Teaching

1
Guide

The
GRAMMAR
TREE
BASIC ENGLISH GRAMMAR AND COMPOSITION

SECOND EDITION

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ii
 Contents

Chapter Page

1. Introduction 2

2. Using The Grammar Tree 4

3. Detailed Contents 6

4. Activities to Teach Grammar 9

5. Key to Exercises Book 1 12

6. Key to End of the Year Tests 24

7. Worksheets 27

8. Key to Worksheets 46

9. Key to Checkpoints 52

10. Delayed Post-tests 56

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 1 Introduction

The Grammar Tree 1–8 is a series developed to address the need for a graded, rule-based grammar course
with extensive explanations and exercises. The series is based on the actual classroom experience of the
authors and their interaction with teachers of the subject. For more than sixteen years, the series has received
widespread acceptance among teachers and learners alike, and has seen two revisions based on their
feedback. The second edition has been published as The Grammar Tree (Second Edition).

SPECIAL FEATURES OF THIS EDITION

• The series has been revised in the light of current teaching and learning requirements which has
necessitated the introduction of some new topics.
• Exercises have been extensively revised and new comprehension passages have been added at all
levels.
• An attempt has been made to arrange the chapters, as far as possible, in such a manner that similar
or inter-related topics follow one another.
• The broader topics have been broken down into smaller, and more manageable units.
• Explanations are followed by examples and exercises to ensure that fundamental concepts are
understood and assimilated before a new or related topic is introduced.
• Care has been taken to draw the attention of learners to exceptions to rules, correct usage, and
common errors.

SERIES DESIGN
Books
Grammar: The books present a guided approach and comprehensive coverage of topics to aid the
understanding and learning of English grammar. Each grammatical concept is introduced and explained
in a conversational tone, and reinforced with ample examples. The exercises and cross-references will help
learners to assimilate and remember what is learnt at each stage.
Comprehension: The passages selected for comprehension will not only help to develop the reading skills
of learners, but also familiarise them with grammar in actual use. The exercises that follow each passage are
meant to develop the ability of inference, teach usage through vocabulary exercises and to help the learners
remember the fundamental rules of grammar already discussed. The exercises aim at developing the writing
skills of the learners through independent composition linked to the themes of the comprehension passages.
Writing: The separate units on writing are carefully structured; young learners are helped to move gradually
from a given model to planning, organising, drafting, editing, and finalising a piece of independent
composition, like paragraphs, letters, dialogues, diary entries, essays, autobiographies, and stories.

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Teaching Guide
A Teaching Guide for each level is also available. Besides providing a bird’s-eye view of how the same topic
is graded across levels 1 to 8, it also includes teaching tips, an answer key to all the exercises in the books,
and additional worksheets with answers. Also included are suggestions as to how the book can be put to
the best use.
Key Features:
• Ideas for teaching
• Answer keys to exercises in books
• Worksheets
• Answer keys to worksheets
• Assessments
Recommended Schedule for an Active and Student-centered Classroom:
Exploring background knowledge 5 minutes
Discussion-based or practice-based learning (learners solve exercises 25 minutes
in groups or individually)
Reflection/assessment 10 minutes

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 2 Using The Grammar Tree

SUGGESTIONS TO TEACHERS
How to Use The Grammar Tree (Second Edition)
The books in The Grammar Tree (Second Edition) series have been designed to help young learners
become comfortable with the fundamentals of English grammar. For the teacher, these books provide
ample material to cover almost the entire range of topics that feature on the English language syllabus
in schools across the various boards.
The contents of the books have therefore been presented in a format and language which are not
only learner-friendly but also useful for teachers for classroom interaction. This attribute of the series
will make it possible for the teacher to work through the lessons together with learners. Lessons are
designed in such a way that there is always scope for discussion and conversation—the very language
used for explanations is often conversational. At the same time, explanations provided for a topic or
sub-topic will be found neither too extensive nor inadequate for any particular level and the teacher
will find that in most cases, it will be possible to work quickly through the explanations without the
risk that the learner might not be able to comprehend.
The teacher should use the examples to check whether the rules explained are clear to the learner. In
most cases, the teacher may also ask the learner to provide another example on the model of the ones
given. Also, the teacher can use the special text boxes provided in the book to draw the learners into
a discussion of how language functions. It is important for learners to realise that while the grammar
of a language is made up of rules, those rules do not function like the rules of mathematics. In other
words, the exceptions to the rules and the variety of contextual usages of a particular grammatical
element show that language is as fascinating and sometimes as unpredictable as the human beings
who invented and use it. Exercises in the book have been designed to focus the learner’s attention
on the specific grammar elements that are taught in a lesson. These exercises are as important for the
learner as they are for the teacher. Under no circumstances should a careful checking and discussion
of the answers to the exercises be ignored, as that would seriously undermine the objective of the
lessons. The discussion of answers will not only help the learner be sure of what has been learnt but
it will also give a clear indication to the teacher about whether the objectives set for the lesson have
been met. Exercises in the comprehension units also contain questions on grammar derived from
the text. This provides an opportunity for learners to work with the contextual application of the
grammatical elements they have learned. While discussing the answers to these questions, the teacher
should draw the attention of the learners to how the element is used in the text in its particular
context. The composition units allow learners to apply the grammar they have learned. The teacher
must use these same writing tasks to reinforce grammatical correctness. It will thus be seen that the
grammar, comprehension, and composition units are linked together in each book of the series.

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The Key
Teaching Guides include teaching tips, an answer key to all the exercises in the books, and additional
worksheets with answers.
In some cases, more than one answer is possible. Any answer that is grammatically acceptable should
be given full credit and teachers should point out why each answer deserves full credit.

Delayed Post-tests and Additional Worksheets

As a further aid for teachers, there are Delayed Post-tests in the Teaching Guides to determine
retention of concepts and students’ ability to apply learning in different contexts. There are also
worksheets in the Teaching Guides which will help teachers assess graded grammatical concepts
in new situations. The thorough assessment strategy—consisting of formative and summative
assessments—that has been employed in this edition of The Grammar Tree series will empower
teachers to assess students’ progress individually and in comparison to the entire class.
It is sincerely hoped that this revised edition of the series and its teaching guide will be found
useful both by teachers and learners in the years to come. We would like to thank the users of The
Grammar Tree whose valuable feedback has guided us in revising the series. As always, suggestions
for improvement will be gratefully received and acknowledged.

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 3 Detailed Contents

Unit Grammar Topic

1. Names of Things Common nouns—naming familiar, everyday objects
2. Names of Some More
Common nouns—naming everyday objects
Things
3. Every Morning … Common nouns—naming objects used every morning
4. My Toys and Games Common nouns—naming different toys and games
5. Names of Living Things:
Common nouns— naming commonly found living things
Animals and Birds
6. Some More Names:
Common nouns—naming some more animals and birds
Animals and Birds
7. Names of Living and Non-
Common nouns—naming people, animals, and things
living Things
8. Naming Words–1 Identifying common nouns in sentences

9. Naming Words–2 Identifying common nouns that go together

10. A Scene Identifying common nouns in a given picture
11. Describing Words–1 • Filling blanks with given adjectives: inferring from pictures
• Learn to Spell
• Matching adjectives with nouns
12. Describing Words–2
• Learn to Spell
• Filling blanks with adjectives
13. Describing Words–3
• Identifying adjectives in sentences
14. Capital Letters and Small
Writing proper nouns correctly
Letters
• Forming sentences with capital letters and full stops
15. Full Stops
• Learn to spell
• Identifying vowels and consonants and using articles a and an
16. ‘A’ and ‘An’
• Learn to spell

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 Unit Grammar Topic
Understanding the order in which the letters of the alphabet are
17. Alphabetical Order
arranged
18. At the Park Identifying common nouns in the given picture

19. Who Am I? Recognising common nouns from given clues

20. One, Two, Three ... Many Number—singular and forming plural by adding -s
21. Shopping Picture comprehension based on common nouns
• Identifying everyday verbs: simple present tense
22. Doing Words
• Learn to spell
• Picture comprehension—verbs: simple present and present
23. What Are They Doing? continuous tense
• Learn to spell
24. Naming Words and Special
Common and proper nouns
Names

25. Lazy Bobo Reading comprehension focusing on nouns, adjectives, and verbs

• Identifying and using prepositions in sentences

26. Where are They?
• Learn to spell
• Using adverbs in context
27. Words Ending in –ly
• Learn to spell
• Identifying question marks and differentiating them from
28. Questions full stops
• Using questions in context
Referential comprehension focusing on common nouns and
29. The Fox and the Crow
adjectives
30. Fun With Sentences–1 Basic sentence structure—subject and predicate
31. Fun With Sentences–2 Syntax and use of full stops and question marks
Referential comprehension focusing on nouns, verbs, and
32. Old King Cole
adjectives
33. Joining Word: ‘And’ Conjunction–use of and in sentences
34. Joining Word: ‘Because’ Conjunction—use of because in sentences
35. ‘He’, ‘She’, and ‘They’ Using he, she, and they to replace nouns in sentences
36. Days of the Week Learning about the days of the week
• Identifying onomatopoeia
37. Sounds That Animals Make
• Learn to spell
• Reading practice, referential comprehension
38. A Picnic
• Learn to spell

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 Unit Grammar Topic
Syntax: sentence construction—use of capital letter, full stop, and
39. Sentences: A Mixed Bag
question mark
40. My Fun Train Writing sentences
41. Magic Wishes Sentence construction
• Referential comprehension
42. Zonko
• Grammar practice: nouns, verbs, and adjectives
• Referential comprehension
43. Mimi’s Garden
• Grammar practice: proper nouns
• Referential comprehension
44. Bobby’s Birthday Party
• Composition
45. Ayan’s School Bag Composition
• Composition
46. My Pet
• Learn to spell
• Referential comprehension
47. Ooga
• Grammar practice: proper nouns
• Composition
48. By the River
• Grammar practice: nouns and verbs
49. Bedtime Composition

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 Activities to Teach
4 Grammar

Activities should involve groups or teams as much as possible and should take the form of team
challenges whenever possible. It is also a good idea to have a real reward, even if something small,
for the winning team. Teachers generally tend to avoid negative scoring in such activities. The teacher
should keep the pedagogical purpose in mind so that learners can derive the most out of the various
fun activities.
ACTIVITY 1: NAMING THINGS
1. Divide the class into groups. Each group will have 4–7 students. For each group, bring picture cards
of different objects (at least 4 objects for each group). Select objects that students observe in the
classroom (chalk, duster, pencil, etc.)
2. Show each picture to the class and ask the students ‘What is this?’
They should answer ‘This is a table.’
3. Give a set of pictures to each group.
4. Ask them to stick the picture cards on the objects in the class.
ACTIVITY 2: NAMING BIRDS AND ANIMALS
1. Ask students to tell you the names of 5–6 animals and birds.
On a paper write 2–3 characteristics of each animal and/or bird.
2. Tell the students that you will say the characteristics of an animal or a bird and they will have to
listen and identify the names of that animal/bird.
3. Say aloud the characteristics of the first animal or bird.
4. Then ask ‘Who is it?’ Then ask ‘Is it an animal or a bird?’
5. Repeat it with names of all the animals and birds.
ACTIVITY 3: DESCRIBING WORDS
1. Think about 5–6 objects (that the students can easily describe e.g. tree, sun, ice cream, etc.)
2. On the writing board, make a web. Write the names of objects in the circles on the web. Leave the
other circles blank.
3. Ask the students to use describing words for the object in the web.
4. Guide them to complete the web by asking questions, ‘What does it look like?’, ‘What is its colour?’,
‘What is its size?’, and ‘What does it taste like?’
5. Repeat the game with other objects.
ACTIVITY 4: CAPITAL LETTERS AND SMALL LETTERS
1. Take a chart paper. Cut it into small strips.
2. Write simple sentences on each strip. Each strip should have a different sentence.
The sentence should start with a small letter and end without a full stop.
E.g. ‘tania eats an apple’

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 3. Divide the class into groups. Each group will have 4–7 students.
4. Give an equal number of strips to each group.
5. Ask them to correct the sentences by adding a capital letter at the beginning of the sentence and a
full stop at the end.
ACTIVITY 5: ‘A’ AND ‘AN’
1. Cut a blank paper into small strips.
2. Write the names of objects and animals that start with vowels and consonants (e.g. tree, orange,
table, rabbit, ant, etc.) on the strips. On each strip write the name of one object.
3. Take two card boxes and label ‘A’ on box 1 and ‘An’ on box 2.
4. Give a strip to each student.
5. Ask students to read out their strips and put these in box 1 or box 2 appropriately.
Model the game to the students:
Ask a student to read the strip e.g. ‘ball’. Then ask ‘Is it a ball or an ball?’ On eliciting correct
response show them to put their strips in the correct box.
ACTIVITY 6: ALPHABETICAL ORDER
1. Ask students to think about all the things that they can see in a garden.
2. Elicit their responses and write them randomly on the writing board. (e.g. swing, ball, children,
pond, birds)
3. Then tell the class that they will now arrange these things/words in alphabetical order.
4. Elicit from students which word will come first. You may have to model the initial words for
alphabetic sequence.
ACTIVITY 7: DOING WORDS
1. Ask students to look at the picture of the park in the book on page 23.
2. Discuss what each person is doing. Take 5–10 minutes for the discussion.
3. Then ask the students what each person is doing in the park. Students should make a list.
e.g. eating, jumping, laughing.
4. Ask the students to read their lists aloud.
ACTIVITY 8: WORDS ENDING IN –LY
1. Write a list of adjectives on the board. Show on the board how to add –ly to make new words. (e.g.
slow (–ly) = slowly)
2. Ask the students to add –ly to make new words.
3. Students will make new words and say them aloud.
4. Now ask them to act out ‘slowly’ in the class. E.g. Ask students to walk in the class slowly.
5. Repeat the game with different words.
ACTIVITY 9: SENTENCES
1. Cut a chart paper into small cards.
2. Prepare noun and verb cards.
Noun Cards: Write name of a person, animal, or an object.
Verb Cards: Write verbs (words indicating actions) on the cards.
3. Divide students in groups. Each group will have 4-7 students.
4. Give each group a set of noun and a set of verb cards.

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 5. Ask the group to pick any one noun and any one verb card.
6. They will read the cards aloud in their respective groups.
7. Ask them to use the noun and verb to make a sentence. (Sadia reads a book)
8. Play the game until all the cards are used.
9. Monitor the groups and guide the students to make correct sentences.
ACTIVITY 10: ‘HE’, ‘SHE’, AND ‘THEY’
1. Take a chart paper. Trace an outline of a star on it. Trace three similar stars.
2. Label the stars as ‘he’, ‘she’, and ‘they’.
3. Divide the class in groups. Each group will have 4-7 students.
4. Each group to be given on chart paper with three stars.
5. Ask students to fill the charts with proper names for the respective pronoun.
6. Cut the stars and display them on the class board.

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 5 Key to Exercises Book 1

(Unless otherwise indicated, answers to unnumbered exercises are given columnwise, i.e. from top downwards,
left to right.
Though only preferred answers have been given, any answer, which is acceptable from the point of view of usage,
should be given full credit. In most exercises, question 1 is solved in the book. Hence, answers are from question
2 onwards).
CHAPTER 1: NAMES OF THINGS (Page 1)
cap; book; cup; boat; apple; tree; flower; fish; egg; bat
CHAPTER 2: NAMES OF SOME MORE THINGS (Page 2)
cake; frog; bell; shoe; chair; bed; balloon; doll; table
CHAPTER 3: EVERY MORNING … (Page 3)
brush, soap, shampoo, comb, toothbrush, towel, toothpaste
CHAPTER 4: MY TOYS AND GAMES (Page 4)
teddy bear; doll; chess; skipping rope; bat; ball; car
CHAPTER 5: NAMES OF LIVING THINGS: ANIMALS AND BIRDS (Page 5)
No answer key is required.
CHAPTER 6: SOME MORE NAMES: ANIMALS AND BIRDS (Page 6)
horse, lion, camel, parrot, monkey, mouse, fox, giraffe
CHAPTER 7: NAMES OF LIVING AND NON-LIVING THINGS (Page 7)
People: baby; boy; man; girl
Things: toy; rug; bus; pond
Animals: cat; dog; frog; cow
CHAPTER 8: NAMING WORDS–1 (Page 8)
Exercise A
pond; fish; frog; leaf; boy; fishing rod; girl; basket
Exercise B
They will sit by the pond and the boy will catch fish with his fishing rod.
They will put the fish in the basket.
CHAPTER 9: NAMING WORDS–2 (Page 9)
cup–saucer; shirt–shorts; cow–milk; pencil–paper; hen–egg; bat–ball

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CHAPTER 10: A SCENE (Page 10)
apple; boat; cows; tree; girl; boy; fishing rod; fence; banana; grass; river; bird; clouds; book; teddy; doll;
ball; basket
CHAPTER 11: DESCRIBING WORDS–1 (Page 12)
1. huge
2. thick
3. sharp
4. high
5. low
6. tiny
7. bushy
CHAPTER 12: DESCRIBING WORDS–2 (Page 13)
red–apple; moon–round; needle–sharp; pretty–dress; blunt–pencil; mouse–tiny; sum–easy; line–straight;
neck–long
CHAPTER 13: DESCRIBING WORDS–3 (Page 14)
Exercise A
1. golden
2. hungry
3. hot
4. pretty
5. new
6. naughty
7. sour; ripe
Exercise B
1. wet
2. warm; cold
3. happy; new
4. silver
5. tidy
CHAPTER 14: CAPITAL LETTERS AND SMALL LETTERS (Page 15)
No answer key is required.
CHAPTER 15: FULL STOPS (Page 16)
1. Tina put the flowers in the vase.
2. My brother gave me an apple.
3. Zakir loves to play football.
4. Saima drank a glass of milk.
5. Fish swim in the pond.

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 6. The cow eats grass.
7. Rayan climbed a tree.
8. I write with a pencil.
CHAPTER 16: ‘A’ AND ‘AN’ (Pages 17–19)
Exercise A
a; e; i; o; u
Exercise B
I 1. eye
2. onion
3. orange
4. apple
5. umbrella
6. ice
II 1. mango
2. boat
3. flower
4. horse
5. tree
6. bag
Exercise C
bat; cat; dog; hat; ball; car; pin; bed; pillow; pencil; chair; shoe; basket; giraffe
Exercise D
1. a
2. an
3. a
4. an
5. an
6. a
7. an
8. a
9. a
10. an
11. an
12. a
13. a
14. an
15. an
16. a
17. an
18. an

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 19. an
20. a
21. a
Exercise E
1. an
2. a; an
3. a; a
4. an; a
5. an
6. an; a
7. a; a
8. an; a
9. an
10. an
CHAPTER 17: ALPHABETICAL ORDER (Pages 20–22)
Exercise A
B F S V Z;  E L M R W;  B K P S T X;  A C G H P;  D I J N O Q;  A E F M R Z
Exercise B
B L N O P;  A E I Q Z;  B C L N O;  C H M T U;  D F J K Y;  C H L N U
Exercise C
1. bird; cat; lion; monkey; rabbit
2. blue; green; purple; red; yellow
3. apple; cherry; grape; orange; pear
4. bag; eraser; pencil; ruler; tiffin
CHAPTER 18: AT THE PARK (Page 23)
ball; seesaw; tree; swing; jungle gym; dog; hoop; bird; skipping rope; book; slide
CHAPTER 19: WHO AM I? (Page 24)
1. baker
2. television
3. book
4. dentist
5. bed
6. shoe
7. dog
8. cow
CHAPTER 20: ONE, TWO, THREE … MANY (Page 25)
three cats;  one sofa;  two chairs;  two tables;  two dolls;  five toy cars;  one umbrella;
two pencils;  six books;  three balls;  one kite;  three balloons;  one curtain

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CHAPTER 21: SHOPPING (Page 28–29)
eggs; butter; cheese; jam; apples; bananas; fish; carrots; onions; potatoes; chocolates
CHAPTER 22: DOING WORDS (Page 30–31)
sing; dance; push; skip; sleep; read; sit; wash; swim; throw
CHAPTER 23: WHAT ARE THEY DOING? (Pages 32–34)
Exercise A
1. Saba is eating an apple.
2. Talha is planting a rose bush.
3. Rehan is fishing in the pond.
4. Saad is painting a picture.
5. Mr Ali is washing his car.
Exercise B
1. giving
2. drinking
3. writing
4. jumping
5. working
6. selling
7. opening
8. running
Exercise C
eating; cooking; swimming; flying; climbing
CHAPTER 24: NAMING WORDS AND SPECIAL NAMES (Pages 35–37)
Exercise A
1. Ron; Errol
2. Zoya; Jill
3. Chinky
4. Arham
5. Amir
6. Mary; Neha
7. Danny; Bobby; Zonko
8. Mina
9. Hamid; Bozo
10. Malik
Exercise B
Naming Words: dog; giraffe; leaves; tree; hens; book; birthday; door;
frog; friend; elephant; music; games; sums; piano; dogs
Special Names: Dennis; Ruff; Gigi; Raza; Hashim; Karim; Jawaid;
Aruba; Anita; Fifi; Zonko; Sana; Arham; Beena; Bozo; Rusty

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CHAPTER 25: LAZY BOBO (Pages 38–39)
Exercise A
1. rabbit
2. lettuce; carrots; beans
3. friends; sleep again
Exercise B
(any five) rabbit; friends; farmer; field; lettuce; carrots; beans; eye; food; tummy; sleep
Exercise C
Bobo
Exercise D
lazy
Exercise E
(any five) played; laughed; sang; hopped; ate; picked; was sleeping; yawned;
opened; saw; nibbled; sighed; filled; burped; thanked; did; went
CHAPTER 26: WHERE ARE THEY? (Pages 40–41)
1. over
2. behind
3. on
4. in
5. through
6. above
7. across
8. under
9. near
10. into
CHAPTER 27: WORDS ENDING IN –LY (Pages 42–43)
1. brightly
2. hungrily
3. carefully
4. neatly
5. happily
6. merrily
7. slowly
8. soundly
9. easily
10. gently
CHAPTER 28: QUESTIONS (Pages 44–45)
Exercise A
No answer key required.

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Exercise B
1. (?)
2. (.)
3. (?)
4. (.)
5. (.)
6. (?)
7. (?)
8. (.)
9. (.)
10. (.)
11. (?)
12. (.)
13. (?)
14. (?)
15. (.)
Exercise C
1. What colour is the crow?
2. What are you eating?
3. What are you doing?
4. What is your brother doing?
CHAPTER 29: THE FOX AND THE CROW (Pages 46–47)
Exercise A
Naming words: tail; animal; feathers; bird; branch; tree; branch; piece; cheese; beak
Describing words: bushy; clever; black; silly
Exercise C
branch; beak; cheese; clever; sing; sing; cheese; Mr Fox; ran
Exercise D
1. Mr Crow was sitting on the branch of a tree.
2. Mr Fox wanted the piece of cheese that Mr Crow had in his beak.
3. Mr Fox had a bushy tail.
CHAPTER 30: FUN WITH SENTENCES–1 (Pages 50–51)
Exercise A
2. My dog Bruno loves bones.
3. Mother washed my socks this morning.
4. Arshad broke his new toy.
Exercise B
1. (i)
2. (f)
3. (j)
4. (h)

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 5. (b)
6. (a)
7. (c)
8. (e)
9. (g)
10. (d)
Exercise C
1. The lion has a thick mane.
2. The rose is a lovely flower.
3. Rehan kicked the football across the field.
4. Wild animals live in the jungle.
5. We wear warm clothes in winter.
6. The giraffe ate the juicy leaves from the high branches.
7. The dog wagged its tail.
8. The mango is a sweet fruit.
9. Romana is watching cartoons on television.
10. We go to school in the morning.
CHAPTER 31: FUN WITH SENTENCES–2 (Pages 52–53)
1. Faraz loves to play tennis.
2. It is cold in winter.
3. The kite is flying high up in the sky.
4. The sky is blue.
5. Tom played cricket with his friends.
6. I love to go to school.
7. Are you going out to play?
8. Ann likes eggs for breakfast.
9. I have a bath every morning.
10. Faraz has a pet dog called Dusty.
11. Do you have a brother?
12. Pretty flowers grow in our garden.
13. That cat is very fat.
14. The little cottage had a red door./The cottage had a little red door.
15. I have finished doing all the sums.
CHAPTER 32 OLD KING COLE (Pages 54–55)
Exercise A
1. … his three fiddlers.
2. … his pipe (and his) bowl.
3. … very fine fiddle.
Exercise B
(any three) soul, pipe, bowl, fiddlers, fiddle, men

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Exercise C
King Cole
Exercise D
(any two) old, merry, three, fine, rare
Exercise E
(any one) called, had, went, compare
CHAPTER 33: JOINING WORD: ‘AND’ (Pages 56–57)
(If the class is receptive, the teacher should explain to the class that in some cases, the subject of the verb in the first
part of the sentence, need not be repeated in the second part. That subject has been put in brackets.)
1. The teacher gave Nina a book and she read it.
2. Zoya cleaned the room and (she) made the bed.
3. Adil asked a question and the teacher gave him an answer.
4. Faraz went to the market and (he) bought some vegetables.
5. The kitten lapped up the milk and (she) went to sleep.
6. Polly put the kettle on and we all had tea.
7. The sun was shining brightly and the children went out to play.
8. The duck waddled to the pond and (she) flopped into the water.
9. Sana looked for her doll and (she) found it in the cupboard.
10. We went to the mall and (we) looked at the shops.
11. Tom and Ann went to the park and (they) played with a ball.
12. The sky is full of dark clouds and it is raining.
CHAPTER 34: JOINING WORD: ‘BECAUSE’ (Page 58)
No answer key is required.
CHAPTER 35: ‘HE’, ‘SHE’, AND ‘THEY’ (Pages 59–60)
1. Sana loves watching cartoons and she loves to play.
2. Tony went to sleep as he was very tired.
3. Faraz and Noman went to the club because they wanted to play tennis.
4. Mansoor ran to the shed because he wanted to hide there.
5. Ayan was lost and he could not find his way home.
6. I gave Ramsha a book and she lost it.
7. Dua came first in the race and she won a prize.
8. Nina and Nadeem were getting ready as they were going on a picnic.
9. Tom looked after his horses well as he loved them.
10. Heidi saw a mountain stream and she ran towards it.
11. Ali opened his book and he began to read it.
12. Mother scolded Arham because he had been very naughty.
CHAPTER 36: DAYS OF THE WEEK (Pages 61–62)
Exercise A
Monday; Wednesday; Thursday; Saturday

20 1
Exercise B
Tuesday; Friday; Thursday; Saturday
Exercise C
No answer key is required.
CHAPTER 37: SOUNDS THAT ANIMALS MAKE (Page 63)
1–(c) 2–(e) 3–(a) 4–(b) 5–(f) 6–(d)
CHAPTER 38: A PICNIC (Pages 64–65)
Exercise A
1. picnic; the river
2. fishing rod; river
3. sandwiches; cakes. (There were) cookies; red apples; juicy pears
4. Mimi Bear
Exercise B
Mimi Bear; Bobo Rabbit; Gigi Giraffe
Exercise C
(any three) mat; grass; basket; goodies; food; picnic; river; things; fishing rod; day; sky; birds; trees; bank;
plates; spoons; napkins; feast; sandwiches; cakes; cookies; apples; pears; tea; flask; cup; tea; meal; stories;
tales; home; everything
Exercise D
(any three) yummy; good; lovely; blue; green; splendid; red; ripe; juicy; hot; exciting
Exercise E
(Simple infinitives like ‘to eat’, ‘to end’, ‘to go’ and different forms of the verb ‘to be’ like ‘is’, ‘was’, ‘were’ have
not been included in the list; other verb forms that have not been introduced or explained as yet have been put in
brackets.)
(any three) is laying; is fishing; is holding; cried; (had packed); took; (were chirping); laid; sat; had; ate;
(could eat); poured; rested; told; tell; (had heard); packed; do; walked
CHAPTER 39: SENTENCES: A MIXED BAG (Pages 69–71)
Exercise A
1. Put your books on the table.
2. Who are you?
3. Arshad is taller than Amir.
4. Is Fluffy your pet cat?
5. Nix was a little water goblin.
6. The little dog ran to Tom.
7. You must look before you cross the road.
Exercise B
1. The lion roared loudly.
2. Have you lost your pencil?
3. Umar loves to play football.
4. Give the box of chocolates to Faraz.

1 21
 5. The elephant has a long trunk.
6. I go to school by bus.
7. Can you climb a tree?
Exercise C
1–(f) 2–(a) 3–(e) 4–(g) 5–(b) 6–(c) 7–(d)
1. Reema enjoys eggs for breakfast.
2. Please help me to do my sums.
3. A ripe pear is a sweet fruit.
4. Zain kicked the ball over the net.
5. Jill wakes up early in the morning.
6. The rabbit is a small, white, and furry animal.
7. The monkey ate the nuts we gave him.
CHAPTER 40: MY FUN TRAIN (Pages 72–73)
My Family: 1, 4, 6
My School: 2, 7, 9
My Friends: 3, 5, 8
CHAPTER 41: MAGIC WISHES (Pages 74–75)
No answer key is required.
CHAPTER 42: ZONKO (Pages 76–78)
Exercise A
elephant; Nolly; Ellie; park; greedy; banana; fruit; trees; berries; prickly; green; ill; vet; horrid; careful
Exercise B
1. … eat
2. … picking berries from a prickly bush and putting them in his mouth.
3. … lot of a prickly bush with its green berries; … went down to his tummy; … ill.
4. … The vet came and made him swallow a bucket full of nasty medicine. He soon got better.
Exercise C
(any two) elephant; father; mother; friends; bush; vet; doctor; animals; park; forest; food; bunch; bananas;
place; trees; feast; fruit; branches; berries; bush; mouth; face; tummy; pain; bucket; medicine; taste; water;
promise
Exercise D
(any two) greedy; little; prickly; cute; fat; baby; huge; favourite; best; sweet; high; prickly; sour; naughty;
green; nasty; horrid; bitter
Exercise E
(Simple infinitives like ‘to eat’, ‘to end’, ‘to go’ and different forms of the verb ‘to be’ like ‘is’, ‘was’, ‘were’ have not
been included in the list; other verb forms that have not been introduced or explained as yet have been put in brackets.)
(any two) ate; made; looks; lived; loved; (would eat); found; (would take); grew; (would have); picked;
gave; met; (could stop); (had pulled); put; hurt; went; said; (did … go); came; (could look); cry; felt; got;
promised; looked; think; kept

22 1
CHAPTER 43: MIMI’S GARDEN (Pages 79–81)
Exercise A
green; red; yellow; pink; white
Exercise B
carrots; lettuce; potatoes; peas
Exercise C
carrots and lettuce the most
Exercise D
roses, lilies, and carnations in Mimi’s garden
Exercise E
1–F 2–T 3–F 4–T
Exercise F
Mimi Bear; Bobo Rabbit
CHAPTER 44: BOBBY’S BIRTHDAY PARTY (Pages 82–83)
Exercise A
six years; six; cake; colourful balloons; streamers; presents; magic
Exercise B
No answer key is required.
CHAPTER 45: AYAN’S SCHOOL BAG (Page 84)
No answer key is required.
CHAPTER 46: MY PET (Page 85)
No answer key is required.
CHAPTER 47: OOGA (Pages 86–87)
Exercise A
… blinked a lot these days; … his step on the branch and nearly topple off the tree.
Exercise B
... he thought he would look silly in them.
Exercise C
The wonderful surprise that Ooga got when he flew to Gobble’s tree was to find that Gobble was wearing
glasses too.
Exercise D
1–(c) 2–(a) 3–(e) 4–(b) 5–(d)
Exercise E
(any two) Mama Owl; Ooga; Doctor Eyewise; Gobble; Nobbly; Abby
CHAPTER 48: BY THE RIVER (Pages 88–89)
No answer key is required.
CHAPTER 49: BEDTIME (Pages 90–91)
No answer key is required.

1 23
 Key to End of the Year
6 Tests

TEST 1
Exercise A
woman; car; boy; cap; bag; footpath; house; cat; gate; lamp post, bird (trees; wall; fence; window; door)
Exercise B
1. leaf; tree
2. boy; stick
3. house; hill
4. bear; coat
5. hen; egg
Exercise C
Naming Words:
1. bicycle; seat
2. girl; dress
3. kitten; ball
4. boy; stool
5. dog; friend
6. farmer; sheep
7. fox; grapes
8. hair; comb
9. boys; field
10. water; pail
Describing Words:
1. new; shining
2. tall; pink
3. little, red
4. small; low
5. pet; best
6. fat; lost
7. greedy; juicy
8. lovely; silver
9. naughty; muddy
10. cool; iron

24 1
Exercise D
1. an; a; a
2. An; a; a
3. an; a
4. an
5. an; an
6. An; a; a; an
7. an; a; an
8. An; an
9. an; a
10. an; a; a; a
Exercise E
1. The teacher told the children a story.
2. She opened the cupboard and took out the spoons.
3. They came back home and sat down to dinner.
4. The sleepy bird ruffled up its feathers.
5. I love fairy stories.
6. They came home when it was time for tea.
7. We must always tell the truth.
8. We had a good dinner and went to sleep.
9. The leaves of the tree rustled in the wind.
10. I think it will rain today.
Exercise F
1. give
2. chased
3. swims
4. packs
5. loves
6. picked
7. lives
8. feeds
9. play
10. sings
TEST 2
Exercise A
1. in
2. under
3. across
4. on
5. near

1 25
Exercise B
1. proudly
2. carefully
3. angrily
Exercise C
1. Neha picked up the packet and (she) put it in the dustbin.
2. Nina was very ill and (she) was taken to the hospital.
3. Arshad caught a bus and (he) went to school.
Exercise D
1. Rashid said that he would play tennis that day.
2. Rida laughed because she was happy.
3. Rashid and Arham are good friends and they share their books and toys.
Exercise E
1. Did you give Anita some sweets?
2. Is Tom wearing his new blue suit?
3. Zoya read the book and loved it.
Exercise F
1–(d) 2–(e) 3–(a) 4–(b) 5–(c)
Exercise G
1. Cinderella wore glass slippers on her feet.
2. Ripe apples hung from the tree.
3. Tom likes listening to music.
Exercise H
Motivate and guide students to do it themselves.

26 1
 7 Worksheets

Note to the Teacher:

The following worksheets can be used to reinforce practice where needed. For struggling students,
worksheets may serve as an aid for additional practice. For those students who work fast, these
worksheets may solidify their understanding while keeping them busy.

NAMING WORDS
Worksheet 1
Name: ..............................................................
Class: ............................................................... Date: ...................................
A. Pick out the naming word/s from each of the following sentences and write the word/s in the space
provided below each sentence.
1. The hen laid an egg.

2. I brush my teeth in the morning.

3. The bird flew away.

4. The sky is blue.

5. I am eating an apple.

6. Pour the milk into a cup.

7. The boy fell into the pond.

8. The water is cold.

9. I caught a big fish.

10. Cut the potato with a knife.

1 27
B. These are some of the things that we use every day. Write the name of each under its picture.
1. 2.

........................................................ ........................................................

3. 4.

........................................................ ........................................................

5. 6.

........................................................ ........................................................

28 1
DESCRIBING WORDS
Worksheet 2
Name: ……………………………

Class: ……………………………. Date: ……………………………

A. Pick out the correct describing words from the box and complete the following sentences.

delicious huge sharp bright muddy

new big bushy friendly sweet

1. This is a knife.
2. My dog has a tail.
3. Your shoes are .
4. The elephant has ears.
5. Salma is a girl.
6. I have a school bag.
7. This is a lake.
8. She sang a song.
9. Mother made custard.
10. The sun is .
B. Pick out the describing words. What does the word describe?

1. This is a high stool.

Describing word:
It describes:
2. My grandfather is old.
Describing word:
It describes:
3. Shahid’s father has bought a new house.
Describing word:
It describes:
4. Mother was tired in the evening.
Describing word:
It describes:
5. There was a loud noise.
Describing word:
It describes:

1 29
 6. The flowers have a sweet smell.
Describing word:
It describes:
7. Ammar’s handwriting is neat.
Describing word:
It describes:
8. She cut the rope with a sharp knife.
Describing word:
It describes:
9. I am wearing a clean dress.
Describing word:
It describes:
10. Leave your muddy shoes outside.
Describing word:
It describes:

30 1
CAPITAL AND SMALL LETTERS
Worksheet 3
Name: ……………………………
Class: ……………………………. Date: ……………………………
A. Rewrite the jumbled sentences correctly, using capital letters and full stops, where necessary.
1. put the candies/bina/in her pocket

2. ran to catch/rida and farhan/the bus

3. cooking dinner/has finished/mother

4. on the sofa/fell asleep/danish

5. for a ride/took me/in his car/my uncle

6. loves to ride/kamran/his bicycle

7. to hammad/a storybook/i gave

8. was sleeping/the cat/under the table

9. her teeth/and brushed /joy woke up

10. is a beautiful flower/the rose

B. Rewrite the sentences correctly, using capital letters and full stops, where necessary.
1. rehan is playing chess with salman

2. the sun is a giant star

3. the capital of new zealand is wellington

4. david is playing the piano

5. the children are playing in the park

1 31
FULL STOP, QUESTION MARK, AND CAPITAL LETTER
Worksheet 4
Name: ……………………………

Class: ……………………………. Date: ……………………………

A. Rewrite the sentences correctly. Remember to begin each sentence with a capital letter and put a
full stop, or a question mark at the end as needed.

1. cows give us milk

2. Arham is playing with his toy car

3. what is your friend’s name

4. which day of the week comes after Friday

5. rana can run faster than Arham

6. my uncle lives in Jhelum

7. is your father a doctor

8. amir plays football and Sohail plays cricket

9. who broke the window

10. the dog ran after the chickens

32 1
B. Rewrite the jumbled sentences correctly. Remember to begin each sentence with a capital letter
and put a full stop or a question mark at the end as needed.

1. going home/are you

2. and/come/sit here

3. every Sunday/his car/father washes

4. absent today/ is Sana

5. an extra pencil/do you have

6. your shoe laces/tie up

7. many friends/in school/do you have

8. is wet/my shirt/from the rain

9. come back/mother/when will

10. lost my eraser/I have

1 33
‘A’ AND ‘AN’
Worksheet 5
Name: ……………………………
Class: ……………………………. Date: ……………………………
A. Rewrite the following sentences using a or an correctly.
1. Samra ate an apple and a orange.

2. There is an book on the table.

3. Please give me an egg and an banana.

4. An lizard ate a insect.

5. I saw a elephant and a tiger at the zoo.

6. Hina ate an egg and Asad ate an bowl of cereal.

7. There was a pencil box and an eraser on the table.

8. I have an coin and a handkerchief in my pocket.

9. Mother cut a onion and a tomato.

10. Father wore a coat and an tie.

B. Fill in the blanks with a and an.
1. .................. game
2. .................. ox
3. .................. room
4. .................. aunt
5. .................. gift
6. .................. colour
7. .................. evening
8. .................. watch
9. .................. arm
10. .................. uncle

34 1
ALPHABETICAL ORDER
Worksheet 6
Name: ……………………………

Class: ……………………………. Date: ……………………………

King Lion has called a meeting of all the animals in the jungle and wants them to stand in the
alphabetical order of their names. Given below is a list of all the animals attending the meeting. Help
them to stand in their allotted positions by arranging their names in the correct alphabetical order.

wolf rabbit donkey tiger deer mouse

elephant monkey crocodile snake horse bear

KING LION

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

1 35
ONE, TWO, THREE … MANY
Worksheet 7

Name: ……………………………

Class: ……………………………. Date: ……………………………

Read the given story and underline the words that indicate numbers.

A long time ago, there was a famous kingdom. It was ruled by two people–Queen Althea and her brother,
King Adam. It was a beautiful place and the people were very happy to live there but for one problem.
It was under attack by the giants.

One day, as the king and the queen were sitting and discussing this problem, a fairy suddenly appeared
in their midst. She had a pair of delicate wings and two wands in her right hand. She was greeted with
two pairs of surprised eyes. She turned to the startled siblings and said, ‘Hello my dears, I am your
fairy godmother. I will help you fight the giants.’ With these words, she gave them one wand each and
told them to aim the wands together at the giants’ feet and recite a spell, the next time they attacked.

The next day, four giants came in a carriage drawn by nine horses and started fighting the guards. The
king and the queen aimed the wands at the giants’ feet and spoke the spell. And what do you think
happened? The giants grew four feet, with twenty toes on each foot! Not being used to so many feet
and toes, they tripped over their own feet and ran away in fright. The entire kingdom burst into happy
songs and celebrated their victory.

36 1
DOING WORDS
Worksheet 8
Name: ……………………………

Class: ……………………………. Date: ……………………………

A. Here are a few jumbled doing words. Write them correctly.

1. dnrik

2. paly

3. selep

4. torhw

5. siwm

6. sepak

7. calen

8. witre

9. jmup

10. wlak

B. Circle the doing words.

1. teacher/swim/fresh

2. blue/play/umbrella

3. call/morning/bright

4. small/sing/vegetable

5. easy/hard/wear

C. Circle the words that are NOT doing words.

1. dive/pond/swim

2. sun/run/sit

3. eat/throw/big

4. wash/trunk/cry

5. clean/speak/desk

1 37
NAMING WORDS AND SPECIAL NAMES
Worksheet 9
Name: ……………………………

Class: ……………………………. Date: ……………………………

Read the given clues and guess the naming word. Some of these can be given special names. Give
them a special name of your choice and compare them with special names given by your friends.

1. I have long ears and a bushy tail. I hop and run about.

Naming word:

Special name:

2. I like to drink milk. When I call you, I make a noise which sounds like ‘meow’.

Naming word:

Special name:

3. You write with me. You sharpen me when I am blunt.

Naming word:

4. I guard your house when you sleep. I bark when I see someone come in.

Naming word:

Special name:

5. You make calls with me. I fit in your bag. You can take me anywhere.

Naming word:

6. I am round in shape. You can play cricket or tennis with me.

Naming word:

7. I give you milk. I eat grass.

Naming word:

Special name:

38 1
WHERE ARE THEY?
Worksheet 10
Name: ……………………………

Class: ……………………………. Date: ……………………………

Choose the correct words from the box and fill in the blanks. You may use a word more than once.

in on into above behind under across over

1. Bob poured some tea my cup.

2. My toy car is the table.

3. My slippers are the bed.

4. The thief jumped the wall and ran away.

5. Rana can swim the lake.

6. Our ball has fallen the well.

7. The photo is hanging on the wall the fridge.

8. Who is hiding the curtain?

9. Are there apples the fridge?

10. Keep the bicycle the garage.

1 39
-ly WORDS
Worksheet 11
Name: ……………………………

Class: ……………………………. Date: ……………………………

Fill in the blanks with appropriate –ly words.

1. Anum laughed . (excited)

2. Don’t shut the door so . (loud)

3. Rehan cried while watching the movie. (silent)

4. Come or the teacher will leave. (quick)

5. The rabbit saved itself from the lion. (clever)

6. The evil wizard laughed . (cruel)

7. The crow opened its beak and dropped the cheese. (foolish)

8. ‘I broke the lamp,’ Bushra said . (honest)

9. My grandfather speaks (slow)

10. Haris and Javeria sang well. (equal)

40 1
QUESTIONS
Worksheet 12
Name: ……………………………
Class: ……………………………. Date: ……………………………
You have been given some answers. Write down the questions for the answers given below. An
example is given to help you.
I go to bed at nine o’ clock. (Answer)
When do you go to bed? (Question)
1. Answer: This is a dustbin.

2. Answer: My brother’s name is Asif.

3. Answer: Yes, I like ice cream.

4. Answer: My house is in Prince Street.

5. Answer: Ali has gone out to play.

6. Answer: Mr Noman is our English teacher.

7. Answer: My favourite colour is red.

8. Answer: The dog is out in the garden.

9. Answer: My name is Feroz.

10. Answer: My sister is eight years old.

11. Answer: The baby is crying because she is hungry.

12. Answer: That lady is my aunt.

13. Answer: Yes, I have finished my breakfast.

14. Answer: I am going to the park.

15. Answer: No, I do not have an extra pencil.

1 41
JOINING WORDS
Worksheet 13
Name: ……………………………

Class: ……………………………. Date: ……………………………

Where will you put the joining word? Rewrite the sentences, placing the joining words in the right
places.

1. Rafia washed her hands she sat down to eat her lunch. (and)

2. Arish picked up the telephone he talked to his friend. (and)

3. Father took an umbrella it was raining. (because)

4. Akmal went to the shop he wanted to buy pencils. (because)

5. Beena was happy she clapped her hands. (and)

6. The dog started barking there was a cow in the garden.(because)

7. Salman kept his shoes outside they were very muddy. (because)

8. The cat came to the saucer she began to lap up the milk. (and)

9. Mother and Father went out they locked the door. (and)

10. My sister is crying she cannot find her doll. (because)

42 1
HE, SHE, AND THEY
Worksheet 14
Name: ……………………………

Class: ……………………………. Date: ……………………………

Replace the underlined words with he, she, or they.

1. Sara is my sister. Sara dances really well.

2. Fiza and Ben will come to my house today. Fiza and Ben will stay for lunch.

3. Anum is walking her dog. Anum and her dog are walking towards the park.

4. Malik plays basketball. Malik is the captain of the team.

5. Maheen loves to teach. Maheen is a good teacher.

6. Sameer will participate in the debate competition. Sameer is the best debater in the school.

7. Shehnaz and Maira are best friends. Shehnaz and Maira grew up together.

8. Sarah was ill. Sarah went to the doctor.

9. Faraz bought a pen. Faraz gave it to Rehan.

10. Hammad likes to read. Hammad bought four new books for his birthday.

1 43
PICTURE COMPREHENSION
Worksheet 15
Name: ……………………………

Class: ……………………………. Date: ……………………………

1. Write the names of any two toys you can see in the picture.

2. Name one object in the picture that can fly.

3. The train has one engine and carriages.

a. two b. one c. four

4. Name two things from the room that has wheels.

5. Does your room look like this? Write five sentences about the things in your room.

44 1
PICTURE COMPOSITION
Worksheet 16
Name: ……………………………

Class: ……………………………. Date: ……………………………

1. In the picture, we can see a .

a. game b. birthday party c. class

2. A is cutting the cake.

3. How many gifts can you see in the picture? How many balloons are there?

4. Look at the picture. Find and name three things you can eat.

5. Describe the cake you see in the picture, in your own words.

1 45
 8 Key to Worksheets

NAMING WORDS
A. 1. hen; egg
2. teeth
3. bird
4. sky
5. apple
6. milk; cup
7. boy; pond
8. water
9. fish
10. potato; knife
B. 1. socks
2. soap
3. shoes
4. brush
5. book
6. bag
DESCRIBING WORDS
A. 1. sharp
2. bushy
3. muddy
4. big
5. friendly
6. new
7. huge
8. sweet
9. delicious
10. bright
B. 1. Describing word: high
It describes: stool
2. Describing word: old
It describes: grandfather

46 1
 3. Describing word: new
It describes: house
4. Describing word: tired
It describes: mother
5. Describing word: loud
It describes: noise
6. Describing word: sweet
It describes: smell
7. Describing word: neat
It describes: handwriting
8. Describing word: sharp
It describes: knife
9. Describing word: clean
It describes: dress
10. Describing word: muddy
It describes: shoes
CAPITAL AND SMALL LETTERS
A. 1. Bina put the candies in her pocket.
2. Rida and Farhan ran to catch the bus.
3. Mother has finished cooking dinner.
4. Danish fell asleep on the sofa.
5. My uncle took me for a ride in his car.
6. Kamran loves to ride his bicycle.
7. I gave a storybook to Hammad.
8. The cat was sleeping under the table.
9. Joy woke up and brushed her teeth.
10. The rose is a beautiful flower.
B. 1. Rehan is playing chess with Salman.
2. The sun is a giant star.
3. The capital of New Zealand is Wellington.
4. David is playing the piano.
5. The children are playing in the park.
FULL STOP, QUESTION MARK, AND CAPITAL LETTER
A. 1. Cows give us milk.
2. Arham is playing with his toy car.
3. What is your friend’s name?
4. Which day of the week comes after Friday?
5. Rana can run faster than Arham.
6. My uncle lives in Jhelum.
7. Is your father a doctor?
8. Amir plays football and Sohail plays cricket.
9. Who broke the window?
10. The dog ran after the chickens.

1 47
B. 1. Are you going home?
2. Come and sit here.
3. Father washes his car every Sunday.
4. Is Sana absent today?
5. Do you have an extra pencil?
6. Tie up your shoe laces.
7. Do you have many friends in school?
8. My shirt is wet from the rain.
9. When will mother come back?
10. I have lost my eraser.
A, AND, AN
A. 1. Samra ate an apple and an orange.
2. There is a book on the table.
3. Please give me an egg and a banana.
4. A lizard ate an insect.
5. I saw an elephant and a tiger at the zoo.
6. Hina ate an egg and Asad ate a bowl of cereal.
7. There was a pencil box and an eraser on the table.
8. I have a coin and a handkerchief in my pocket.
9. Mother cut an onion and a tomato.
10. Father wore a coat and a tie.
B. 1. a game
2. an ox
3. a room
4. an aunt
5. a gift
6. a colour
7. an evening
8. a watch
9. an arm
10. an uncle
ALPHABETICAL ORDER
1. bear
2. crocodile
3. deer
4. donkey
5. elephant
6. horse
7. monkey
8. mouse
9. rabbit
10. snake
11. tiger
12. wolf

48 1
ONE, TWO, THREE … MANY
A long time ago, there was a famous kingdom. It was ruled by two people–Queen Althea and her brother,
King Adam. It was a beautiful place and the people were very happy to live there but for one problem.
It was under attack by the giants.
One day, as the king and the queen were sitting and discussing this problem, a fairy suddenly appeared
in their midst. She had a pair of delicate wings and two wands in her right hand. She was greeted with
two pairs of surprised eyes. She turned to the startled siblings and said, ‘Hello my dears, I am your
fairy godmother. I will help you fight the giants.’ With these words, she gave them one wand each and
told them to aim the wands together at the giants’ feet and recite a spell, the next time they attacked.
The next day, four giants came in a carriage drawn by nine horses and started fighting the guards. The
king and the queen aimed the wands at the giants’ feet and spoke the spell. And what do you think
happened? The giants grew four feet, with twenty toes on each foot! Not being used to so many feet
and toes, they tripped over their own feet and ran away in fright. The entire kingdom burst into happy
songs and celebrated their victory.
DOING WORDS
A. 1. drink
2. play
3. sleep
4. throw
5. swim
6. speak
7. clean
8. write
9. jump
10. walk
B. 1. swim
2. play
3. call
4. sing
5. wear
C. 1. pond
2. sun
3. big
4. trunk
5. desk
NAMING WORDS AND SPECIAL NAMES
1. Naming word: rabbit
Special name: Answers may vary.
2. Naming word: cat
Special name: Answers may vary.
3. Naming word: pencil
4. Naming word: dog
Special name: Answers may vary.

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 5. Naming word: mobile phone
6. Naming word: ball
7. Naming word: cow
Special name: Answers may vary.
WHERE ARE THEY?
1. into
2. on
3. under
4. over
5. across
6. in
7. above
8. behind
9. in
10. behind/in
–LY WORDS
1. excitedly
2. loudly
3. silently
4. quickly
5. cleverly
6. cruelly
7. foolishly
8. honestly
9. slowly
10. equally
QUESTIONS
1. What is this?
2. What is your brother’s name?
3. Do you like ice cream?
4. Where is your house?
5. Where is Ali?
6. Who is your English teacher?
7. What is your favourite colour?
8. Where is the dog?
9. What is your name?
10. How old is your sister?
11. Why is the baby crying?
12. Who is that lady?
13. Have you finished your breakfast?
14. Where are you going?
15. Do you have an extra pencil?

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JOINING WORDS
1. Rafia washed her hands and she sat down to eat her lunch.
2. Arish picked up the telephone and he talked to his friend.
3. Father took an umbrella because it was raining.
4. Akmal went to the shop because he wanted to buy pencils.
5. Beena was happy and she clapped her hands.
6. The dog started barking because there was a cow in the garden.
7. Salman kept his shoes outside because they were very muddy.
8. The cat came to the saucer and she began to lap up the milk.
9. Mother and Father went out and they locked the door.
10. My sister is crying because she cannot find her doll.
HE, SHE, AND THEY
1. She
2. They
3. They
4. He
5. She
6. He
7. They
8. She
9. He
10. He
PICTURE COMPREHENSION
1. toy train, toy drum, toy car, ball, yoyo, top, bat, and ball, etc.
2. aeroplane
3. c. four
4. toy car; toy train; toy roller, toy aeroplane
5. Answer not required.
PICTURE COMPREHENSION
1. b. birthday party
2. girl
3. There are five gifts in the picture. There are four balloons.
4. cake, chips, bread, meatballs
5. Answer not required.

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 9 Key to Checkpoints

CHECKPOINT 1
A. 1. Asad; mother
2. Asad; shoes; socks
3. Asad; cat; milk; saucer
4. Asad; soap; shampoo; shower
5. Asad; hair; towel; comb
6. Asad; cars; lunchtime
B. 1. Soap
2. Shampoo
3. Towel
4. Comb

CHECKPOINT 2
A. 1. winter
2. happy
3. excited
4. heavy
5. huge
6. green
7. strong
8. scary
9. large
10. wide
11. fun
B. 1. Bag, Cheap, Fun, Lemons, Shop, Tea
2. Big, Lion, Roar, Scary, Stripes, Tiger
3. Black, Book, End, Exciting, Wand, Wizard
4. Aeroplane, Car, Helicopter, Motorbike, Truck, Van
C. Cheap; Scary; Exciting

CHECKPOINT 3
A. The teacher to call out an action preceded by the words ‘Simon says’ and a few actions without
saying the words ‘Simon says.’ For example, the teacher can begin the game by saying, ‘Simon says,
touch your nose with your right hand,’ followed immediately by ‘Stand on one foot.’ Students to
only follow instructions if they are preceded by the words ‘Simon says.’ Students who either perform
the wrong action or follow an action that is not preceded by Simon says are eliminated. You may
slowly increase the speed the commands are called out at, or you may try and trick your students

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by calling out one action and performing another. For example, you may ask them to touch their left
elbow while you raise your right hand to the sky. Any student who imitates the action you performed
instead of the one you called out is eliminated. Continue the activity until one student remains.
Arrange for a small prize to be given to the winning student at the end of the game.
This activity not only checks your students’ listening abilities but also their understanding of doing
words as well as cementing their knowledge of body parts.
B. Encourage students to complete this task on their own.
C. 1. behind
2. above
3. on
4. beside
D. 1. Did you have an egg and a glass of milk for breakfast?
2. My little brother has a building block set he loves playing with.
3. Were you the one who asked me for a pencil?
4. Fiza asked her mother to get her a pack of chips from the grocery store.

CHECKPOINT 4
A. 1. Mr. Shakeel happily gave Ahmad his expensive pen.
2. The big red fox quickly jumped over the log.
3. Saad cried loudly when Asna took away his tasty cake.
4. Ameena wanted to pass the test easily.
happily; quickly; loudly; easily
B. 1. I wanted my cats to exercise because they had gotten very fat.
2. Azra changed into a blue shalwar kameez and blue shoes and went to her grandmother’s
house.
3. Babur and Saba went to the market and bought some butter, a dozen eggs, six carrots, and a
box of chocolates.
4. Dania had to go to the doctor because she has a cold.
C. 1. Thursday
2. Monday
3. They
4. weekend; because; he
D.
Duck Quack
Cow Moo
Chicken Cluck
Dog Bow-wow
Note: Please see next page for the poem, ‘Old Macdonald Had a Farm.’

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The teacher will read out the classic poem ‘Old Macdonald Had a Farm’ in the class. The poem is
given below.
Old Macdonald Had a Farm
Old Macdonald had a farm, E-I-E-I-O
And on that farm he had some ducks, E-I-E-I-O
With a quack quack here
And a quack quack there
Here a quack, there a quack
Everywhere a quack quack
Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O
And on that farm he had a cow, E-I-E-I-O
With a moo moo here
And a moo moo there
Here a moo, there a moo
Everywhere a moo moo
Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O
And on that farm he had some chickens, E-I-E-I-O
With a cluck cluck here
And a cluck cluck there
Here a cluck, there a cluck
Everywhere a cluck cluck
Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O
And on that farm he had a dog, E-I-E-I-O
With a bow wow here
And a bow wow there
Here a bow, there a wow
Everywhere a bow wow
Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O
And on that farm he had a horse, E-I-E-I-O
With a neigh neigh here
And a neigh neigh there
Here a neigh, there a neigh
Everywhere a neigh neigh
Old Macdonald had a farm, E-I-E-I-O

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CHECKPOINT 5
A. Teachers will divide the classroom into groups of two. If there are an odd number of students in
any classroom, one group may have three students. Give each group a different topic to discuss, or
alternate topics between different groups. Topics should be age-appropriate and capable of holding
students’ interests. A sample topic is ‘My Favorite Pastime.’ Teachers will go around the class and
listen to the conversations, taking notes of students’ sentence structure and communication skills.
At the end of the activity, dedicate some time to discuss major problem areas you notice in multiple
groups.
B. 1. Soft, brown, round, merry, pretty, quiet, harmless, little;
2. Acorn, tree, berry, fur, eye, grass, field mouse, den, winter, weather, roots, fruits, farmer, treasure,
nut, grain, pain, hole, mosses, oak, shadow, meadow, corn, house, mouse;
3. Tumbles, sheds, moving, pass, sleeping, lie, comes, peeping, see, nibbling, go, stacks, falls, find,
eat, steal, stacked, make, spring, play, keep, harm
4. a. Nuts
b. –ly word
c. The little field mouse sleeps in a dark den all through the cold winter months.

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 10 Delayed Post-tests

Note for the teacher:

This test assesses retention of concepts. It is a combination of questions from checkpoints. The test can
be used as a class test to check if students’ performance is consistent over a period of time. If students
produce consistent results, this is an indication of sound grammatical knowledge. If a student has
performed well in the past but does not perform well now, it will indicate rote-memorization and lack
of conceptual understanding.

DELAYED POST-TEST 1
Instructions to the students:
Read the questions carefully and answer them.
A. Read these sentences about Asad’s life after he comes back home from school. Can you find all
the naming words hidden in them? (3 Marks)
1. Asad uses soap and shampoo and takes a shower.

2. Asad dries his hair with a towel and brushes it with a comb.

3. Asad brushes his teeth with a toothbrush and toothpaste.

B. Which of these naming words are things you use in the bathroom? Make a list of them below.
(3 Marks)

1.

2.

3.

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DELAYED POST-TEST 2
A. Choose the right word from the box to fill in the missing blanks. One has been done for you.
(4 Marks)
excited winter happy fun large

We went to Hunza with our father for the ………… vacations this year. All of us were very …………
and ………… about the trip. The bags we packed were very …………! Then we went to the train
station. It was …………!
B. Write a short passage about yourself, your family, and where you live. (5 Marks)
C. Can you detect all the special names in the passage you’ve written? (2 Marks)
D. Join the sentences given below using ‘and’ and ‘because’. (3 Marks)
1. Azra changed into a blue shalwar kameez and blue shoes. She went to her grandmother’s
house.

2. Babur and Saba went to the market. They bought some butter, a dozen eggs, six carrots, and a
box of chocolates.

3. Dania had to go to the doctor. She has a cold.

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 Notes

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