess what they represent.
An audio about
Listen and answer the questions
happiness in Bhutan
Post-listening task

9. Grammar II Study the conversation

Use of since and for
Rewrite the sentences using 'since' and 'for'

10. Writing II Write an essay on the effect of junk foods on children.

Essay
11. Project work Conduct a survey of one of the ethnic communities and
Survey and report prepare a short report.

12. Extra bit – phobia and Phobia and mania

mania
Estimated time for the unit 9 hours

The detailed teaching-learning procedures of each topic and tasks of the unit are suggested
below. Teachers could use these methodologies and/or design their own activities for their class.
Make your class interactive and effective with necessary assessments of the students after each
skill.

15.1 Getting started

This is the warm-up task for the unit. There are two pairs of pictures given for discussion. Each
pair is related to the same field. The task prepares the students with some common concepts
related to the theme – people and lifestyle.

Objective:
To identify differences in the given pairs of pictures and talk about them.

Follow these steps:

a. Ask the students to look at the unit topic and ask what they think the unit represent.
b. Take their responses. Tell your opinion and also tell that this unit is related to the theme
people and life style.
c. Put the students in pairs and ask them to find the differences in those pairs of sentences. Ask
them to evaluate how educational and agricultural practices/lifestyles have changed in the
course of time. Ask them to talk about the differences with the classmates.
d. Ask some pairs to share that in the class.
Major points of difference:
 Picture 1 & 2 (first pair): traditional/teacher centric/textbook based classroom vs
modern/student centric/IT assisted classroom

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  Picture 3 & 4 (second pair): traditional/manual farming vs modern/technology assisted
farming

e. Ask the students to speak about something they have observed in educational and agricultural
practices around them.
f. Assist them with supporting feedback.

15.2 Reading I: The Diary of a Young Girl

The first reading text is a text entitled ―The Diary of a Young Girl‖. It helps them learn about
diary writing in general as well as an entry of diary from Anne Frank in particular.
Objectives:
a. Learn words (musings, listless, brooding, stiff-backed, throng, confide, plop, plunge, decree,
etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students: Have you read the book ‗The Diary of A Young Girl‘? If yes, ask them the
name of the writer.
b. Next, lead them to the pictures in the pre-reading task and then to the given questions.
c. Many students may not recognize the person in the picture, encouraging them to guess the
possible answers.
Possible answers to the pre-reading questions:
a. The name of the girl is Anne Frank.
b. Frank‘s diary with her life experience during the Holocaust made her popular.
d. Add your remarks when they put theirs.
e. Ask the students to preview the text layout and elicit that this is a diary entry. Discuss its
features and language in short.

While-reading activities
a. Ask the students to read the text in pairs and ask them to find the meanings of the highlighted
words through the context they are used in the sentences. Tell them to use a dictionary if they
needed.
b. Now ask the students to do task A and task B in the same pairs. Ask them to exchange the
copies to the next pairs and tell them to check their answers.
Task A answers:
a. musings b. stiff-backed c. brooding d. throng e. resort
f. confide g. liable h. plunge i. plop j. jot down

Task B answers:

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 a. listless v. lethargic
b. adoring iii. loving
c. decree i. announcement
d. adorable iv. attractive
e. anxiety vi. worry
f. capitulation vii. surrender
g. solemn ii. serious

c. Now, read the lesson aloud in front of the class and ask the students to listen it attentively. If
possible, play audio or video related to Anne Frank or the particular chapter of the book.
d. Discuss what the diary is written about. Discuss how we can write a diary entry.
e. Now, draw the students‘ attention to task C, ask them to read the text again individually and
answer the questions.
Possible answers:
a. Writing a diary is a strange thing to the writer because she has never written anything
before, and she believes that neither she nor anyone else will be interested in it.
b. The first reason for her to keep the diary is her need to get things off her chest and
express her thoughts and feelings.
c. The writer is unhappy despite having a loving family because she feels that she doesn't
have a true friend.
d. Kitty is the name the writer gives to her diary. She imagines the diary to be her friend.
e. Margot and her sister did not go to Holland together because Margot went to Holland
first in December, while the writer followed in February.
f. The writer didn't have a birthday celebration in 1940 because the fighting had just ended
in Holland, and there wasn't much to celebrate.
g. The writer's uncle escaped from Germany because their relatives in Germany were
suffering under Hitler's anti-Jewish laws.

f. Check their answers and provide feedback.

g. Lead them to task E and ask them to identify whether these statement are True, False or Not
Given.
a. T b. F c. NG d. F e. F f. NG g. T

h. Tell the answers and discuss.

Post-reading activity
a. Ask the students why a diary entry helps in understanding someone's lifestyles. Take students
opinion. Encourage them to share their views saying that their difference does not mean
wrong answer.
Sample answer:
A diary maintains personal records of an individual's life, capturing their routines,

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 interactions, and reflections on various aspects of their lifestyle. So, it can help in
understanding someone's lifestyle by providing insights into their daily activities, thoughts,
emotions, and experiences.
Through a diary entry, one can gain knowledge about the person's daily schedule, such as
their work or school routines, leisure activities, and social interactions. It can reveal their
interests, hobbies, and the people they spend time with, giving a glimpse into their social
life and relationships. In all, a diary entry serves as a personal narrative that offers a
comprehensive view of someone's lifestyle.

15.3 Pronunciation
This pronunciation task is about pronunciations and meanings of 12 pairs of homophones.
Objective:
Pronounce the given homophones correctly and learn their meanings.
Instructional Materials:
Audio of the given homophones
Follow these steps:
a. Ask the students to read the given pairs homophones, and say them to see if they know the
meanings of them all.
b. Read the words one by one, and ask them to pay attention to each word‘s pronunciation. Play
audio if possible.
c. Make them take turns and read the words loudly in front of the class. Assist them when
needed.
cell - A small compartment or unit, often referring to a biological cell or a prison cell.
sell - To exchange goods or services for money.
knead - To work or manipulate dough or a similar substance by pressing, folding, and
stretching it with the hands.
need To require or desire something, to lack or be in want of something.
coarse - Rough or rough-textured, lacking refinement or delicacy.
course - A path or route taken, a series of educational lessons or studies, or a direction of
action.
their - Possessive pronoun, indicating belonging to or associated with a group of people or
things previously mentioned.
there - Adverb indicating a place or location, or used to introduce a sentence or clause.
doe - A female deer.
dough - A mixture of flour, water, and other ingredients used for baking bread or pastry.
fare - The cost of transportation, a range of food or drink options available, or how
someone is doing or getting along.
fair - Just or impartial, pleasing or attractive, or an event or exhibition.
heal / - To restore to health or wholeness, or to alleviate or resolve a problem or conflict.
heel - The back part of the foot below the ankle, or the bottom rear part of a shoe.

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 wait - To stay in one place until a particular time or event, to delay or be patient.
weight - The amount or measure of heaviness of an object or person.
deer - A type of grazing animal, typically found in the wild.
dear - Beloved or loved, used to address someone in an affectionate or formal manner.
site A location or place, often referring to a specific area for a particular purpose.
sight The ability to see, or something that is seen.
waist - The part of the body between the ribs and the hips.
waste - To use or consume carelessly or excessively, or material that is discarded or not
used effectively.
night / - The period of darkness between sunset and sunrise.
knight A historical figure of honor and chivalry, often associated with medieval times.

d. Check how students follow the teacher or the audio. Observe how they do on their own and
add necessary feedback.

15.4 Speaking
This speaking task is related to talking about past action with present significance.

Objective:
Talk about past action with present significance using 'for' and 'since' correctly.

Materials:
Chart paper differentiating use of 'for' and 'since'
Follow these steps:
a. Ask the students randomly questions like: How long have they been studying English/ in
grade 9/in that school?
b. Observe how they reply, better write some of them on the board, circle the part if there is any
error.
c. Tell them to act out the conversation given in task A in pairs.
d. Now, draw their attention to the use of 'for' and 'since' in the sentences in task A. Elicit that
we often use 'for' and 'since' when talking about time.
e. Show the following table in the chart paper and ask them to read and generalise the use.
For: a period from start to end Since: a point from then to now
for 40 minutes since 10 am
for two days since Monday
for 9 months since September
for 3 years since 2001
for 2 centuries since 1999
for a long time since I left school
for ever since the beginning of time

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 used in all tenses used in perfect tenses

f. Ask them to form sentences based on these phrases. Ask them to form questions with 'How
long .....(in present perfect or present perfect continuous)...?' Elicit: 'for+ period of time'/
'since+ point of time
g. Lead them to task B and ask them to make similar conversation in pairs. Help them when
needed.
Task B possible answers:
a. A: How long has Sumit been doing his homework?
B: Sumit has been doing his homework for 2 hours.
b. A: How long has Deepa been reading a novel?
B: Deepa has been reading a novel since last Monday.
c. A: How long has Dhanu been waiting for a bus?
B: Dhanu has been waiting for a bus for hours.
d. A: How long has Siddhartha been watching a movie?
B: Siddhartha has been watching a movie since 5 o'clock.
e. A: How long has Deepak been living in Japan?
B: Deepak has been living in Japan since 2010.
f. A: How long has it been raining?
B: It has been raining for a long time.
g. A: How long has Sonali been painting the house?
B: Sonali has been painting the house since this morning.
h. A: How long has she not been eating any junk food?
B: She has not been eating any junk food for several months.
i. A: How long has Raman been ploughing the field?
B: Raman has been ploughing the field since 10 o'clock.
j. A: How long has the telephone been ringing?
B: The telephone has been ringing for a few minutes.

h. Monitor if the students are doing right. Help them when necessary.

15.5 Grammar I
This grammar task is related to present perfect and present perfect continuous tense.

Objectives
a. Identify present perfect and present perfect continuous tense.
b. Use the verbs in correct tense (particularly, present perfect and present perfect continuous
tense in case of this task).
Instructional materials
Chart paper with some examples
Follow these steps

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a. Display the chart and tell them to read out the examples written there.
I've known Krishna for seven years.

She's been living here for three years.

He's been working at our office since 2018.

Have you read the book yet?

She's been doing her homework since 9 o'clock,

b. Ask them to try to identify the tenses for the given sentences. Discuss briefly the uses of
present perfect and present perfect continuous tenses. Ask them to extract the structures out of
the given examples, help where needed. You can refer them to study in a good grammar book.
c. Now, lead them to task A. Ask them to complete the sentences with the present perfect or
present perfect continuous form of the verbs given in the box.
Answers:
a. have been playing b. have been watching c. has just been raining
d. have just been watering e. have cleaned f. have you been doing
g. Have you been waiting

d. Tell the answers and ask them to check. Discuss the confusions.
e. Now, lead them to task B. Ask them to use either present perfect or present perfect
continuous tense.
Answers:
a. have you known b. have you been doing c. has Charles visited
d. has been learning e. have been watching f. never eats
g. haven't seen h. has been writing
f. Check their answers.

15.6 Writing I
In this writing task, students learn to write diary entries for a week.

Objective:
Write diary entries.

Follow these steps:

a. Remind the students that the reading I is a diary entry of Anne Frank.
b. Ask them to look at the text to know how she has written her diary entry.
c. Lead the discussion to the steps of writing a diary entry and discuss further about the basic
format.

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 Steps for writing a diary entry
a. Choose a Time and Place,
b. Date your Entry,
c. Begin with a Greeting: such as "Dear Diary"
d. Reflect on your Day: Write about your thoughts, feelings, and experiences from the day.
Consider the significant events.
e. Provide Details
f. Express your Emotions: Share your thoughts and emotions openly. Write about what
made you happy, sad, excited, or worried during the day.
g. Conclude with Closing Remarks: Wrap up your diary entry with closing remarks or a
summary of your overall feelings about the day. You can also include any hopes or
goals for the future.

d. Now, ask them to read the given instruction and make a mind map of the task.
e. Ask them to write a diary entry for a week. Ask them to include the activities they did during
these days. Also ask them to express their views and attitudes about a particular incident on
each day. Assign this as homework or classwork.
Sample answer:
Day 1: Today, I started my diary. In the morning, I woke up early and went for a morning
walk. It was a great way to start the day and clear my mind. Afterward, I spent the
day working online. I had a productive day, completing several tasks and attending
virtual sessions. In the evening, I cooked a delicious dinner and enjoyed it while
watching my favorite TV show. Overall, it was a satisfying day, and I feel
accomplished.
Day 2: Today was a busy day. I had a lot of errands to run, including grocery shopping. It
took up most of my morning, but it felt good to check off those tasks from my to-do
list. In the afternoon, I met up with a friend for a coffee and we had a great time
catching up. However, a minor incident occurred when I accidentally spilled my
coffee on the table. I felt embarrassed, but my friend and I laughed it off. It taught
me the importance of being careful and not rushing through things.
Day 3: Today was a relaxing day. I took some time for self-care and did some washing and
bathing. In the afternoon, I decided to start a new book that I've been meaning to
read. It was a captivating story, and I got lost in its pages. It gave me a fresh
perspective and inspired me to make positive changes.
Day 4: Today was a challenging day at school. I had a presentation in my class. It was a
stressful situation, but I remained calm and presented my best. It was a valuable
lesson in managing difficult circumstances and maintaining calmness.
Day 5: Today was a day filled with creativity. I spent the morning painting and
experimenting with different art techniques. It was a healing experience and
allowed me to express my emotions through colors and brushstrokes. In the

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 evening, I attended an online art class, which was inspiring and helped me refine
my skills. The instructor's guidance and feedback motivated me to continue
pursuing my passion for art.
Day 6: Today was a day of exploration. I decided to visit a local museum and immerse
myself in the world of art and history. It was fascinating to learn about different
cultures and artistic movements. I found myself captivated by a particular artwork
that conveyed deep emotions and symbolism. It reminded me of the power of art to
evoke emotions and connect people.
Day 7: Today marked the end of my diary for the week. It was a reflective day where I
looked back on the past week's experiences. Keeping this diary has been a
rewarding practice, allowing me to record my thoughts and emotions. It helped me
gain insights into my daily activities and encouraged self-reflection. I plan to
continue this diary journey. It has become an important tool for self-expression and
self-discovery.
f. Check their copies and provide feedback.

15.7 Reading II: Rautes

The second reading text is about one nomadic ethnic group of people in Nepal known as
―Rautes‖. Through this text, students will have the opportunity to expand their vocabulary and
gain a lot of insights related to Rautes and unique lifestyle.

Objectives:
a. Learn words (indigenous, nomadic, sanctuary, acculturation, hierarchy, roaming, rearing, etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students to share their understanding about ethnic groups in Nepal.
b. Ask them if they know anything about Rautes. Rautes though declining in number, are very
popular in Nepal. So, most of the students could have heard.

While-reading activities
a. Ask the students to scan the text on their own. Ask them if they understood anything about
Rautes more than that of pre-reading discussion.
b. Ask them to see the highlighted words. Assign students one or two highlighted or unfamiliar
words according to the number of students. Tell them that they have to find the meanings first
and then they have to introduce the words to other students in the class in a number of ways
so that others would know the meanings of the words.
c. Ask them to find the meanings of these words and the way they would like to introduce. They
can draw pictures or act out, mime, give gesture or use other ways for introducing meanings.

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d. Now, draw their attention to the comprehension task A. Ask them to do the cross word
puzzle.
Answers:
Across:
2. Nomadic 3. Widespread 6. Patriarchal 7. Extending 8. Indigenous
Down:
1. Commendable 4. Remarkable 5. Prominent

e. Tell the answers and let them check themselves.

f. Read the text with correct pronunciation and at an appropriate speed. Ask the students to
listen and point the lines. Alternatively, read and record the text in your mobile phone and
make the students listen to the audio and follow the lines on the page of the book.
g. Ask the students to read the text aloud with correct pronunciation and at an appropriate speed.
This helps them with reading accurately and fluently.
h. Divide the students into small groups, give each group a certain number of paragraphs for
reading and finding major information there and share that with the class. Assist them in case
they get problems with reading, pronunciation and understanding.
i. Ask the students to read the instruction in task B and do the task as a classwork.
Answers:
a. False (they do not settle in any place permanently.)
b. True
c. True
d. True
e. False

j. Now, divide the students in five groups, assign one question for each group, make them
discuss the questions in task C, and present the answer to the class.
Possible answers:
a. The common belief about the history of the Rautes is that they fled from the state in the
past and never returned.
b. Rautes earn their living through various means such as crafting wooden utensils, hunting
monkeys, trading their products in the market, and collecting food grains.
c. Raute children spend their days playing with natural objects and roaming around the
settlement. They are not assigned major household responsibilities until the age of 10-
14.
d. The Rautes have good knowledge of the forest and its ecosystem because it is part of
their lifestyle and job to search for medicinal herbs, firewood, and vegetables in the
jungle.
e. The task division between male and female Rautes may not be seen as fair from a
modern perspective, as it follows a patriarchal social hierarchy.

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 f. The hunting skills of the Rautes are special because they utilize a rare technique where a
group of 8-30 young and middle-aged Rautes go hunting together with nets, rather than
using guns or bows and arrows.
g. The Rautes celebrate festivals such as Saune Sankranti, Dashain, Tihar, Chaite Dashain,
and Maghe Sankranti.
h. From the Rautes, modern people can learn about the importance of preserving cultural
traditions and maintaining diversity in a rapidly globalizing world.

k. Call the group leader in front of the class and ask them to read out their answers. Add
feedback in the meantime. Ask all the students to write the task as homework.

Post-reading activity
a. Arrange discussion in the class. Make the students discuss the given question: How do
cultures and traditions affect people's lifestyles?
Cultures and traditions shape lifestyles by influencing identities, social norms, values,
rituals, food choices, language, and artistic expressions. They provide a sense of belonging,
define acceptable behavior, and guide decision-making. Cultural practices and traditions
structure daily routines, mark important events, and foster a connection to heritage. While
cultures evolve, they continue to impact how individuals live and interact within their
communities, contributing to the diversity and richness of human experiences.

b. Listen to their opinions and add needful feedback.

15.8 Listening
This listening task has an audio related to happiness in Bhutan.
Objective:
a. Listen to the audio and do the given tasks.

Materials:
Audio file (mp3) and audio player
Follow these steps:
Pre-listening activities
a. Ask the students to look at the picture and discuss the questions given in the pre-listening task.
Picture 1: the flag of Bhutan
Picture 2: cultural costume of Bhutan called Gho and Kira

b. Ask them to relate them to flags and some cultural dresses of Nepal.
c. Make the students remain ready for the listening tasks by taking a pen or pencil and a blank
page where they can take notes while listening.

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While-listening activities
a. Draw the attention of the students to the audio giving the clues from the questions and
pictures given in the task A. Play the audio so that they will get some information and context
about the audio.
b. Ask them to read the instructions in task B. Play the audio and ask them to answer the
questions. Move around the class and monitor the students if they are doing right.
Answers:
a. 2008
b. Gross Domestic Product
c. 2015
d. 91
e. By the balance between their financial and mental values.

c. Play the audio again so that they will check their answers themselves. Never supply the
answers.

Post-listening activities
a. Ask the students: What is the rank of Nepal in the World Happiness Index this year?
b. Ask them to search and find the answer to this question as a home assignment. Tell them to
use websites or internet sources to find the factual data. Tell them that this will have to find
the rank of this year, not of the previous years.
c. Ask them to share the answer and discuss. The answer may vary year to year. (Nepal ranks
78th in the world happiness report 2023).

15.9 Grammar II
This grammar task is about the use of 'since' and 'for.'

Objectives
a. Identify point of time and period of time.
b. Use 'since' and 'for' correctly.

Follow these steps:

a. Lead them to task A. Tell to them to read and observe the use of present perfect in the
responses. Support them with additional information where necessary. This is just the revision
activity.
b. Write some sentences that use 'since' and 'for' on the board and ask the students to identify
point of time and period of time. Tell them the rule that 'since' is used with point of time and
'for' with period of time. You can use the same table of examples presented before introducing
speaking A in this lesson.

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c. Next is the turn of task B. Suggest them to read the given example and observe the use of
present prefect tense and 'since' in the sentence.
d. Now, ask them to rewrite the given sentences using 'for' and 'since' using the clues in the
brackets.
Task B answers:
a. Pawan has lived in Tanahun since he was born.
b. Subin has been unemployed since last January.
c. Subash has had a fever for the last few days.
d. I have wanted to go to Lumbini since I was in grade five.
e. My brother has been studying engineering for three years.
f. I have been working in Bhanu Municipality since last year.
g. My cousin has been in the army since he was eighteen.
h. They have been waiting for the bus for half an hour.
i. Krish has been doing his homework for two hours.
j. Pramila has been going to dance classes for a month.
e. Check the answers. Discuss the confusions.

15.10 Writing II
In this writing task, students learn to write an essay related to the effects of junk food on
children.
Objective:
Write an essay on the effects junk foods have on children.
Materials:
Pictures and cut-pieces related to junk food and possible health hazards.
Follow these steps:
a. Draw students‘ attention towards rampant use of junk food on pictures and cut-outs you have
collected. Ask them to share their habits related to junk food.
b. Ask the students to discuss and make a list of possible effects of junk food on children.
c. Draw their attention to the given instructions and clarify the instruction (in case of confusion).
d. Ask them to observe the given clues and do the writing task. It can be given as homework or a
classwork. Remind them about the basic format of an essay that had been previously
discussed.
Sample answer/points:

Junk foods are those food and drinks that are low in nutrients (e.g. vitamins, minerals and
fibre) and high in kilojoules, saturated fat, added sugar and/or added salt. Junk foods are not
good for health and body. They can have a good taste to eat but they lack sufficient
nutritive components. Snacks, instant noodles, Kurkure, chips, processed meat, sugary
drinks, fast foods, etc. are some examples of junk foods. Children and young people can be
attracted to these foods because of their appealing look and taste.

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 Junk food, with its enticing flavors and convenience, has become a regular part of children's
snacks. Several factors, including aggressive advertising campaigns targeting young
audiences and a lack of education about the harmful effects of consuming such foods.
However, the consequences of junk food consumption on children's health are far from any
good.

The negative impact of junk food on children's health is alarming. Regular consumption of
these foods can lead to a range of health issues, including frequent headaches, an increased
risk of heart attacks, dental problems due to excessive sugar intake, high blood pressure,
obesity, and elevated cholesterol levels. These health problems not only affect the child's
physical well-being but can also have long-term implications on their overall quality of life.
Furthermore, the economic aspects of junk food consumption should not be overlooked.
Junk food is often cheaper and more readily available than healthier alternatives. However,
the short-term savings come at a cost. Families end up spending more on healthcare
expenses, as treating diet-related illnesses can be financially burdensome.

In conclusion, the prevalence of junk food in children's diets, driven by advertising and a
lack of education, has significant negative consequences. The damaging effects on health,
burden on the economy, and poor academic achievement all highlight the urgent need for
promoting healthier dietary choices and educating children and parents about the risks
associated with excessive junk food consumption.

e. Check their answers and provide feedback.

15.11 Project work: a survey and report writing

In this project work students are engaged in groups to conduct a brief survey and prepare a short
report about one of the ethnic communities of their locality.

Objective:
Conduct a brief survey and prepare a short report about one of the ethnic communities of their
locality.

Follow these steps:

a. Form small groups of fours for this task. Tell them that they have to conduct a brief survey
and prepare a short report about one of the ethnic communities of their locality.

b. Clarify the instructions and clarify what is a survey and how it is to be done. Discuss the
aspects they have to explore in the survey: Introduction – population and history- settlement
areas- lifestyles- culture and festivals, etc.

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c. Develop a questionnaire for finding information on these aspects.

d. Ask them to collect information based on the questionnaire and write a report based on the
information on the above mentioned aspects.

e. Ask them to share the report and provide feedback. Encourage them for active participation in
pre-survey preparation, during-survey tasks and post-survey presentation.

15.12 Extra bit

In this section, the students will learn something about phobia and mania. This is the self-study
task. However, the teacher may assist them with needful inputs and additional resources for
further reading.

–)–

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 Unit 16
Games and Sports
This unit is related to the theme of games and sports. Games and sports are activities that involve
both physical and mental skills and practices. They not only entertain us but also help us for our
physical fitness, mental development, social interaction, emotional well-being, etc. The unit has
two reading tasks related to the theme. In addition to the regular tasks of pronunciation, listening,
and speaking, the unit includes grammar topics: question tag and negation; writing tasks: news
story and paragraph writing. The table below offers a brief overview of tasks in unit 16.
Unit overview
SN Textbook Topics Textbook Tasks

1. Getting started Identify the sports and talk about them based on the
pictures.

2. Reading I Pre-reading questions and pictures

Wimbledon
Match the words in column A with their meanings in
column B.
State whether the given statements are True or False.
Short answer questions
Post reading question

3. Pronunciation: Recite the poem with correct pronunciation

Poem recitation
4. Speaking Study the example sentences expressing ability.
Expressing ability and
Ask and answer whether they can or can't do these actions.
inability
Know your friend‘s ability and sharing in the class.

5. Grammar I Find question tags in the given text.

Question tag
Add correct question tags to the given statements.

6. Writing I Write a news story using the outline given below.

News story
7. Reading II Pre reading questions
Sports
Complete the sentences with the given words.
Choose the correct answers.
Answer the given questions.

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 Post-reading question

8. Listening Picture and pre-listening questions

A radio news bulletin
Listen and match the places or clubs and news.
Listen and answer the questions.
Listen to the news and make a list of headlines.

9. Grammar II Match affirmative with their negative forms.

Negation
Change the given sentences into negative ones.

10. Writing II Study the sample and paraphrase the first paragraph.
paraphrasing
11. Project work Make a sports week schedule.
Sports week schedule
12. Extra bit – paraphrasing Paraphrasing

Estimated time for the unit 9 hours

The detailed teaching-learning procedures of each topic and tasks of the unit are suggested
below. Teachers could use these methodologies and/or design their own activities for their class.
Make your class interactive and effective with necessary assessments of the students after each
skill.

16.1 Getting started

This section in the textbook has a warm-up task for the unit: Look at the pictures and identify the
sports. Then, talk about them in pairs using ‗can, can‘t, be able to‘. There are six pictures given
for discussion. The task prepares the students with some common concepts related to the theme –
games and sports along with the use of the language function: expressing ability..
Objective:
To identify the given pictures and talk about ability and inability related to them.

Follow these steps:

a. Draw attention of the students to the pictures and set ground for discussion on the theme:
Games and Sports.
b. Ask the students to look at the pictures and identify the sports in the picture. Ask them if they
can play these games. Ask them to use the words 'can', 'can't' and 'be able to'. Take their
responses.
c. Ask them to take turns and talk about each picture by using can, can‘t, be able to. Ask a
student in a pair to ask questions related to the sports in the pictures using 'can' and the other

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 to reply them. Swap the roles. There might be a variety of questions and responses. They will
practise expressing ability.
Name of the sports in the pictures:
Picture 1: Rugby, Picture 2: hockey, Picture 3: Kabaddi, Picture 4: basketball, Picture 5:
athletics/running, Picture 6: cycling
Sample Conversation

A: Can you play Rugby?

B: No, I can't play Rugby. Only trained and dedicated people can play Rugby. Can you play
it, then?
A: No, I can't. I can play hockey. It's a game played with a stick. You can‘t play hockey
without a hockey stick.
B: I can play Kabaddi. It's common game we used to play in our childhood days.
A: Can we play Kabaddi indoors?
B: Yes, we can. It can be played indoors and outdoors.
A: Are you able to play basketball?
B: Yes, of course. I can play it. Can you cycle?
A: No, I can't do cycling. Instead I can run very well.
B: Is it? But I can't run very fast.

(Conversations may vary in each pairs.)

d. Ask the students to take turns and speak about some related abilities and inabilities associated
with these sports.
e. Assist them with supporting feedback.

16.2 Reading I: Wimbledon

The first reading text is a text entitled ―Wimbledon‖. It helps them learn about world famous
tennis tournaments and a range of associated terminologies and do the tasks.

Objectives:
a. Learn words (tournament, prestigious, grand slam, ballot, championship, gilt, salver, stunning,
etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students what they knew about lawn tennis and international tournaments related to it.
(Give examples like Wimbledon, French tennis,….)

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b. Ask the students if they knew the famous international players.
c. Next, lead them to the pictures in the pre-reading task and then to the given questions.
d. Encourage them to be involved in the discussion.
Possible answers to the pre-reading questions:
a. The name of the sport is lawn tennis.
b. The names of the players in the first picture are Novak Djokovic and Roger Federer.

Novak Djokovic and Roger Federer are both tennis legends who have left an indelible mark
on the sport. Djokovic, a Serbian professional tennis player, whose relentless consistency and
mental toughness have helped him claim numerous Grand Slam titles, while Federer, a Swiss
tennis legend, whose elegant style, versatility, and incredible shot-making ability have made
him a fan favorite and one of the most successful players in tennis history.

The second picture is related to Simona Halep and Serena Williams. Simona Halep is a
Romanian tennis player known for her exceptional speed, precision, and tactical prowess,
which have propelled her to the top of the women's game, including winning two Grand Slam
titles. Serena Williams is an American tennis icon widely considered one of the greatest
female players of all time, with her powerful game, fierce competitiveness, and an
astonishing 23 Grand Slam titles to her name.
(Many students may not recognize them well, teacher will give some information and make
ground for the discussion)

e. Add your remarks when they put theirs.

While-reading activities
a. Read the text with correct pronunciation and ask the students to listen and point to the lines.
b. Ask them to see the highlighted words. First pronounce the words and ask them to repeat it.
c. Now, tell them that they will play a vocabulary game called 'My word' for learning the
vocabularies. For this, each student in the class takes the responsibility for thoroughly
learning a few words – then teach them to peers.
d. Assign each student 2-3 words (my words) from the lesson or equal as per students in the
class. Ensure that it includes the highlighted vocabularies.
e. Tell them that they are the ‗word expert‘ for those vocabularies. Tell them to search the
meanings and ask them to construct a card for each vocabulary using the word‘s definition,
part of speech and an illustration, etc.
f. After a ―word expert‖ is finished with his or her cards, the student presents her cards to a
classmate and they exchange cards so that all students in the class know the meaning of the
words.
g. Ask the students to see task A and match the words with their meanings. Check their answers.
Answers:

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 a. prestigious - vi. respected and admired as very important
b. substantially - iv. considerably
c. gilt - i. a thin layer of gold
d. inscription - vii. words written in front of a book or cut in stone or metal
e. salver - ii. a large plate, usually made of metal
f. mythology - v. study of myths
g. stunning - iii. extremely attractive or impressive

h. Now, put the students in pairs and ask them to read the text and summarise each sub-topics.
Ask some of the pairs to share the summary of each unit in turn. Assist the students in case
they get problems with reading and understanding.

i. Now, lead them to task B and do the task in the same pairs. Check their answers.
Task B answers:
a. True b. False c. False d. True e. False f. True

j. Now, draw the students‘ attention to task C, ask them to read the text again and do the task.
Possible answers:
a. Wimbledon is different from other Grand Slam tournaments because it is the only major
still played on traditional grass, while the others are played on hard court or clay court.
b. The four Grand Slam tennis tournaments are the Australian Open, the French Open,
Wimbledon, and the US Open.
c. The five main events of Wimbledon are gentlemen's singles, ladies' singles, gentlemen's
doubles, ladies' doubles, and mixed doubles.
d. If tennis fans don't win a ticket in the public ballot, they can queue up overnight to get
seats on match day. There are a certain number of seats allocated for the queuing
system.
e. Wimbledon Centre Court was fitted with a retractable roof to help substantially reduce
the loss of playing time caused by bad weather.
f. The inscription on the Gentlemen‘s Singles trophy is ‗All England Lawn Tennis Club
Single Handed Championship of the World.‘
g. Novak Djokovic won the Gentlemen‘s Singles in 2019, while Simona Halep won the
Ladies‘ Singles in 2019.

k. Check their answers and provide feedback. The teacher may set task C as a home assignment.
If it is set as a home assignment, the teacher may check the answers the next day.

Post-reading activity
a. Arrange a discussion as a classwork. Ask the question to the whole class: Why is it important
to have tournaments for wheel chair users?

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b. Ask the students to give their their opinion about the importance of tournaments for
wheelchair users. Encourage them to share their views saying that their difference does not
mean wrong answer.
Sample answer:
It is important to have tournaments for wheelchair users because it promotes inclusion and
diversity in sports and helps to break down barriers and misconceptions about people with
disabilities. These tournaments also provide an opportunity for wheelchair users to
showcase their athletic abilities, and inspire others to pursue sports and physical activity
regardless of their physical limitations. Additionally, these tournaments can also help to
improve the overall physical and mental health of wheelchair users by providing a means
for them to stay active and engage in social interactions with other players.

c. Assist when the students need support and give feedback.

16.3 Pronunciation
This pronunciation task presents a recitation of a poem related to English pronunciation.
Objective:
Recite the given poem with correct pronunciation.

Instructional Materials: Audio of the given poem

Follow these steps:
a. Call for the student‘s attention to the given poem.
b. Ask them to read the poem once, and tell them to mark the words which they find difficult to
pronounce.
c. Ask them to pay attention when the teacher reads the words or plays audio. You can find the
audios on the Youtube or any other internet sources. Assist them when needed.
d. Make them take turns and recite the poem in front of the class. Assist them when needed.
e. Play the audio multiple times as per the need.
f. Check how students follow the teacher or the audio. Observe how they do on their own and
add necessary feedback.

16.4 Speaking
This speaking task is about the language function of expressing ability.

Objective:
a. Use can or can‘t to express ability.
Materials: Pictures with different actions and activities and word cards
Follow these steps:
a. Ask the students random questions like: Can you climb a tree? Can you play the violin?, etc.

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b. Take their responses. Ask them what 'can' and 'can't' in their responses express. Elicit: 'can'
and 'cannot' in their responses express the ability.
c. Tell them to read the examples in task A. Ask them to elicit the expression of ability. Tell
them to pay attention of 'can/cannot/be able to'.
d. Now, show them the pictures you brought and make them work in pairs to ask and answer
about their ability and inability. Ask them to use 'can' in the questions and 'can/cannot/be able
to in their responses.
e. Take them to the pictures in task B and explain the example sentences. Then, ask them to
practice similar conversation in pairs. Help them when needed.
Possible answers:
a. A: Can you ride a horse?
B: Yes, I can ride a horse. (But I can‘t make it run.)

b. A: Can you swim?

B: Yes, I can swim. (But I can‘t dive from a height.)

c. A: Can you play the Madal?

B: No, I can‘t play the Madal. (But I can play the guitar.)
d. A: Can you drive a car?
B: No, I can‘t drive a car. (But I can ride a motorbike.)

e. A: Can you ride a bicycle?

B: Yes, I can ride a bicycle. (But I can‘t do any fancy trick on it.)

f. Monitor if the students are doing right. Suggest them for peer correction. Help them when
necessary.
g. Now, lead them to task C for further discussion. Make them work in pairs, ask about their
friend‘s ability and inability, and express them in front of the class. Ask them to use the clues
given in the textbook. Give feedback and encourage them to speak.

16.5 Grammar I
This grammar task is related to tag question.

Objective
Make correct tag questions.
Instructional materials: Chart paper with some examples and general rules

Follow these steps:

a. Display the chart with examples (Raman is a student, isn‘t he?, Sumina dances great, doesn‘t
she?, Subrat had invited, hadn‘t he?....) and ask them to read them. Ask them what type of

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 questions they are. Elicit: They are tag questions. Tell them that tag questions are added to the
end of a statement to confirm or seek agreement.
b. Connect them to the examples given in task A. Ask them to underline the tags and discuss the
rules associated there.
c. Further lead them to the rules through the chart paper or the board. Provide suitable examples
to clear the concept. Begin with common rules such as: - We use a negative question tag if the
statement is positive, and vice versa, - If there is an auxiliary verb in the statement, we use it
in the question tag too, - The form of the question tag needs to match with the main verb in
the statement.
d. Now, lead them to task B.
Answers:
a. isn't it? b. doesn't she? c. will you? d. haven't they? e. do we?
f. aren't I? g. shall we? h. will you? i. wouldn't they? j. hadn't you?
k. could they? l. hasn't he? m. need you? n. wouldn't we?

e. Tell the answers and make them correct. Discuss the confusions.

16.6 Writing I
In this writing task, students learn to write a news story.

Objectives:
Write a news story based on the outlines given in the textbook.

Follow these steps:

a. Remind the students the writing task (news story) discussed in Unit 8. Ask them what they
remember.
b. Lead the discussion to the components of the news story and discuss further about the basic
format once again if needed.
c. Now, ask them to read the given instruction and write then and there. Alternatively, this task
can be set as a home assignment too.
d. Closely observe them when they work on. Help where needed.

Sample answer:

Nepali Army Collects 800 kg of Garbage

By staff reporter
Solukhumbu, May 3: The Nepali Army (NA) has collected a massive 800 kg of garbage
from Mt. Ama Dablam as part of the Mt. Ama Dablam Clean-up Campaign 2075 organized
by the Sagarmatha Pollution Control Committee (SPCC).
The campaign was conducted with the support of the Shumser Gulma, a company of the
Nepal Army, and financial assistance from the Khumbu Village Body. The effort was

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 aimed at preserving the natural beauty of the mountain and keeping it clean and free from
pollution.
The clean-up campaign was a huge success, and the garbage collected was handed over to
the local community amid the program. SPCC Chair Mr. Sherpa expressed his gratitude to
the NA for their contribution to the campaign, which helped to make it a resounding
success.
The NA has been actively participating in such clean-up campaigns to preserve the natural
beauty of Nepal's mountains and promote environmental awareness among the public.
Overall, the clean-up campaign was a great success, and it is hoped that such efforts will
continue in the future to keep Nepal's mountains clean and pollution-free.

e. Evaluate their work in front of them and give needful feedback.

16.7 Reading II: Sports

The second reading text is an essay titled ―Sports‖. Through this text, students will have the
opportunity to expand their vocabulary and gain a lot of insights related to sports.

Objectives:
a. Learn words (career, recreation, impartial, adapted, unique, etc.)
b. Read the text and do the given tasks.

Follow these steps:

Pre-reading activities
a. Ask the students which sports they play and why. Take their responses. Ask why sports are
important for us. Talk and share about its importance.
b. Introduce the highlighted words before they go to the discussion of the text.

While-reading activities
a. Read the text at an appropriate speed correctly and record it beforehand. Play the recorded
lesson through your mobile phone. Ask the students to listen and point to the lines.
b. Make the students read the text silently at their best speed. For making reading fun, set a timer
on a mobile, give them 3 minutes time, and tell them to raise their hands when they finish.
This reading activity helps students enhance their reading speed. Assist them in case they get
problems with reading, pronunciation and understanding beforehand.
c. Ask some students to share the gist of the lesson.
d. Now, draw their attention to task A. Ask them to do the task..
Answers:
a. impartial b. career c. adapted d. recreation e. unique

e. Tell the answers and ask them to check.

f. Ask the students to read the instruction in task B, read the text and do the task as a classwork.

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 Answers:
a. iii. Cricket
b. ii. Cricket
c. iv. Cricket
d. ii. inclusiveness in sports
e. specifically no single paragraph gives much emphasis to benefits of sports

g. Do mass correction of task B.

h. Now, divide the students in five groups, assign one question for each group, make them
discuss the questions in task C, and present the answer to the class.
Possible answers:
a. People do sports for a variety of reasons. Some do it as a career, while others do it for
enjoyment and recreation.
b. Common about most sports is they involve the use of one or more ball/s.
c. The main quality of an umpire or referee in sports is to be fair and impartial.
d. Yes, watching sports at home can be beneficial because it is often cheaper than attending
a stadium or special event.
e. Sports equipment is adapted for people with disabilities to promote inclusiveness so that
they can participate in sports regardless of their physical nature.
f. Doctors encourage people to do sports because it has various health benefits related to
physical fitness and mental wellbeing.

i. Call the group leader in front of the class and ask them to read out their answers. Discuss and
add feedback in the meantime.

Post-reading activity
a. Arrange a discussion in the class. Make students discuss the given question: What is your
favourite sport? How might you make adaptations for people with disabilities for this sport?
b. Encourage them to put adaptation ideas related to their favourite sports. Give some hints:
modified rules, use of assistive devices, wheelchair competition of wheelchair users, standing
competitions for players with mobility impairments.
c. Listen to their opinions and add needful feedback.

16.8 Listening
This listening task is related to a news bulletin at 6 pm.
Objective:
Listen to the audio and do the given tasks.

Materials:
Audio file (mp3) and audio player

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Follow these steps:
Pre-listening activities
a. Ask the students to look at the picture and discuss what it is about. Tell them that it is a TV
news bulletin
b. Ask if they listen to the English news on radio or watch it on television? Take their responses.
c. Ask them to share some highlights of a recent news broadcast on radio or television.
d. Now, tell them that they are going to listen to a news bulletin and do the task.

While-listening activities
a. Tell them that you will play the audio and they have to listen it before they go for the task.
b. Play the audio and ask them to listen. This time they will listen and just get familiar with the
context.
c. Now, ask them to look at the task B. Tell them that they will have to do the task when the
audio is played. Ask them to be ready for the task.
d. Play the audio and ask them to do task B.
Answers:
a. London v. Olympics to be organised
b. Estonia vi. New president elected
c. USA ii. Thousands injured by hurricanes
d. Manchester United iii. Young player Brillinho bought for the highest price
e. Berlin Zoo i. Chi Chi gives birth to twins

e. Ask them to see the questions in task C. Play the audio again and ask them to do task C.
Answers:
a. Paris
b. Next 48 hours
c. Caribana
d. 5 years
e. Since 1994

f. Play the audio again. This time, they will check the answers in task B, and when played the
next time, they will check the answers in task C. Go around the class and check whether all
the students are doing it right.

Post-listening activities
a. Ask the students to do this task as a home assignment.
b. Tell them to listen to the news on radio or television and note at least three news headlines
similar to those which they listened to in the beginning of the audio.
c. Ask them to share it in the class the next day.

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16.9 Grammar II
This grammar task in the textbook is about negation.
Objectives
a. Identify affirmative and negative sentences.
b. Change affirmative sentences into negative and vice versa.
Follow these steps
a. Write some sentences (both affirmative and negative) on the board and ask the students to
identify whether they are affirmative or negative.
b. Now, lead them to task A. Tell them to match the sentences and identify their affirmative and
negative forms.
Answers:
The students have aced the exam. The students have not aced the exam.
Could you not play the guitar please? Could you play the guitar please?
Play with the baby please. Don‘t play with the baby please.
She bought no one a present. She bought someone a present.
Never knock on the door before entering. Always knock on the door before entering.
The boss was friendly. The boss was not friendly.
Alex didn't eat rice yesterday. Alex ate rice yesterday.
Stuti didn't use to live in London. Stuti used to live in London.

c. Discuss each answer so that the students will be able to internalize how negations are made in
different types of sentences.
d. Now, lead them to task B. Set this task as a classwork.
Answers:
a. Your new friends are not chatting online now.
b. His teacher does not know what to do.
c. My classes did not start on time yesterday.
d. Mary will not come to the party.
e. Raju had not painted the wall when I reached his home.
f. Rani is not leaving Singapore tomorrow.
g. My mother and grandmother never go to the temple on Saturdays.
h. None of the rice has gone bad.
i. We do not have to work hard to live a decent life.
j. Mr. Pant has not won any awards.
k. She never carries a walking stick.
l. Neither Sobhana nor Karma will attend the meeting.
e. Do mass correction of the classwork and discuss where necessary.

16.10 Writing II
This writing task in the textbook is about paraphrasing.

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Objective:
Paraphrase any given text.
Follow these steps:
a. Ask the students to read the given paraphrase of the last paragraph of Reading II.
b. Help them know what paraphrase actually is. Tell them that paraphrase is a way of restating
the text in other (your) words without changing the meaning of the original. For further detail,
connect them to the extra bit section.
c. Next, as shown in the given example, make them paraphrase the first paragraph of the text.
d. Set this task as a classwork or a homework assignment. Assist them when needed.
Sample answer:
There is a wide range of sports played by various people for various reasons, some play for
professional reasons and some for leisure. While certain sports like cricket involve the use
of a lot of equipment, others require very little. Playing fields may be used for free by some
individuals, whereas sports like squash, tennis, badminton, and table tennis typically require
payment for hourly usage at a nearby leisure center.

e. Make some of the students take turns, stand up and read out the paraphrase they have done.
Encourage them with suitable feedback.

16.11 Project work

This project work is related to preparing a Sports Week Schedule for a sport event their school
is organising.
Objective
Prepare a sports week schedule.

Follow the following procedure:

a. Tell the students that this is a group task. Form a group of fours. Instruct them that they must
work in collaboration with each other.
b. Clarify the task. Tell them to imagine that their school is going to organise sports week next
month. So, they have to work in the assigned group and prepare a Sports Week Schedule for
the event.
c. Tell them to complete the task in 4 days. Ask them to make it as attractive as possible.
d. Guide and monitor the work. Ensure that all the group members are working equally.
e. Ask them to display the schedule on different parts of the classroom wall. Ask all groups to
observe the schedule prepared by other groups as a Gallery Walk Activity.
f. Rank the schedule. Share your observation and feedback.
16.12 Extra bit
In this section, the students will learn something about paraphrasing that they carried out in
Writing II. The students may carry the task independently for self-study. However, the teacher
may assist them with needful inputs.
–)–
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 Unit 17
Global Warming and Climate Change
This unit is related to the theme of Global Warming and Climate change. Global warming and
climate change are two of the most pressing environmental issues facing our planet today. Global
warming refers to the long-term heating of Earth's surface, while climate change refers to the
long-term changes in Earth's climate, including changes in average temperature, precipitation,
and other weather patterns. The language function of the unit is expressing degrees of certainty.
Through reading, listening, speaking and activities, students will practise using language to
express degrees of certainty. The reading and listening activities of this unit focus on the theme
of the unit while the speaking skill is based on the language function. By the end of this unit,
students will have gained a deeper understanding of global warming and climate change, and
used language for expressing degrees of certainty.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Look at the picture and talk about the causes and
consequences depicted in them.
2. Reading I Pre-Reading questions
Movie Review: Cashing Ice
Vocabulary (Match the words with their meanings)

Fill in the crossword puzzle

Complete the sentences with appropriate words

Short-answer questions

Post reading question

3. Pronunciation Pronounce the given words and keep them under the
correct column /u/ or /ʊ/.

4. Speaking Act out the given conversation

Expressing degrees of certainty
Have conversations making expressing degrees of
certainty

Work in pairs to have conversation expressing

degrees of certainty.

5. Grammar I Fill in the blanks with the correct form of the verbs.
Simple future and future
perfect Rewrite the given paragraph using the verbs in future
tense.

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6. Writing I Write a review of a favourite movie.
Movie Review
7. Reading II Pre-reading questions
A Noisy Party
Find the words in the text for the given meanings.

Multiple choice questions.

Write True/False.

Post reading question

8. Listening Match the correct adjectives with the given pictures

Weather Report to represent various weather conditions.

Match the sentence halves

9. Grammar II Change the sentences into ‗wh‘ questions as

‗Wh‘ questions indicated.

Change into indirect speech.

Collect ten statements and change them into ‗wh‘

questions.

10. Writing II Study the sample notice.

Notice writing
Write a notice on behalf of the headteacher.

11. Project work Prepare illustrations depicting the impact of global

warming.
12. Extra bit Linking verbs
Total estimated time 10 Hours

The detailed teaching-learning procedures of each topic and tasks in the unit are suggested
below. Teachers could use these methodologies and/or design their own activities for their class.
Make your class interactive and effective with necessary assessments of the students after each
skill.

17.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit, i.e.
global warming and climate change. The pictures in this task represent the consequences of
global warming and climate change.
Objective:
Identify and tell about the causes and consequences of global warming and climate change

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Follow the given procedures.
a. Instruct the students to look at the picture given in the task. Ask them some questions such as:
i. What do you see in each picture? ii. What causes them? and iii. What are the consequences
of them?
b. Listen to the answers of representative students and add to students‘ points and ideas.
Each picture in the task represents the effects of global warming and climate change.

The first picture depicts the melting of ice in the north/south poles of the earth.Similarly,
the second picture shows the empty mountains after due to global warming, and the last
picture shows the disaster after a storm.
Global warming, caused by greenhouse gas emissions from human activities like burning
fossil fuels and deforestation, leads to climate change. This results in rising temperatures,
extreme weather events, sea level rise, disrupted ecosystems, water scarcity, and health
impacts. To address these issues, we must adopt sustainable practices, transition to
renewable energy sources, and promote international cooperation to reduce greenhouse gas
emissions and limit the impacts of global warming.

17.2 Reading I: Chasing Ice?

The first reading text in this unit is a movie review entitled ‗Chasing Ice?‘ The reading text
features the review of the movie ―Chasing Ice‖. The review is written by Andrea Seikaly.
Objectives:
a. Learn the vocabulary: unpredictability, prevalent, erosion, accomplish, endeavor, footage,
documentary, intense, skepticism, credibility, appealing, refrain, overwhelming, avalanche,
incorporate, precarious, intriguing, exquisite, reluctant, etc.
b. Read the text and do the comprehension tasks.

Follow the procedures given below:

Pre-reading activities
a. Read the title of the reading text ―Chasing Ice‖.
b. Warm up students to the topic of the reading text by asking these questions.
i. How often do you watch movies?
ii. What is the name of the movie you have enjoyed the most? What are its strengths and
weaknesses?
iii. How do you decide to watch or not to watch a movie?
c. Take students responses. Encourage them to speak and give their opinions.

While-reading activities
a. Discuss what a movie review is and its purpose.
b. Ask the students to work in a group of four. Ask them to scan the reading text and prepare an
outline of the movie review. You can guide them with the given major aspects.

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 Introduction, a plot summary, analysis of the plot or technical element, their first impression,
commentary on the acting, an evaluation of the film's overall success, and the critic's final
recommendation.

c. Ask them to mark the words which are unfamiliar to them. Then discuss the meanings of the
marked words in context. You can ask the students to consult a dictionary and find the
meanings of the unfamiliar words. But you should help them find the meaning in the context.
d. To check students‘ understanding of meanings in context, ask them to read the match words
and their meanings in task A. Instruct them to work individually and match the words with
their correct meanings.
e. When the students have matched the words and meanings, one or two students can tell their
answers. Ask the rest of the students to check their answers. Make corrections to the answers
of students if necessary.
Answers:
a. reluctant - v. hesitating to do something
b. intriguing - iv. arousing one's curiosity or interest; fascinating
c. exquisite - i. extremely beautiful or carefully made
d. avalanche - ii. a mass of snow, ice, and rock that falls down the side of a mountain
e. overwhelming - iii. very great; so powerful that you cannot resist it
f. credibility - vi. the quality of being trusted and believed in

f. Now, lead the students to Task B. Have students study the puzzle and work individually to fill
in the puzzle on the basis of the given clues. Monitor students‘ engagement in their work.
When the students finish the puzzle, check their work and make corrections if necessary.
Answers:
ACROSS
3. FOOTAGE 5. TRACE 6. DOCUMENTARY

DOWN
1. EROSION 2. SKEPTICISM 4. INTENSE 7. ACCOMPLISH

g. Now, guide the students to task C. Ask the students to read the questions, and to read the text
once again. Instruct them to work individually to complete the sentences with the suitable
words/ phrases from the text. Remind the students to follow the order of the questions while
trying to find the answer to them in the text. When they have finished, ask the students, in
turn, to read and tell their answers. Ask the rest of the students to check their answers. Review
their answers and make corrections if necessary.
Answers
a. climate change
b. Los Angeles

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 c. Extreme Ice Survey
d. glaciers
e. scientific facts
f. bigger screen
g. glaciologist and a climatologist
h. theories on the environment

h. By now, students must have developed a good comprehension of the text. Now, ask them to
read the questions in task D. Then ask them to find the answers of the questions in the task.
You can assign this task for homework and check their answers the next day.
Answers
a. Chasing Ice is a documentary film.
b. The main objective of the film is to showcase the erosion of glaciers and raise
awareness about the impact of climate change.
c. Balog and his team set up cameras in different places to document and observe the
changes and erosion of glaciers in those regions.
d. The photographs and time-lapse footage of glaciers "calving" or breaking apart into
icebergs allow the audience to experience what is happening in the Arctic Zones.
e. Balog made the film interesting by making the data easy to understand.
f. Chasing Ice is considered a worthwhile film because it combines intriguing theories and
exquisite visuals, prompting viewers to think critically about climate change and its
implications for the future.

Post-reading activity
In this activity engage students in a group discussion activity. Divide the students into small
groups and ask them to discuss the practical ways to slow down the adverse or negative effects
of climate change. Let them discuss for some time. When they have finished, ask the
representative student to tell any five of the ways they have come up with. In this way let all the
groups share their ideas.

17.3 Pronunciation
In this activity students learn the short ‗u‘ sound, represented by the symbol /ʊ/, and the long ‗u‘
sound, represented by the symbol /uː /.

Objectives
a. Distinguish between the short u sound and the long u sound.
b. Pronounce the words with short and long ‗u‘ sounds correctly.
Follow this procedure:
a. Begin by reviewing the short ‗u‘ sound. Say the words book, food, and cook, and have
students repeat them after you. Point out that the u sound in these words is short and quick.

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b. Introduce the long ‗u‘ sound. Say the words moon, noon, and room, and have students repeat
them after you. Point out that the ‗u‘ sound in these words is long and drawn out. Practise
distinguishing between the short ‗u‘ sound and the long u sound. Pronounce the given words,
one at a time, and have students identify the sound they hear. Then ask them to put the word
in the right column.
c. You can bring more words consisting of short and long ‗u‘ and have students pronounce them
for more practice.
Answer
Short u /ʊ/ Long u /uː/
book, cook, foot, good, hook, look, took, moon, noon, roof, room, school, soon, too,
stood, wood, zoo, zoom wool

17.4 Speaking
This speaking skill is based on the language function of the unit, i.e, expressing degrees of
certainty. The activity aims to improve students' ability to express degrees of certainty and make
logical deductions using modal verbs such as must, can't, may, and might. Through role-playing
and conversational exercises, students will practise using these modal verbs in context,
enhancing their speaking skills.

Objective:
Use the modal verbs (must, can't, may, might) effectively to express degrees of certainty, and
make deductions in various conversational situations.

Follow the given procedure:

a. Divide some students into pairs of and ask them to act out the conversation given in task A.
Discuss how and why the modal auxiliaries must and can't are used. Elicit: They are used for
degrees of certainty.
c. Discuss and explain the uses of different modal auxiliaries such as must, can't, may, and might
with examples and let them deduce the rules.
Hari looks very weak and tired.
He must be unwell. (Certainty)
He might not be sleeping well. (possibility)
He may be stressed. (possibility)
He can't be feeling well. (possibility)

Ramesh didn't attend today's class. He must have forgotten about it. He might have
missed the school bus. He may have informed to the Headteacher. He can't have known
about it.
Give more examples and clarify the uses.

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d. Now, divide the remaining students into pairs and ask them to have conversations using the
correct modal auxiliary verbs for the situations given in task B. Let them prepare for some
time. Let them familiarize the example. Provide necessary feedback to each pair.
Sample conversations
a. They are coming this week, but I am not sure. They will probably come tomorrow.
A: When do you think they will arrive?
B: They may come tomorrow.

b. Dolma is not sure that she will pass the exam.

A: How do you think Dolma has performed in the exam?
B: She might not pass the exam.

c. Shishir has bought a lottery ticket. He could become a millionaire.

A: What do you think will happen if Shishir wins the lottery?
B: He could become a millionaire.

d. Rajesh looks like a foreigner. He speaks excellent French.

A: Where do you think Rajesh is from?
B: He must be from a French-speaking country.

e. Sambriddhi has got a job. I'm sure she is very happy.

A: How do you think Sambriddhi feels about her new job?
B: She must be very happy.

f. I hope to finish the project tonight. However, I am not sure.

A: Do you think you'll be able to complete the project tonight?
B: I may finish the project tonight.

g. There is somebody at the gate. They always come at eight. I am sure they are road
cleaners.
A: Who do you think is at the gate?
B: They must be the road cleaners.

e. Now, ask the students to read the situations in task C. Divide them into pairs. Allow them to
think of the questions and responses to the given situations. Remind them to have
conversations in similar ways as in task B.
a. A: Would you like me to help you with the camera?
B: That would be great! I'm having trouble getting started with it.

b. A: I see you forgot to bring money for snacks. Do you want me to lend you some?

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 B: Oh, that would be really helpful. Thank you!

c. A: I heard you're having difficulties with English grammar. Would you like me to explain
it to you?
B: Yes, please! I could really use some clarification.

d. A: You don't look well. Should I take you to the nurse's office?
B: I appreciate your concern, but I think I'll manage. Thanks anyway.

e. A: You seem thirsty. Would you like some water? I have an extra bottle.
B: Thank you so much! I'd love to have some water.

f. A: Oh no, your pencil broke! Do you need another one?

B: It's alright, I have a spare pencil. But thanks for offering!
d. Now, lead the students to task C. Divide the students into new pairs and ask them to read the
clues. Let them prepare for some time and then ask to have conversations making offers and
responding to them as in task B.
Sample conversation
a. My father wasn't in a very good mood today when I reached home from school.
A: What do you think was bothering my father today?
B: He must have had a rough day at work.

b. My English teacher got a phone call during the class and left the room immediately.
He looked very worried at that time.
A: Why do you think the teacher looked so worried during the phone call?
B: It must have been some urgent and important news he received.

c. My friend Pratima looked very pleased today when she returned back to the class
from the principal's office.
A: What do you think happened with Pratima in the principal's office?
B: She may have received good news or praise for her achievements.

d. Someone's stomach in the class made a growling sound. I do not know why she/he
had that problem.
A: Why do you think that person's stomach made such a loud noise?
B: She/he might have been really hungry and hadn't eaten for a long time.

e. A friend of mine was terribly worried after the English test.

A: Why do you think my friend was so worried about the English test?
B: He might have struggled with the test and was unsure about their answers.

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17.5 Grammar I
This grammar activity focuses on the usage of simple future tense and future perfect tense. The
simple future tense is used to express actions that will happen in the future, while the future
perfect tense is used to describe an action that will be completed before a certain point in the
future. Through various activities, students will practice filling in the gaps with the correct verb
forms and rewriting a paragraph using future tense.
Objective:
a. Use the correct forms of verbs in simple future and future perfect tense.
b. Rewrite sentences and paragraphs using future tense.
Follow this procedure
a. Discuss and introduce the concept of simple future and future perfect tense to the students with
examples.
You will finish before me.

She will not get the job.

The guests are coming at 8 p.m. I'll have finished cooking by then.
On 9 October we'll have been married for 50 years.
Will you have gone to bed when I get back?

b. Ask the students to derive sentence structures of both tenses. Help them write the correct
sentence structures.
c. To check students‘ understanding of these tenses, instruct them to read the sentences in task A
individually, and fill in the blanks with the correct form of the verbs in brackets.
d. Monitor their engagement in the work and ask individual students to tell their answers in turn.
Ask the other students to check their answers. Make corrections in their answers if necessary.
Answers
a. will have b. will have finished c. will have learned d. will stay
e. will have been building f. will find g. will stay h. will win
i. will have prepared j. will watch k. will rain

f. Now, instruct the students to read the text in task B. Explain to them that the verbs in the
paragraph are written in past tense. Ask them to work individually to rewrite them in the
correct future tense. Alternatively, assign the task as homework and check the work next day
with necessary feedback.
Answer
I will travel to London to visit the Queen of England. I will disguise myself as a prince and
walk into Buckingham Palace. After receiving directions from a chambermaid, I will step
into the Queen's bedroom and surprise Her Royal Highness with a hearty slap on the back.

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 Then, of course, I will tip my hat, bow, and deliver the usual compliments. After
uncorking a bottle of champagne, we will exchange pleasantries and talk about our
families for more than an hour. I will show her my photograph album and my stamp
collection. She will show me her historic collection of jewels. After a thoroughly
entertaining visit, I will trade email addresses with
Her Majesty and then kiss her goodbye—on the fingertips of her white gloves, of course.

17.6 Writing I
This writing task focuses on developing students' writing skills by asking them to write a short
review of their favorite movie. By using a movie review from the Reading I section as a model,
students will learn how to structure and express their opinions effectively. This activity aims to
enhance their writing abilities, critical thinking, and ability to analyze and evaluate a movie.
Objective:
a. Write a coherent and organized movie review.
b. Use appropriate format vocabulary and language structures to write the review of a movie.
Follow the given procedure:
a. Begin the lesson by asking students about their favorite movies and why they enjoy them.
Explain that they will have the opportunity to share their opinions and thoughts about their
favorite movie through writing a movie review. Discuss the purpose and importance of movie
reviews in helping others make informed choices.
b. Provide students with a movie review from the Reading I section. Analyze the structure,
language, and content of the model review together as a class. Discuss the key elements of a
movie review, such as introduction, summary, evaluation, and conclusion. Highlight the use
of descriptive language, opinion expressions, and supporting details in the review. If this has
been sufficiently dealt in while reading activity of making outline, you can directly go for
brainstorming for the review.
c. Engage students in a brainstorming activity where they generate ideas and impressions about
their favorite movie. Encourage them to think about the plot, characters, acting, directing,
visuals, and overall impact of the movie. Remind students to consider both positive and
negative aspects of the movie for a balanced review.
d. Encourage them to write a concise summary of the movie, highlighting the main storyline and
key elements. Provide support and guidance as needed, circulating around the classroom to
assist students individually.
e. You can also assign the task as homework and check the students‘ work next providing them
necessary feedback.
17.7 Reading II
This reading text presents a humorous play between a couple, Ramila and Ramesh, and their
neighbor, Mr. Dahal, about a noisy party happening next door. It engages students in a dialogue-
based narrative while developing their reading comprehension skills.

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Objectives:
a. Learn the key vocabulary disgusting, row. gosh, etc.
b. Develop reading skills and do the comprehension tasks.
Follow these steps:
Pre-reading activities
a. Ask the students to study the picture carefully ask then to guess answers to the following
questions:
i. Who do you think the man is?
ii. What do you think he is doing?
iii. How old do you think he is?
ii. What might he be doing?
b. Allow students to share their responses and encourage a brief discussion.

While reading activities

a. Make a group of three students and ask them to read / act out the play.
b. Then ask them to mark the unfamiliar words in the text.
c. Discuss the vocabulary. Include the words that the students have marked as unfamiliar words.
Now, you can ask the students to consult a dictionary to find the meanings. But the teacher
should help them to find the meanings in context.
d. After that, lead the students to the vocabulary task in A. Ask them to read the sentences and
the options provided in the box. Ask them to work in pairs to find words in the text for the
given meanings. After they have matched, ask a representative student to tell her/his answers.
Ask the rest of the students whether they also have the same answer. Make necessary
corrections in their answers.
Answers
a. matter b. disgusting c. row d. gosh e. goldfish f. bury

e. Now ask the students to work individually and read the questions in task B, then read the text
once again. Ask them to choose the right answer in each question. After they have finished, ask
a student to read out the answers. Ask the rest of the students to check their answers. Make
corrections in their answers if necessary.
a. husband and wife
b. Silu's father
c. because the man is carrying a spade
d. They think he has killed the fish.
e. He was burying the dead fish.
f. It was noisy.
g. Mrs Dahal

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f. Provide students with the statements listed in task C. Ask them to read the passage carefully
again and determine whether each statement is true or false or not given. Discuss the answers
as a class, highlighting the relevant sections of the text to support their responses.
Answers
a. T b. F c. NG d. F e. F f. T

Post-reading activities
In this section ask the students to share their experiences of being disturbed at night while
sleeping. Ask the following questions and encourage individual students to share their
experiences.
a. Have you ever been disturbed in your sleep?
b. What disturbed you, how, and what did you do later?

17.8 Listening
This skill is based on the theme of the unit, global warming and climate change. The activities
are designed to help students learn about the different ways people think about the weather. The
activity includes short talks about a man‘s experiences with the weather in England and Dubai.
Students will listen to the audio clip and then complete a series of tasks to demonstrate their
understanding of the content.

Objectives
a. Follow and understand a speech/ talk.
b. Comprehend the audio and do the comprehension tasks.
c. Develop the ability to recall and retain information from spoken English.

Follow the given procedure:

Pre-listening activities
a. This is a warm up activity. Instruct the students to study the pictures and talk about the
weather conditions represented by the pictures. Instruct them to work in pairs and let them
discuss for some time. Let them find the correct adjectives from the box to represent various
weather conditions given there.
b. Ask a student from some pairs to choose a correct adjective from the box to describe each
picture. Listen to their answers and help with the correct answer if necessary.

Picture 1 (First row left to right) – sunny

Picture 2 (First row left to right) - windy
Picture 3 (First row left to right) - cloudy
Picture 4 (Second row left to right) - snowy
Picture 5 (Second row left to right) - foggy
Picture 6 (Second row left to right) - rainy

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While listening activities
a. Tell the students that they are going to listen to the audio now.
b. Ask them to go through the questions in Task B. before they listen to the audio.
c. Play the audio and ask the students to take a note of the answers of the questions.
d. Monitor their engagement in the listening activity and play the audio until the students are able
to answer all the questions.
e. Ask some students to tell their answers in turn.
f. Make necessary corrections in their answers as per the requirement.
Answers
a. The people in England (C) are always concerned about the weather there.
b. The weather in England (F) is very changeable.
c. The people in Dubai (A) don't think about the weather much.
d. The weather in Dubai (B) is almost the same the whole year.
e. Global warming (D) is changing weather patterns.

Post-listening activity
a. Ask students the questions and discuss: Does your locality have similar weather conditions all
the year around? How does it help or affect people?
b. Encourage students to share their ideas.

17.9 Grammar II

This grammar activity focuses on practising the formation of ‗Wh‘ questions and transforming
questions into indirect speech. The activity is designed to help students understand and apply the
rules of question formation and transformation of ‗wh‘ questions into indirect speech in English
grammar.

Objectives:
a. Reinforce the rules and patterns of forming ‗wh‘ questions.
b. Change ‗wh‘ questions into indirect speech.

Follow these steps:

a. Begin by reviewing the concept of statements and ‗wh‘ questions. You can use a variety of
activities to do this, such as:

i. Have students play a game of "Guess the Question" where one student gives a statement and
the other students have to guess the question that was asked.

b. Discuss and explain the rules of ‗wh‘ question transformation with examples.

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 He drank juice. (What) - What did he drink?
They went to Spain. (Where) –Where did they go?

c. Instruct students to work in pairs to change the statements into ‗wh‘ questions as instructed in
the brackets in task A. Remind them to use correct auxiliary verbs after the given ‗wh‘ words.
Monitor the students as they work on the task, providing assistance and clarification as
needed. Once the students have completed the questions, review the answers together as a
class, discussing the correct formation of each question.

d. Now, turn to task B. Explain to the students that they will now practice converting direct
questions into indirect speech. Instruct the students to study the direct questions and sentence
starters.

f. Hold discussion about the things that change while changing a sentence into indirect speech.
Explain the rules of indirect transformation as per the necessity. You can refer to a good
grammar book for this.

g. Instruct the students to rewrite each direct question as an indirect question using the given
sentence starters. Remind them to make the necessary changes in pronouns, verb tenses, and
word order.

h. Monitor the students' progress and provide guidance as they work on the task. Once the
students have finished, review the answers as a class, discussing the changes made in each
question during the conversion to indirect speech.

Answers
a. My new friend asked me where I was from.
b. The stranger enquired where the nearest bank was.
c. My mother wanted to know what I had been doing until then.
d. They asked how long I had been living there.
e. My brother wanted to know who the Prime Minister of Canada was.
f. Rohan enquired what my father did.
g. She asked me where I had been living before I came there.
h. The old mouse asked who would bell the cat.
i. She wanted to know what time the train left.
j. She wondered how I could desert her.

i. Now, lead the students to task C. Divide the students into pairs. Instruct each pair to come up
with at least five statements.

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j. Once they have their statements, instruct the students to swap their statements with their
partner. Now, they need to convert the statements into wh-questions. Encourage them to use a
variety of question words (wh-words) in their questions.

k. After they have finished, students should check each other's answers. Finally, go over a few
pairs' questions as a whole class, providing feedback and addressing any questions or
difficulties that arise.

17.10 Writing II
This writing skill aims to develop students' skills in reading notices and composing short
announcement notices. Students will practise identifying important information from a given
notice and apply their knowledge to create an announcement notice for an inter-house spelling
contest.
Objectives:
a. Identify important information in a given notice.
b. Compose short announcement notices.

Follow these steps:

a. Begin by discussing the purpose and importance of notices in providing information to a target
audience. Explain to the students that they will be practicing their reading and writing skills
through a writing activity involving notices.
b. Ask the students to read the given notice in task A. Instruct to read it carefully and underline
all the important information. Encourage them to focus on dates, the reason for closure, the
duration of the vacation, and the resumption date.
c. Monitor the students' progress and provide assistance if needed. Once the students have
finished underlining the important information, discuss their findings as a class, ensuring that
the key details are accurately identified and understood.
d. Explain to the students that they will now create a short announcement notice on behalf of
their head teacher. Discuss the concept of an inter-house spelling contest and its purpose.
Provide a brief overview of the content and structure of an announcement notice, including
the heading, date, body, and signature. Instruct the students to imagine that their school is
organizing an inter-house spelling contest next week.
e. Allow them to brainstorm ideas and key details for the notice, such as the date, time, venue,
participation guidelines, and any additional information.
f. Remind students to use appropriate language, sentence structure, and organization in their
writing.
g. Monitor the students' progress as they draft their announcement notices, providing guidance
and support as needed.
h. Alternatively, assign this task as homework and check their work the next day providing
necessary feedback.

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Sample Notice

Shree Tribhuvan Secondary School

Bhanu-10, Tanahun

14 May, 2023

Notice!

Dear Students,

We are pleased to announce that our school is going to organize an Inter-House Spelling
Contest next week. This exciting event aims to enhance students' vocabulary, spelling
skills, and teamwork. We encourage all eligible students to participate and showcase their
linguistic abilities.

Details of the Inter-House Spelling Contest are as follows:

Date: 24 May, 2023

Time: 2 pm onwards
Venue: School premises

Participation Guidelines:

● The contest is open to students from grades six to ten

● Each house will be represented by a team of three students.
● Participants are expected to study and prepare a list of provided words.
● Each team will take turns spelling the words aloud.
● The team with the highest score will be declared the winner.
● We kindly request interested students to register their names with their respective
house captains by 20 May.

For further information, please contact the school administration.

Head Teacher
Shree Tribhuvan Secondary School

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7.11 Project work
This project work aims to engage students in exploring the impact of global warming on the
environment through the creation of illustrations. By working in groups, students will develop
their research, critical thinking, and artistic skills while raising awareness about the
consequences of global warming. The activity also promotes collaboration and encourages
students to provide feedback on each other's work.
Objectives:
a. Foster students' understanding of the impact of global warming on the environment.
b. Depict the impact of global warming in illustrations

Follow these steps:

a. Explain the purpose of the project work, which is to create illustrations depicting the impact of
global warming. Emphasize the importance of research, critical thinking, and creativity in
developing impactful illustrations.
b. Outline the steps of the project and provide an overview of the final presentation and feedback
process.
c. Divide the students into small groups (3-5 members per group). Assign each group the task of
researching and gathering information about specific aspects of the impact of global warming
on the environment (e.g., melting ice caps, rising sea levels, deforestation, endangered
species, etc.).
d. Provide relevant research materials and resources to assist the groups in their research. Instruct
the groups to discuss and brainstorm ideas for their illustrations based on their research
findings.
e. Monitor the groups' progress and offer guidance as needed. Encourage creativity and artistic
expression.
f. Once the illustrations are completed, allocate wall space in the classroom for displaying the
artwork. Instruct each group to carefully display their illustrations on the designated wall
space. Encourage the students to walk around the classroom and review the illustrations
created by other groups.

17.12 Extra Bit

This section contains the task that gives students additional information in the unit. This is a self-
study material. However, teachers may add to the list and have some discussion in the class
about them. In this particular extra bit, students can find information about the linking verbs.

–)–

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 Unit 18
Transportation and Communication
This unit is based on the theme of transportation and communication. Transportation and
communication play vital roles in the globalized world. Transportation refers to the movement of
people and goods from one place to another, while communication involves the exchange of
information and ideas between individuals or groups. The unit explores the importance of
transportation and communication in various aspects of our lives. It highlights the modes of
transportation, such as land, water, air, and space travel, as well as the evolution of
communication methods from ancient times.
Through reading and listening activities, students will engage with texts and audio materials that
highlight the theme of transportation and communication. They will learn new vocabulary related
to these topics and enhance their comprehension skills. Additionally, speaking activities will
focus on practicing effective communication strategies especially to make comparisons between
things and ideas.
Unit Overview
SN Textbook Topics Textbook Tasks

1. Getting started Look at the pictures and talk about them making
comparisons.
2. Reading I Pre-Reading questions
Essay: Wright Brothers Vocabulary (Find the words for the given meanings)
Match the words and the pictures
State the statements as true/false
Put the sentences in the correct order
Short-answer questions
Post reading question
3. Speaking Talk about the given animals using suitable adjectives.
Making comparison Make a comparison between a car and a bike.
4. Grammar I Make a list of adjectives and adverbs form Redding I
Adjectives and adverbs Choose the correct adjective/adverb and complete the
sentences.
5. Writing I Write an interpretation of the given chart.
Chart interpretation
6. Reading II Pre-reading questions
Poem: Rickshaw Ride Match the words with the meanings.
Fill in the blanks with the correct words/ phrases.
Answer the questions
Post reading question
7. Pronunciation Read the sentence and write the intonation pattern.
8. Listening Pre-listening questions

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 Conversation Listen to the audio and choose the correct alternatives to
answer the questions.
Fill in the gaps with the correct words/ phrases.
Post-listening question
9. Grammar II Use the correct forms of the given adjectives and adverbs.
Adjectives and adverbs
10. Writing II Write an account of a travel.
Account Writing
11. Project work Find about the history of invention of the telephone and
write about its development.
12. Extra bit Types of adverbs
Total estimated time 9 Hours

The detailed teaching-learning procedures of each topic and tasks in the unit are suggested below.
Teachers could use these methodologies and/or design their own activities for their class. Make
your class interactive and effective with necessary assessments of the students after each skill.

18.1 Getting started

This is the first task of the unit. This task leads the students towards the theme of the unit, i.e.
Transportation and communication. The task is also related to the language function of the unit:
Making comparisons. The given pairs of pictures represent the means of transportation. Students
will also learn to make comparisons between the vehicles using appropriate adjectives and
adverbs.

Objectives:
a. Identify the means of transportation shown in the pictures and mention their significance.
b. Make comparison between the given means of transportation and make comparison between
them using appropriate adjectives and adverbs.

Follow the given procedures.

a. Instruct the students to look at the picture given in the task. Ask them some questions such as: i.
What do you see in the first pair of pictures (top left to right)? ii. What are their names? iii.
Find at least five differences between them. iv. Now, make comparisons between them using
appropriate adjectives and adverbs.
b. Similarly, guide the students to the second pair of pictures (left to right on the bottom) and ask
the similar questions: i. What do you see in the second pair of pictures? ii. What are their
names? iii. Find at least five differences between them. iv. Now, make comparisons between
them using appropriate adjectives and adverbs.

c. Listen to the answers of representative students and add to students‘ points and ideas.

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 a. The first pair of pictures (from top left to right) features two types of trains. The express
train and the bullet train. Here are some comparisons of the two trains.
Firstly, the bullet train is known for its remarkable speed, reaching incredibly high
velocities, whereas the express train operates at a relatively lower speed. Secondly, the
bullet train is designed with advanced technology and smooth features, allowing for a
smoother and more stable ride compared to the express train. Thirdly, the bullet train
typically has fewer stops along its route, ensuring faster and more efficient travel, while
the express train may have more midway stops, providing a broader range of destinations.
Fourthly, the bullet train offers a more luxurious and luxurious experience, often equipped
with services like comfortable seating and dining options, whereas the express train may
have more basic facilities. Lastly, the bullet train is often associated with direct or long-
distance travel, connecting major cities across vast distances, while the express train is
commonly used for regional or shorter journeys, linking cities within a specific area.

b. The second pair of pictures (from left to right on the bottom) presents two types of
vehicles: A car and a bus. Find some comparisons between the two vehicles.
Firstly, the bus has a significantly larger passenger capacity, while the car has a smaller
capacity. Secondly, the car is generally faster and more maneuverable than the bus.
Thirdly, the car tends to be more fuel-efficient, consuming less energy compared to the
bus. Fourthly, the bus offers a more comfortable ride, especially for longer journeys, while
the car provides a relatively comfortable experience for shorter distances. Lastly, the car is
more accessible for individual use, while the bus is more suitable for larger groups or
public transportation.

18.2 Reading I

The first reading text in this is a historical account about the revolution in the field of
transportation and communication. It is entitled ‗Wright Brothers‘. This text features the advent of
aeroplanes made by the Wright brothers.

Objectives:
a. Learn the vocabulary: bishop, propeller, accessories, sprockets, axes, elevator, descent,
warping, buzzard, rudder, aeronautical, dunes, simulate, steady, mounted, suspended, pasture,
Stability, plague, etc.
b. Read the text and do the comprehension tasks.

Follow the given procedures:

Pre-reading activities

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a. Introduce the reading text to the students with the help of its topic. For further discussion,
instruct the students to look at the picture given on page 224 and encourage them to guess the
answer to the following questions:
i. Who are the people in the picture?
ii. What are they doing?
b. Listen to their answers and add necessary information to their answers. Correct their answers if
necessary.

Answers
i. The people in the picture are Wright Brothers. The Wright brothers, Orville Wright and
Wilbur Wright, American flight inventors generally popular for inventing, building, and
flying the world's first successful motor-operated airplane
ii. They are experimenting with their first ever airplane flight.

While-reading activities
a. Select some students to read the text aloud, in turn. You may help them with the correct
pronunciation whenever necessary.
b. Ask them to mark the words which are unfamiliar to them. Then discuss the meanings of the
marked words in context. After introducing them, you can organize a ―Vocabulary Charades‖
game to teach vocabulary in this unit. Here is how you can organize it.
VOCABULARY CHARADES
1. Write each of the highlighted vocabulary items of the text on separate index cards or small
pieces of paper. Make sure the words are mixed up and placed in a container or hat.
2. Divide the class into two teams; Team A and Team B.
3. Select a student from Team A to come up and choose a word from the container without
showing it to anyone else.
3. The chosen student must then act out or mime the meaning of the word without speaking
while their team tries to guess the vocabulary item. The student can use gestures, facial
expressions, and body movements to represent the word.
4. Team A has one minute to guess the word. If they guess correctly within the time limit,
they earn a point.
5. Repeat the process with a student from Team B, and their team tries to guess the
vocabulary item within the given time limit.
Continue alternating turns between the two teams until all the vocabulary items have been
used.
6. Keep track of each team's score on the board.
7. After all the vocabulary items have been acted out, count the points and declare the
winning team.

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c. To check students‘ understanding of meanings in context, ask them to find the matching words
from the text with their meanings in task A. Instruct them to work in pairs to find the words
from the text for the given meanings. The first letter of each word is given as a clue.
d. When the students have attempted the task, ask some students, in turn, to read out their
answers to the class. Ask the rest of the students to check their answers. Make corrections to
the answers of students if necessary.
Answers
a. accessories b. descent c. aeronautical d. steady e. experiment
f. plague

e. Now, lead the students to Task B. Have students look at the pictures and their names above
them (a-d) Ask the students to find the disproportions of the words and match the names with
the correct pictures. Students may work individually or in pairs. Ask some students to share
their answers. Make corrections to their answers when necessary.

Answers
a. elevator b. propeller c. spokes d. buzzard

f. Now, lead the students to task C. Ask the students to read the statements before reading the text
once again individually. Instruct them to decide whether the given statements are true or false.
Then ask the individual students, in turn, to tell their answers. Ask the other students if they
agree with the selected students‘ answers. Make corrections in their answers if necessary. You
can also organize ―True/False‖ games to conduct this activity.
Answers
a. True b. False c. True d. True e. False f. True g. False h. False

g. By now, turn to task D. Begin by briefly reviewing the key events mentioned in the text. Then
distribute event cards to individual students or groups. Each card should contain one of the
events from the text. Explain to the students that they will be arranging the event cards in
chronological order to depict the sequence of events accurately.
h. Divide the students into small groups and encourage them to discuss and collaborate in
determining the correct order of events. Have each group present their arranged sequence of
events to the class. As they present, ask other students to provide feedback and suggest any
necessary adjustments.
i. Engage the whole class in a discussion about the correct chronological order of events. Allow
students to share their reasoning and support their arguments with evidence from the text. After
the discussion, confirm the correct chronological order of events as follows:
Sentences in the correct chronological order:
1. d. Milton Wright brought home a toy helicopter.
2. f. The children made copies of the toy helicopter.

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 3. h. The Wright brothers started a printing business.
4. b. The Wright brothers opened a cycle shop.
5. g. The Wright brothers began their aeronautical research.
6. e. The Wright brothers built their first machine designed to carry a pilot.
7. a. Their first Flyer took off under its own power with a pilot.
8. c. The Wright brothers developed a machine overcoming complex technical problems.

j. Next, turn to a short-answer question task in E. Divide students into small groups. Assign each
group some questions from the text. Have students take turns reading the questions, scan and
skim the information in the text, and find the answer for each question. Encourage them to use
evidence from the text to support their answers. Ask each group to share their answers. Make
corrections to their answers if necessary. Alternatively, you can assign this task for homework.
Check their work in the next class with necessary feedback.
Post-reading activity
This activity demands students to do research on the development of aircrafts since the time of
Wright Brothers. So, provide ample time for them to research. You can follow the given strategy.
a. Divide the class into small groups, ideally with 4-5 students in each group. Help students to
identify different time periods or aspects of aircraft development that represent key
improvements from the Wright brothers' time to the modern day. For example, you can assign
groups topics like early aviation pioneers, jet propulsion, aerodynamics advancements, or
technological innovations.
b. Provide relevant resources and materials for each group to research their assigned topic. These
can include textbooks, articles, websites, videos, or primary source documents. Give students
enough time to prepare on the topics.
c. Then, ask each group to tell about their findings in the class and discuss.

18.3 Speaking
This speaking skill is based on the language function of the unit, i.e, making comparisons.
Through the different forms of adjectives and adverbs students will learn to make comparisons
between things. There are two tasks under this skill; however, teachers can introduce more
activities for the speaking practice of students.

Objectives:
a. Lean different adjectives and their positive, comparative and superlative forms.
b. Make comparisons between things using appropriate forms of adjectives.

Follow the given procedure:

a. Introduce adjectives and their forms (positive, comparative and superlative degrees) in the class
with examples. Include various types of adjectives so that they can generalize how they are
changed into other forms.

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 Positive Comparative Superlative
sad sadder saddest
fat fatter fattest
difficult more difficult most difficult
wise wiser wisest
heavy heavier heaviest
little less/lesser least
many/much more most
important more important most important

b. Give examples of uses of comparative degrees from the example sentence in task A.
c. Divide the students into pairs. Ask one student in the pair to ask a question and the other
student to answer for the situation given in Task A. Instruct them to follow the model of the
example sentences.
d. Have other pairs follow the same procedure. Provide necessary input and feedback to each pair.

Model conversations
a. a. bear/tiger/snail (aggressive)
A: Which animal is the most aggressive of all?
B: I think a tiger is the most aggressive of the three.

b. elephant/giraffe (tall)
A: Which animal is taller, an elephant or a giraffe?
B: Definitely a giraffe is taller than an elephant.

c. monkey/dolphin/tortoise (intelligent)
A: Among these animals, which one is the most intelligent?
B: I believe dolphins are the most intelligent compared to monkeys and tortoises.

d. rhino/elephant (heavy)
A: Which animal is heavier, a rhino or an elephant?
B: An elephant is heavier than a rhino.

e. bear/lion (strong)
A: Between a bear and a lion, which animal is stronger?
B: Lions are generally considered stronger than bears.

f. hen/pig/dog (dirty)
A: Among these animals, which one is the dirtiest?
B: Pigs are usually considered the dirtiest compared to hens and dogs.

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 g. rattlesnake/cobra (dangerous)
A: Which snake is more dangerous, a rattlesnake or a cobra?
B: Cobras are known to be more dangerous than rattlesnakes.

h. snail/tortoise (slow)
A: Between snails and tortoises, which one is slower?
B: Snails are slower than tortoises.

i. cobra/python/anaconda (poisonous)
A: Which snake is the most poisonous, a cobra, a python, or an anaconda?
B: Cobras are generally considered the most poisonous among these three snakes.

j. donkey/zebra (fast)
A: Between a donkey and a zebra, which animal is faster?
B: Zebras are faster than donkeys.

e. Now, turn to task B. First, briefly review adjectives and adverbs given, such as fast, easy,
comfortable, eco-friendly, expensive, cheap, safe, and good for health. Make sure students
understand the meanings of these words and how they relate to the comparison of a car and a
bike.
f. Encourage the students to brainstorm ideas and consider the advantages and disadvantages of
the two modes of transportation.
g. Divide the students into pairs. In their pairs, ask them to share their thoughts and discuss their
opinions on the various aspects of comparing a car and a bike. Encourage them to provide
reasons and examples to support their views.
h. Ask some pairs to share their comparisons and opinions with the whole group. Motivate
students for active participation and discussion, allowing them to learn from each other and
explore different perspectives.
Sample Comparisons
Fast: A car is faster than a bike.
Easy: Riding a bike is easier than driving a car.
Comfortable: Cars are more comfortable than bikes.
Eco-friendly: Bikes are more eco-friendly than cars.
Expensive: Cars are more expensive than bikes.
Cheap: Bikes are cheaper than cars.
Safe: Both cars and bikes can be safe modes of transportation when used responsibly.
Good for health: Riding a bike is good for health, while cars do not offer the same health
benefits.

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18.4 Grammar I
This grammar activity focuses on the appropriate uses of adjectives and adverbs. Since adjectives
and adverbs have already been introduced in the speaking activity just before this task, you may
only review these grammar items in this task. However, this task is more concerned with the right
use of adjectives and adverbs.
Objectives:
a. Learn about adjectives and adverbs and their differences.
b. Use the correct adjective or adverbs.

Follow the procedures given below.

a. Review concept of adjectives and adverbs to the students, providing examples and explaining
their functions in a sentence. Highlight the importance of using descriptive words in writing
and speaking.
b. Instruct the students to read through the text again and underline all the adjectives and adverbs
they come across. Encourage them to pay attention to words that describe nouns (adjectives)
and words that modify verbs, adjectives, or other adverbs (adverbs).

c. After students have identified the adjectives and adverbs, ask them to make a table with two
columns: "Adjectives" and "Adverbs." Then instruct them to write the words under the right
column.
Here is a list of adjectives and adverbs
Adjectives Adverbs
small, wooden, twisted, new, handmade, First, own, initially, previously, repeatedly,
technological, three-dimensional, horizontal, left, brilliantly, etc.
vertical, rear, suitable, strong, Tall, sandy, perfect,
improved, great, new, special, powered, heavier-than-
air, controlled, amazing, overhead, practical, complete,
circular, stable, mechanical, complex, technical

d. Now, shift the focus to task B. Instruct the students to choose the correct words from the
brackets and fill in the blanks, ensuring they use the appropriate adjectives or adverbs.
e. Once students have completed the task, review the answers together as a class. Discuss any
questions or doubts they may have had during the activity. Emphasize the correct usage of
adjectives and adverbs and clarify any common errors or misconceptions.
Answers
a. seriously b. serious c. selfishly d. terribly e. sudden
f. colourful g. colourfully h. badly i. hard j. safe
k. angry l. dangerous

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18.5 Writing I
This task focuses on the interpretation of charts and graphs. The activity is also related to the
language function of the unit, making comparisons. The skill of interpreting charts and graphs
involves more than just describing the information displayed. It requires the skill of analyzing and
extracting key insights, making comparisons, identifying patterns, and explaining the significance
of the data presented. This skill is valuable across various disciplines, including business,
economics, science, and social sciences, as it enables us to make informed decisions and
communicate findings accurately.

Objectives:
a. Understand and comprehend the information presented in charts and graphs.
b. Write an interpretation of the chart using suitable vocabulary and making necessary
comparisons.

Follow the given procedure:

a. Introduce the topic of the writing task, which is interpreting a bar chart showing the world trend
regarding the use of electric vehicles from 2015 to 2019. Engage the students in a discussion
about bar charts, their purpose, and how they represent data visually. Analyze the key features
of the bar chart together, such as the axes, labels, units, and the trends shown.

b. Provide students with relevant vocabulary related to the topic, such as "electric vehicles,"
"trend," "increase," "decrease," "comparison," and any other specific terms related to the data
in the bar chart. Review and practice language structures and phrases used for making
comparisons, such as "compared to," "higher/lower than," "the most/least," "a significant
difference," etc.

c. Provide a step-by-step guide for students to write their interpretation of the bar chart. Break
down the task into smaller parts, such as:

i. Introduction: State the purpose of the chart and the time period it represents.

ii. Overview: Provide a general overview of the trends shown in the chart.

iii. Specific Comparisons: Make comparisons between different years, highlighting any
significant changes, increases, or decreases.

iv. Supporting Details: Use specific data points from the chart to support the comparisons
made.

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 v. Conclusion: Summarize the main trends and make any final observations or predictions
based on the data.

d. Encourage them to write a concise summary of the movie, highlighting the main storyline and
key elements. Provide support and guidance as needed, circulating around the classroom to
assist students individually.

e. Allow students to work independently to write their own interpretation of the bar chart. Provide
support and guidance as needed, encouraging them to use the vocabulary and language
structures practiced earlier. Monitor their progress and provide feedback on their writing,
focusing on content, organization, and language accuracy.

Sample Answer

The bar chart illustrates the global trend in the use of electric vehicles from 2015 to 2019.

In 2015, the percentage of electric vehicles worldwide stood at approximately 1%. This
figure experienced a steady rise over the next four years, reaching around 3% by 2019.

Comparing the data for specific years, we can observe noticeable variations in the adoption
of electric vehicles. For instance, between 2015 and 2016, there was a considerable increase
of approximately 1%, indicating a significant shift towards electric vehicle usage. However,
the growth rate slowed down in the following years, with the percentage increasing by only
0.5% between 2016 and 2017, and another 0.5% between 2017 and 2018.

It is worth noting that despite the slower growth rate in recent years, the overall upward
trend suggests a growing interest in electric vehicles worldwide. This trend may be attributed
to several factors, including technological advancements, increased availability of charging
infrastructure, and a greater emphasis on sustainable transportation options.

18.6 Reading II: Rickshaw Ride

The second reading text of this unit is a poem ―Rickshaw Ride‖ written by English poet John Hill.
The poem is related to the theme of the unit, transportation and communication as it highlights the
means of transportation, rickshaw as used in China. Here is the summary analysis of the poem.

The poem "Rickshaw Ride" by John Hill is based on the poet's experience of riding a
rickshaw in Hong Kong. The poem portrays the poor condition of the people in China who
have to work hard for their survival. The poet starts by describing the old rickshaw puller,
who is standing by the harbour spitting into the water. The poet compares the old man's
physical appearance to the country of China, as both are old.

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 In the second stanza, the poet describes the rickshaw puller's weak and thin appearance,
comparing his wrinkled face to a sandbar at low tide. The poet highlights the old man's hard
labour and lack of happiness despite earning a dollar. In the third stanza, the poet observes
the old man's muscles and veins while he pulls the rickshaw up a hill. The poet expresses
concern for the old man's health and well-being.

In the last stanza, the poet reflects on the experience of the rickshaw ride, which he found to
be terrible due to the old man's condition. Despite being asked about the ride by others, the
poet only focused on the old man's suffering.

Objectives:
a. Read and enjoy the poem.
b. Learn the vocabulary: Harbour, folded, sandbar, clatter, cathedral, tram, snake, etc.
c. Develop reading skills and do the comprehension tasks.
Follow these steps:
Pre-reading activity
a. Discuss the title of the poem in the class. Ask the students to guess what the poem could be
about. Then instruct the students to observe the picture carefully. Ask them the following
questions and encourage them to guess answers to the questions:
i. What does the rickshaw puller look like?
ii. Is he happy? Give a reason.

While-reading activities
a. Ask one or two students to recite the poem loudly to the class. Help them read it with correct
pronunciation and tone.
b. Use ―vocabulary Bingo‖ to discuss vocabulary
Vocabulary Bingo
 Create bingo cards with different vocabulary words written in each square.
 Call out definitions, synonyms, or example sentences and students mark the
corresponding word on their cards.
 The first student to get a line or a full card shouts "Bingo!" and wins the game.

c. Now, ask the students to work individually to match the words with the correct meanings in
task A. Then ask them to share their answers. Review the answers as a class to ensure
understanding.
Answers
a. harbour - iii. a protected area on the coast
b. folded - viii. having slight folds; wrinkled
c. sandbar - vii. a long mass of sand, especially at the mouth of the river
d. snake - i. to move in long twisting curves

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 e. sake - ii. for the purpose of; in the interest of; in order to achieve or preserve
f. clatter - vi. loud noise from hard objects knocking together
g. cathedral - iv. the main church
h. tram - v. a vehicle driven by electricity

f. Now, lead the students to read the sentences in task B before reading the poem once again. Ask
them to work individually or in group to complete the sentences with the correct words from
the poem. Review their answers and make necessary corrections.

Answers
a. harbor
b. folded
c. dollar
d. Victoria
e. veins
f. fun
h. Ask students to read the questions in task D before reading the poem once again. Now, ask
them to answer the questions individually based on their understanding of the poem. Review
the answers as a class and facilitate a discussion to ensure comprehension and critical thinking.
Alternatively, assign the task as homework and check it the next day and provide necessary
feedback to students‘ answers.
Answers
a. The rickshaw puller is very old./He is as old as China.
b. "He is made of leather" means he is an ordinary man.
c. The dark veins that snake on the rickshaw puller's body attract the attention of the rider.
d. The rider wants the rickshaw puller not to fall because he doesn't want him to break
anything for the sake of a dollar.
e. No. His eyes only caught the sight of the poor rickshaw puller‘s veins, not anything else.

Post-reading activity
In this section, ask the students to use some adjectives to describe the rickshaw puller. Have them
find some adjectives in the poem and their own to complete the chart. Once they are ready with
the adjectives, pick some students to share with them what they have collected. Review their
answers and make necessary corrections.

Answers
Old, poor, wrinkled, clever, weak, determined, hard-working

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18.7 Pronunciation
In this pronunciation task, students will practise identifying and categorizing different types of
intonation patterns in spoken sentences. Upon listening to the teacher reading the sentences,
students will determine the type of intonation represented in each sentence.

Objectives:
a. Develop phonetic awareness, and understanding of intonation patterns in English speech.
b. Recognize and differentiate various intonation patterns used in different contexts.

Follow the given procedures:

a. Begin by reading the given sentences in the intonation patterns they represent. Ask them if they
found any difference. State that intonation is one of the important aspects in English language.
b. Discuss how intonation can convey meaning, emotions, and attitudes in spoken language. Show
visual aids or use gestures to help students understand the concept.
b. Give ample examples of different intonation patterns through clear pronunciation. Practise with
common sentence types, such as statements, questions, and exclamations, to highlight the
variations in intonation.
c. Read out the sentences in the task again and ask the students to identify the pattern of each
sentence. Provide feedback to their responses. Correct them when necessary.
Answers
a. Will you go for a ride on his rickshaw? - Rising intonation
b. My parents bought rice, cereals, and vegetables. - Falling intonation
c. You don't often go there, do you? - Falling intonation
d. Santoshi is a smart girl. - Falling intonation
e. Wow! It's finally snowing. - Falling intonation
f. None of the strategies are working, are they? - Rising intonation
g. What's your favorite subject? - Falling intonation
h. Can they finish the project in time? - Rising intonation
i. How can I help you? - Falling intonation
j. Nice to meet you. - Falling intonation

18.8 Listening

This listening task is based on the theme of the unit. Through this activity students will expand
their knowledge about transportation. The task focuses on different means of transportation,
destinations, and useful phrases related to getting around. Students will listen to the audio and
engage in different tasks based on it.

Objectives
a. Follow and understand a speech/ talk.
b. Comprehend the audio and do the comprehension tasks.

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c. Develop the ability to recall and retain information from spoken English.

Pre-listening activity

a. This is a warm up activity. Start by engaging the students in a discussion about transportation.
Ask the following questions to activate their prior knowledge:

● How do you usually travel?

● What is the main means of transportation where you live?

Answers may vary student to student: I usually travel by bus/on foot. The main means of
transportation are buses/ taxis/ mules, aeroplanes, etc.

While-listening activities
a. Introduce the listening task by explaining that they will listen to a conversation between a
passenger and a taxi driver, where they will answer questions and fill in the gaps based on the
information they hear.
b. Now, lead students to task B. Explain the task to the students, where they need to listen to the
audio and choose the correct alternative to answer the given questions.
c. Play the audio once and ask students to note down their answers individually.
d. Play the audio for the second time, allowing students to check and confirm their answers.
e. Conduct a class discussion and ask students to share their answers. Discuss the correct answers
and provide explanations where necessary.
Answers
a. National Art Museum
b. about twelve minutes
c. 18 dollars excluding the tip
d. at six o‘clock
e. taking subway
f. They don't stop near the museum.

f. Next, introduce Task C. Students are required to fill in the gaps with the correct words/phrases
from the audio. Play the audio once again, pausing after each gap to give students time to write
their answers. Play the audio for the second time, allowing students to check and confirm their
answers. Play the audio more times if they cannot find the answers in the second time.

Post-listening activity
Divide the students into pairs or small groups and ask them to discuss two places in their locality
that are worth visiting. Encourage students to talk about the location, facilities, accommodations,
and any other relevant information about these places. After the discussion, invite groups to share

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their chosen places with the whole class. Encourage them to provide detailed descriptions and
reasons for recommending these places.

18.9 Grammar II

This is the second lesson on the uses of adjectives and adverbs in this unit. By now, students are
expected to have learnt about adjectives and adverbs, and their different forms. However, this
activity is more concerned about the uses of positive, comparative and superlative forms of
adjectives and adverbs.

Objective:
Use the positive, comparative and superlative forms of adjectives and adverbs.

Follow the given procedure:

a. Begin the lesson by reminding students about adjectives and adverbs and their role in
describing nouns (adjectives) and verbs/adjectives/adverbs (adverbs). Review the rules for
forming comparative adjectives and adverbs

b Introduce a task where students need to complete the sentences by choosing the correct form of
the comparison of the adjective or adverb given in the brackets. Give students time to complete
the sentences individually. Monitor the students' progress and provide assistance if needed.
Then ask some students, in turn, to share their answers. Have other students confirm the
answers, and make corrections to their answers where necessary.

Answers
a. biggest b. famous c. deadly d. more interestingly e. most humorous
f. more innocent g. more expensive h. as tall i. better j. more dangerous
k. more carefully

18.10 Writing II
In this writing task, students will have the opportunity to reflect on their personal travel
experiences and share an account of one of their journeys. They will be encouraged to describe
the destination, the mode of transportation used, the company they had during the journey, the
activities they engaged in, and the lessons they learned from the experience. This task aims to
develop students' writing skills by allowing them to express their thoughts, experiences, and
reflections in a coherent and organized manner.

Objectives:
a. Express thoughts, experiences, and reflections in a coherent and organized manner.
b. Write an account including the travel experiences and insights.

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Follow these steps:
a. First of all, engage the students in a discussion about their travel experiences. Ask questions
such as "Have you traveled to different places? ", "What was your most memorable journey?"
and "What did you learn from that experience?"
b. Explain to the students that they will be writing an account of one of their journeys. Provide the
guidelines for the writing task, emphasizing the key points they need to include: destination,
mode of transportation, companions, activities, and lessons learned. Clarify any doubts or
questions the students may have about the task.
c. Guide the students in brainstorming ideas for their writing by asking them to recall their
favorite journey and the specific details they want to include. Encourage students to create a
rough outline or plan for their writing, organizing their ideas into paragraphs or sections.
d. Instruct students to write the first draft of their account, focusing on capturing their experiences
and incorporating the provided guidelines. Remind them to use appropriate vocabulary,
sentence structures, and transition words to make their writing coherent and engaging.
e. Air up students or form small groups for peer review activities. Instruct students to exchange
their drafts and provide constructive feedback to their peers. Encourage them to revise and edit
their own drafts based on the feedback received, focusing on clarity, organization, and
language usage.
f. Ask students to write the final version of their journey account, incorporating the revisions
made during the peer review process.
g. Provide feedback on the students' final written accounts, focusing on their language usage,
organization, and adherence to the given guidelines. Assess the students' writing based on the
specific criteria outlined in the task guidelines, providing constructive feedback to help them
improve their writing skills.
Sample Answer

My Journey to Bandipur

I recently had the opportunity to visit Bandipur, a charming town located in Tanahun district,
Nepal. Bandipur is a perfect travel destination between Kathmandu and Pokhara, as it lies
halfway between the two cities. With great excitement, I took on this journey to explore the
beauty and tranquility of Bandipur.

To reach Bandipur, I opted for a private transfer, considering it to be the most convenient and
comfortable mode of transportation. The journey from Kathmandu to Bandipur took
approximately 5 hours, covering a distance of 91 miles (147 kilometers). The route followed
the Trisuli River, offering wonderful views of deep valleys and terraced farmland.
Accompanying me on this memorable trip were my close friends. Together, we took on an
adventure to uncover the treasures of Bandipur. Upon arrival, we were enchanted by the
town's traditional Newari architecture, cobbled streets, and panoramic views. Bandipur's rich

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 cultural heritage and warm hospitality made our stay even more delightful.

During our time in Bandipur, we explored the town's historic landmarks, such as the
beautifully carved temples and traditional buildings that reflected the Newari craftsmanship.
We took leisurely walks along the winding streets, immersing ourselves in the local culture
and interacting with friendly residents. The panoramic vistas from the viewpoint mesmerized
us, offering breathtaking panoramas of the surrounding hills and valleys.

One of the highlights of our visit was indulging in the local cuisine. Bandipur offered a wide
range of delicious traditional dishes, and we enjoyed every bite. We also had the opportunity
to participate in a traditional cultural program, where we witnessed captivating folk dances
and music performances, showcasing the vibrant traditions of the region.

Throughout this journey, I learned valuable lessons about the significance of preserving
cultural heritage and embracing the simplicity of life. Bandipur's peaceful atmosphere and
welcoming community reminded me of the importance of slowing down and appreciating the
beauty of nature and local traditions.

18.11 Project work

This project work aims to encourage students to explore the fascinating history of the invention of
the telephone. Students will conduct research to gather information about its development and
then write a short piece highlighting the key milestones and inventors involved. Additionally,
students will include relevant illustrations to enhance their presentation and provide visual
context. This project will not only deepen their understanding of technological advancements but
also develop research, writing, and visual presentation skills.

Objectives:
a. Conduct research to gather accurate and relevant information about the invention of the
telephone.
b. Develop writing skills by organizing and presenting historical information in a coherent and
engaging manner.

Follow these steps:

a. Begin by discussing the importance of communication and the role of the telephone in
connecting people around the world. Introduce the project and explain that students will
research and present the history of its development. Encourage students to brainstorm what
they already know about the invention of the telephone and its significance.

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b. Guide students on how to find accurate and relevant information about the invention of the
telephone and its key inventors using various resources such as books, encyclopedias, reliable
websites and articles.
c. Ask the students to organize the information they have gathered in an organized and coherent
manner. Remind them to use suitable pictures, diagrams and illustrations.
d. Allow students ample time to work on the project work. You can assign a week to complete the
project work. Once they are done, ask them to present their work in the class. Provide
opportunities to each student to give feedback to the other students‘ work. Finally, provide
your feedback to each presentation. You may also award the best presentations.

18.12 Extra Bit

This section contains the task that gives students additional information in the unit. This is a self-
study material. However, teachers may add to the list and have some discussion in the class about
them. In this particular extra bit, students can find information about the types of adverbs.
–)–

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