o

ENGLISH
4

PUNJAB CURRICULUM AND

TEXTBOOK BOARD, LAHORE

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A ll r ig h t s r e s e r v e d w it h t h e P u n j a b C u r r ic u lu m a n d T e x t b o o k B o a r d , L a h o r e

N o p a r t o f t h is b o o k c a n b e c o p ie d , t r a n s l a t e d , r e p r o d u c e d o r u s e d f o r

p r e p a r a t io n o f t e s t p a p e r s , g u id e b o o k s , k e y n o t e s a n d h e lp b o o k , e t c .

Authors: > Mashal Imran

Editor: J-----' Fakhra Shahid j

Reviewers: > Tahir Mahmmod

Saima Kanwal

Artist: Aisha Waheed

>

( Supervisor: -----( Danish Sarfraz

( \
Composing &
Layout Setting: ,H V
Adnan Amjad
J
[ Illustrator: } Marria Khan

Available on internet at https://www.travel-culture.com/

 Contents
Sr. No. Title Page

Pre- Pages

1 Vowels 1

2 Consonant Blends 19

3 Sight W ords 22

4 Commonly M isspelled W ords .24

5 Spelling Rules 25

6 Nouns 29

7 Verb 31

8 Adjectives 33

9 Adverbs 35

10 Pronouns 37

11 The Articles 39

12 Singular / Plural 41

Chapters

13 Hazrat M uham m ad's (^ )K in d n e s s 43

14 Rashid Minhas 49

15 M ariam 's Tenth Birthday 59

16 The Thief At The Market 67

17 The Silver Knitting Needles 76

18 W elcom e To The Night 89

19 R aza’s Trip To Pakistan 96

20 The Science Sum m er Cam p 104

21 Celebrating Eid- UI- Azha 114

22 Taking a Tour o f Lahore 123

23 Street Safety Tips 131

24 The M agic Pencil 138

25 Happy Teacher’s Day, M iss Javeria 147

26 Helping Others Will Help You 156

27 Rashid Minhas 162

Pre-Pages

INTRODUCTION
VOWELS

r - i
W h a t d o e s ^very w o r d h a v e in c o m m o n ? Eiv e ry 1
w o rd h o s a vowel.

The letter a, e, i, o, and u, are called vowels.

All letters that are not vowels are called consonants.

How many vowels?

Count the number o f vowels that are in each word and write it in the box.

School

bat write

lion teacher

pen eat

house question

dog Pakistan
Pre- Pages

INTRODUCTION
VOWELS

W h a t d o e s 'Svery w o rd h o v e in c o m m o n ? Every
w o r d h a s a vowel.

The letter a, e, i, o, and u, are called vowels.

All letters that are not vowels are called consonants.

How many vowels?

Count the number o f vowels that are in each word and write it in the box.

School f 2

bat write

lion teacher

pen eat

house question

dog Pakistan
 Pre- Pages

SHORT VOWELS

All letters in all words do not make the sam e sound.

A vowel can sound in two ways, which is why there
are short vowels and long vowels.

Say the letters a, e, i, o and u aloud. Listen to the sound com ing out o f
your mouth.

Short vowels have a sound that is different from the way the letter actually
sounds.
 Pre- Pages

SHORT VOWELS
THE SHORT /A/ SOUND

Do you rem em ber the sound o f “a" in“ant""apple,"

“cat ,“jam and “black"? This sound is called
the short "a sound.
r ——3®

/ Read these words aloud and listen to the short /a/ sound in them.

/ van hand stam p ham m er subtract N

i

bar pant m atch travel thanked

i

'\ add lamp stand happen scratch /

Rearrange these letters to make six new words with the short /a/ sound.

npa tjcake * plpea

gab wahle tah

 Pre-Pages

SHORT VOWELS
THE SHORT/E/SOUND

Do you rem em ber the sound o f ’ e ’ in "egg”,

"bed", p e n 'a n d ’ tent’ ? This sound is called the
"e" sound.

Read these words aloud and listen to the short /e/ sound in them.

/ end send heavy health e „ c e ,,:;\

i

hen best dress forget weather

t
bed head spent length entertain /
__

Rearrange these letters to make six new words with the short /e/ sound.
Pre-Pages

SHORT VOWELS
THE SHORT/I/SOUND

Do you rem em ber the sound o f “i" in 'tin ', “igloo"

a n d ' s r c k " ? This sound is called the short "i"
so u n d .

Read these words aloud and listen to the short /i/ sound in them.

/ bin fish drink zipper spinach \

i

pig mix spilt spring biscuit

\ i.
\ lip big blink winter scissors /
__

^ Rearrange these letters to make six new words with the short / i/ sound.

hcni chwti

hikcc dh XSI
6
Pre-Pages

SHORT VOWELS
THE SHORT 101 SOUND

Do you rem em ber the sound o f “o ’ in "cot’ . “socks",

" h o s p i t a l'and "watch" ? This sound is called the
sh o rt "o' s o u n d .

_ / Read these words aloud and listen to the short /o/ sound in them.

/ hot shop collar cotton problem \

i

dog frog sorry opposite octopus

top drop clock forget swallow J

^ Rearrange these letters to make six new words with the short /o/ sound.

tlotbe
i oldl rgaeno

tofo
i\
xfo opt
7
Pre- Pages

SHORT VOWELS

Practise saying these words aloud.

a e i 0 U

* j
>
V

apple bell fish sock nut

■*W

e ? T \ &

1
cat belt king box
l __
bug

jjv
% F

hat pet sit hot sun

Pre-Pages

^ Fill in the words with the correct short vowel sound. Say the words aloud.

a e u

%
- ggs p _ n fl-g

cl _ ck b _ s b_t

9
Pre-Pages

LONG VOWELS

L o n g v o w e ls have a sound that is exactly the

s a m e o s th e letter actually sounds.
 Pre- Pages

LONG VOWELS
THE LONG /A/ SOUND

Do you remember the sound o f “a", in “tapeVcreate"

and “tosTe ? This sound is called the long "a”
sound.

Read these words aloud and listen to the long /a/ sound in them.

ate paint shape change great

\
I
May mail plane take break
I
I
I
^ day rain snake waste pages

hese letters to make six new words with the

cfae 1 i tgea rtani

m u i* " - -

keca rgpase
pewnapsre
Pre-Pages

LONG VOWELS
THE LONG /E/ SOUND

Do you rem em ber the sound o f “e" in 'h e ’ . “eat*

and equal ? This sound is called the long ’ e ’
— rnd.

Read these words aloud and listen to the long /e/ sound in them.

-----------------
sea knee sleep greed street ^
I
I bee read lea f please freedom
I
\ she seed m eet sweet heater f
\
__________ ^

hese letters to make six new words with the long /e/ sound.

tmea twsees

hwlee teteh yke

 Pre- Pages

LONG VOWELS
THE LONG/I/ SOUND

Do you rem em ber the sound o f "i” in “ice",“nine"

a n d " s c ie n c e " ? This sound is called the long “i"
sound.

Read these words aloud and listen to the long /i/ sound in them.

tie size light bright child ^

I
1
I time iron price right fight |
I
1
% high smile blind rider slide f
V

Rearrange these letters to make six new words with the long l \ l sound.

tgnhi ycr rfie

*

vife tiek fneki

Pre-Pages

LONG VOWELS
THE LONG 101 SOUND

Do you rem em ber the sound o f 'o ’ in "no",’ cone”,

“log‘a n d 'none”? This sound is called the long
“o" sound.

Read these words aloud and listen to the long /o/ sound in them.

hope coat boat window bones

I
I show rope road elbow ghost
I
1
V row home soap crow oxygen f

^ Rearrange these letters to make six new words with the long /o/ sound.

tgoa esor

ehpno
sotnmer sone (V -»)
Pre-Pages

LONG VOWELS
THE LONG /U/ SOUND

Do you rem em ber the sound o f *u’ in*blue*,*shoe

and fnjri"? This sound is called the long “u"
sound.

Read these words aloud and listen to the long I u l sound in them.

/ glue suit dune mute fuse

I
I due ru ler cute cu be tribute
I
\ juice tune duty tube

^ Rearrange these letters to make six new words with the long l u l sound.

rrleu ■ ebtu ^ tisu

bcue
situse guel
Pre- Pages

LONG VOWELS

Practise saying these words aloud.

e u

* t & P \

rain tree kite toe glue

W l

*!
baby le a f nine boat un iform

A f 0
day wheel light rose com puter

6
Pre- Pages

Colour the bubbles with the long vowel sound.

key

toy
m ap
fox

peas
dog
suit

ca ke
bowl
Pre- Pages

SHORT AND LONG VOWELS

Exercise J

&
Match the vowel sound to the correct word.

Short a sit

Long a hot

Short e nut

Long e rose

Short i uniform

Long i baby

Short o lea f

Long o
cat

Short u light

Long u belt

Isn't it a m a z in g how m a n y d if f e r e n t s o u n d s
w e ca n g e t f r o m ju s t fiv e v o w e ls ?

8
 Pre- Pages

CONSONANT BLENDS

I Som etim es sounds blend together. Consonant

b fe n d s consist o f two or three consonants in a
word that make a distinct sound when they are
pronounced together.

Here’s a chart o f common consonant blends with two letters:

bl br cl dr
j?

l b ©

blocks brush &

clock drum

Ifl g l
gr pl

flower
4
gloves grapes planet

Pr sc si sm

x !
prize s c a rf
9
slide *
smoke

V
sn sp st sw

snake ' L spoon star swan |

fr
tw gl
“ 5 ^ -
frog
blanket twig glass ■ » '
Pre- Pages

Som e consonant blends also have three letters.

scr sch spr

_
______________________________________________________________________________________________
screw school spray i j

str spl thr

# -

stripes splash throw

(( Can you identify which short vowel sounds begin

with c o n s o n a n t blends? Som e exam ples a re “drum"
a n d ‘ s w im Con you do the sam e for long vowel
sounds?
Pre- Pages

Match the picture with the correct consonant blend from the box.

br tr sc st gl
i

dr cr fr fl pi

« __ oves __ ead

4 __ ower €

__09 l

' A
” a r J
t

__ ane uO %
W __ uck

t A __ ow
 Pre- Pages

SIGHT WORDS

W h e n w e read, som e words app ea r more

c o m m o n than others. These words are called i

sig h " w o rd s.

Here is a list o f com m on sight words. You should m emorize these to be faster
readers and better spellers.

- 1'

big her e lik 3 littl

she my your school |

me the y gc from

J
I

his whe re w ith because

1
always many ac ain better
Pre- Pages

~ ■' P

about when before today

drink why inuch together

i would there s tudent never i

1
V

should please <iny m rself J

could under som e going

Ex ercise

^ Try to make a sentence using three sight words together.

She went to school today.

Pre-Pages

COMMONLY MISSPELLED WORDS

Ju st like there are som e words we see more than

others, there are som e words we M IS S P E LL more
X than others. Let’s com e up with a list o f such words.

1. again 18. heard 35. started

2. always 19. interesting 3 6. stopped

3. anim al 2 0 . jum ped 37. surprise

4. around 21. know 3 8. swimming

5. babies 22. like 3 9. than/then

6. beautiful 23. little 4 0 . their

7. because 24. looked 41. thought

8. believe 25. morning 42. threw/through

9 . bought 26. pretty 43. together

1 0 . caught 27. received 44. tried/ tired

11. cousin 28. running 45. until

12. different 29. realize 46. very

13. every 3 0 . really 47. wanted

14. February 31. safety 48. woman

15. friend 32. said 49. would

16. getting 3 3. som etim es 5 0 . stage/ stag

17. happening 34. something

 Pre-Pages

SPELLING RULES

Did you know we can avoid many spelling errors

if we keep som e sim ple spelling rules in mind ?
Lei's look at five o f them.

© i t or ‘IE* rule

Always put V before V but not after c ’.

For example: piece, believe, chief

W e should always follow this rule except ®
in the case o f ‘science’ , ’their’ and 'eithei

(2 ) THE COMPOUND WORD RULE.

Com pound words are when two words

com e together to form a new word. Use
the full spelling o f both words without
putting a dash in between.
Spelling Rules
For Example: cupcake, fireplace
Pre- Pages

@ TH E ‘S ' OR 'E S ' / ‘I E S ‘ R U LE

If you want to describe a quantity that is more

than one, add ‘s ’ to m ost o f nouns.

For Example: cats

Add ‘e s ’ if words end in ‘ch ’, ’sh ’, Y , ‘s ’, or Y .

For Example: dish — di shes

baby ) • babies

® TH E V R ULE.

W hen words end in T , turn them into

plural by changing the T to V and
adding an 'es’ after it.

For Example: thief j, thieves

leaf leaves

© TH E P O S S E S S I V E R U LE

Add an apostrophe to show something

belongs to someone.
For Example: bear — bear ’s

Ali Ali’s

If words already end in ‘s ’ then

you add an apostrophe after the "s’.

For Example: kittens >■ kittens’

students students’
Pre- Pages

E x ercise J

Each o f these sentences contains a spelling error. Underline

the error and write the correct version o f the sentence
below.

1. My favourite subject is Sceince.

2. Nabeel and his brother went to thier house.

3. The leafs are falling on the ground.

H. It was cold so I sat by the fire place.

5. My mother washed the dishs.

6. In the sum mer, I visited my grandm others house.

Pre- Pages

1. le a f

2. fox

3. chair

4. church

5. glass

6. bus

7. box

8. wife

9 . book

10. lunch
Pre-Pages

NOUNS

A Do you rem em ber the definition o f a noun?

A noun usually tells who or what is being
talked about in a sentence.

/ It can be used to describe a

PERSON PLACE

a>
Q uaid- e - Azann girl Lahore school

AN IM AL THING

dog cat 4 car apple

Can you see any nouns around you ? Write five here.
Pre-Pages

Circle all the nouns in the following sentences.

1. Ahm ad and Am na are siblings.

2. Their father took them to Nathiagali for the holidays.

3. They stayed in a small house near the mountains.

H. They saw snow for the first time.

5. Ahm ad forgot to wear his sweater and fell ill.

6. Am na gave her brother hot soup and tea.

7. W hen he felt better, they played on the swings.

8. Their mother m ade for them rice and vegetables.

9. Every night they would read before they go to bed.

10. They had so much fun.

Pre- Pages

V ER B

Do you rem em ber the definition o f a verb?

A verb is a doing word in a sentence.

It is used to describe what action is being perform ed by the subject.

He is reading a book. Um air is dancing

Hassan is singing a song.

W here are you going?

Can you spot verbs around you ? W rite five here.

Pre- Pages

Ahm ad and Am na had a lot o f fun in Nathiagali. Draw a circle around al

verbs in this list to see what actions they perform ed.

sleep drink
playing

house vegetables

stay eat

forget saw
look books

rice sweater
mountain

school
Pre- Pages

ADJECTIVES

Do you rem em ber the definition o f an adjective

An adjective is added to a noun to describe it.

It gives information about size, shape, age, colour, origin or material o f an object.

Happy fa ce blue car

beautiful flower old man

Can you add some adjectives around you ? W rite five here.
 Pre- Pages

Read the sentence. Circle the adjective and write the noun it is describing.

Imran is a (kind) doctor. doctor

1. He found his blue umbrella.

2. The teacher’s words were important.
3. The cricketer hit a long six.
4. You look handsom e today.
5. The building o f our school is old.
6. The ten~year_old boy w as lost.
7. The slippery road m ade it hard for us to walk.
8. Nobody lives in that house now.
9. The prince saved the princess from the evil monster.
10. The food tasted burnt.

Do you see how adjectives are m ade o f our

five se n se s? They tell how an object looks, i

Feels, sounds, smells or tastes.

Pre- Pages

ADVERBS

';> Do you rem em ber the definition o f an

adverb?
An adverb can describe a verb, an adjective
or another adverb in a sentence.

It tells how, how often, when or where.

A Mm

moves slowly greeting happily

crying loudly going downstairs

Can you describe verbs around you using adverbs? Write five here.
Pre- Pages

Read the sentence. Circle the adverb and write the verb / adjective /
adverb it is describing.

I am walking (slowly?) walking

1. W ind blew softly across Lahore.

2. W e went to school yesterday.
3. The boy built a tower carefully. _
H. I love eating my food hungrily when
I com e home from school.
5. W e never go to the mountains.
6. It w as raining heavily outside.
7. I o ffer my prayers daily.
8. The cat was climbing the tree rapidly.
9. My mother wakes me up early in the morning.
10. They laughed happily when they heard the good news.
Pre- Pages

PRONOUNS

Do you rem em ber the definition o f a

p r o n o u n ? A pronoun is a word that takes
th e place o f a noun.

_. / Read this poem to understand how it is used.

M E. YOU AN D THEM

He is a boy, and
His nam e is Jim
If this toy is his, then
It belongs to him.

She is a girl, and

Her nam e is Sue.
Hers is the boat
That is painted blue.

W e are together,
W e are more than one.
Please com e join us
In our fun!

I am me,
And I am special as can be.
You are my friend.
Together you and I are we!

(O rig in a l a u th o u r * D e b o ra h E lle rm e y e r a n d J u d ih R o w ell )

Pre- Pages

Replace the underlined nouns with the correct pronouns from the box.

he she it they us them

him her I me we

M iss Fozia is my teacher. I see M iss Fozia daily. her

1. My mother is taking Ali and me to the park.

2. I borrowed Um er’s book today.
3. Sarah had a glass o f milk before she left for school.
H. My mother and I like to cook.
5. The girls are playing on the swings.
6. My brother is a teacher in this school.
7. Give the pen to your father.
8. Does anyone know where my aunt went?
Pre- Pages

THE ARTICLES

Do you know what an article is? It is a word

I that is used before a noun to show whether
the noun refers to something specific or not.
Like on adjective, it gives us more
information about the noun.

There are three articles.

( T ) The is used to refer to a specific or particular noun.

&
W

The car I bought is not working. ! Imran is reciting the Holy Quran

A and an are used to refer to singular nouns that are not specific or
particular.

A is used before a consonant sound. An is used before a vowel

sound.

&
9
Am eena needs a chair.
 Pre- Pages

1. I have___________ banana everyday for breakfast.

2. Can you handover m e ------------------ blue book?
3. I s a w ___________ eagle on a bench today.
4. I am going to visit---------------- church on the opposite street.
5. I h a d ___________ meeting on Thursday.
6. Zara is __________ intelligent girl in her class.
7. colour o f my shirt is red.
8. Our neighbours have_____________ cat a n d _____________ dog.
9. W h a t___________ exciting city!
10. My home is o n _____________ road.

^ There is an important exception to this rule.

I Make sure you know how a word SO UNDS,
i
IJ because this is what shows you which article
to u se

For example: ‘hour’ sounds like ‘our’, b ecau se o f

the s ile n t ‘h’, so we say ‘an hour’
Pre- Pages

SINGULAR / PLURAL

tlj One cup, two cups.

i box, two boxes.
you
y rem em ber how to turn a singular
in into a plural?

One way to show more than one noun is to add an 's ’ or ‘e s ’ to the end o f the
word. Go back to the spelling rules in this book to see where to add ‘s ’ or ‘e s ’
Som etim es, ‘s ’ and ‘e s ’ do not help us turn a singular into plural. W e call such
words 'irregular nouns’. Here is a list o f com m on ones:

Singular Plural Singular Plural

woman women c a lf calves

man men foot feet

tooth teeth loaf loaves ,

child children goose geese j

wife wives knife knives

le a f leaves life lives

m ouse mice 1 half 1 halves

Pre- Pages

There is another special ca se o f nouns that have the sam e singular and
plural form.

Singular Plural
1

sheep sheep

fish fish

deer deer

species species

aircraft aircraft

% Fill in the blanks with the plural form o f the noun written in the brackets.

1. That woman has two __________ .. (child)

2. Smile! So I can see all youc__________
_____ (tooth).
3. The wind is making t h e ____________ (leaf) o f the tree fall on the ground.
H. My mother asked me to cut th re e ___________(pototo) i n __________ (half).
5. The _____________ (mouse) were eating cheese.
6. If more --------------- (person) come, we will have to get a bigger room.
CHAPTER 1

Hazrat Muhammad's Kindness

Pre-reading questions:
• W hat are some o f the values we should always embody in our
relationships with our family, neighbours and peers?
• Who, according to you, is a good example o f a role model? W hat
characteristics should someone possess to be an ideal personality?

The personality o f Hazrat Muhammad(Jfi|^)is a role model for all

the mankind. He was a man who embodied

values o f kindness, generosity and humility

I
in all his interactions. The way he dealt with
his neighbours, peers and family serves as
an example for us today. Not only Hazrat
Muhammad was loved by those in
his community but he was also respected
by communities far and wide for treating
people with kindness.

During the early days o f preaching Islam, j

Hazrat Muhammad suffered torture daily at the hands o f an

unpleasant neighbour. This neighbour was an old woman who threw'
rubbish on him whenever he passed by her house. Everyday^
Hazrat Muhammad tolerated this harassment silently.

tan
llA_
CHAPTER 1

f
never showed any sign o f anger or hatred for this cruel wc
le only prayed that she might find the right path.

One day, Rasoolullah was surprised when no one threw any

waste on him while walking on his route. This made him inquire
about the old woman. He found out that she was ill, and immediately
went to visit her. When the old woman saw him, she feared that he
had finally come to seek revenge on her for all her unkindness. Unlike m
her expectations, Hazrat Muhammad did no such thing. He
offered her any help she needed and wished her well. He told her
that Islam made it obligatory on all Muslims to care about the
well'being o f their neighbours. Inspired and touched by Hazrat
Muhammad’s (jx ^ ) sympathy and mercy, the old woman felt guilty
for her evil treatment towards
Allah's Rasool (^ f^ )and embraced to Islam.

Another incident from Hazrat Muhammad’s life teaches us

several lessons about how we must treat our fellow companions.
Once, R a s o o l u l l a h s a w a slave crying as he crushed grain from
a mill. The mill was driven by hand and required a lot o f strength.
When Hazrat M u h a m m a d s a w the slave crying, he stopped in
his path and asked him the reason. The slave told him that he was
ill and did not have the energy to run the mill properly. He was scared
o f his master, who would punish him if the work was left incomplete.
When Allah’s Rasool saw his peer in distress, he steppec
forward and ground all o f the remaining grain. "Always call me if yoi,
have any grain to grind. I will do it for you", he said to the slave.

Even at home with his wives and children, Rasoolullah

maintained a perfect character. Th^ way he treated all his relatives
I
 CHAPTER 1

warmth and concern shows us the importance o f being gooc

to our family. Hazrat Muhammad would always do work
around the house, instead o f having people do it for him. His wife.x
Hazrat Aisha, has reported that he would spend his time at
home doing tasks, such as sewing patches, mending shoes or
milking the goat. He never favoured one family member over'
another. He loved everyone equally and enjoyed spending time at
home.

Following Hazrat Muham mad's example, we must prefer

the needs and sentiments of our neighbours, friends and family
before we think of ourselves. If we are kind and generous in ou
interactions with those around us, we will be able to bring happi
ess and peace in our community.

I. COMPREHENSION
Find answers o f the following questions from the lesson.
1. Write down five relationships you have with people around you.
2. W hat values did Rasoolullah (ffiiffij;) embody in all his interactions?
3. Why did Hazrat Muhammad visit the old woman?
4. How did Hazrat Muhammad help the crying slave?
5. W hat kind o f chores would Rasoolullah do at home?
6. W hat are some o f the lessons we can learn from the life of
Hazrat Muhammad ( J f ^ ) ?

II. VOCABULARY
Make sentences using the following words.

1. inspiration___________________________________________

2. generosity

3. revenge

4. evil

5. mercy
CHAPTER 1

C O M M O N AN D PROPER N O U N S

You should remember nouns as words that

describe who or what is being talked about in a
senten ce. Let’s see the difference between two
kinds o f nouns: Common and Proper nouns.

Common nouns talk about a general person, animal or thing. They do

not start with a capital letter.

girl house

Proper nouns talk about a special person, place or thing. They always
start with a capital letter.

, ■- r*

m fm
Pakistan Quaid-e-Azam

Exercise

Find three common nouns and three proper nouns from the story and write
them below.
 CHAPTER 1

Classify the nouns in the box into common and proper nouns. Remember to
capitalize the proper nouns when you write them.

*
f apple murree Masjid january mr. javed school \
I
i I
V tuesday biscuit minar-e-pakistan ra bbit V
I

PROPER NOUNS COMMON NOUNS

IV. PHONICS
M U TE C O N S O N A N T LETTERS

You remember that 'the’, ‘a ’ and ’an ’ are called

articles and when each is used. ‘A ’ is used before
a word that starts with a consonant sound while
an' is used before a vowel sound. W hat do we do
in the case o f mute consonant letters? Do we use
a or 'an ?

In the pre-reading pages, we discussed the example o f the word ‘hour’. Even
though it starts with a consonant, we say ‘an hour’, because o f the way the word
SOUNDS. The ‘h’ in hour is silent, which is why we pronounce it as ‘our’. Since the
word now starts with a vowel sound, we use ‘an ’ instead o f ‘a ’.

In this story, Rasool ($$ $ 0 showed his kindness. Here the word 'K' in the word
kindness is a consonant and we will put 'a* before this word.
CHAPTER 1

Allah's Rasool was an honest, kind and humble man. The letter ‘h’ in the
word 'honest' is a mute consosont letter. Without 'h' the word starts with a vowel
sound. We can say Allah's Rasool (jSsjiij) was an honest man.

The following words have one or more mute consonant letters in them.
Underline the mute consonant letter and decide whether to place ‘a ’ or
'an' before the word.

1. iron -----------------

2. clock -----------------

3. heir -----------------

H.knee

5. knife -----------------

V. CREATIVE WRITING

In this story, we saw how Hazrat Muhammad treats everyone

around him with kindness and concern. He is an inspiration for all o f
mankind because o f his perfect character.

Who is your role model and why? Write a few sentences on who inspires you
the most below.
CHAPTER 2

SCARY UNCLE SAJID

Pre-reading questions:

• W h o t ore s o m e o f tha th ing s you d o with your n e ig h b o u rs ?

• Im a g in e a scary m an. W h a t m a k e s him s c a r y ? Diseuss.

It was Sunday morning Ibrahim could not wait to go out and play with the boys o f
his community. Cricket was his favourite sport, and playing it was something he
looked forward to all week.

After forming teams, the friends started the day’s match. Seeing Ibrahim’s
excitement, everyone decided to let him bat first. Ibrahim took his position at the
crease and confidently told the bowler to throw as fast as he could. Within
seconds, a red ball came flying towards him. Swinging his bat with all the energy
in his body, Ibrahim heard a loud noise. When he saw it flying across the neigh
bourhood, he knew he had hit the biggest six o f his life. All the boys cheered
loudly.

Enthusiasm soon turned into horror as Ibrahim saw where the ball landed. It had
crashed into the window o f the most terrifying man in the neighbourhood - Scary
Uncle Sajid. Scary Uncle Sajid was an old man who never spoke to anyone or left
his house. Ibrahim had heard there were two things he always carried - a stick
 CHAPTER 2
and a frown on his face. W hat a monster!

Feeling scared, Ibrahim m ade his way to Scary

Uncle Sajid’s doorstep. He saw the door o f the
house open slightly. He had an idea. He could go
to grab the ball secretly and run outside before
Scary Uncle Sajid even had a chance to notice.
Ibrahim tiptoed inside. He saw no sign o f the
monster, but what he saw shocked him. There
were shelves full o f cricket trophies. The little
intruder could not believe his eyes.

He peeked at the trophy near to the window and saw it said ‘MAN OF THE MATCH
- SA JID SARFRAZ, 1974’. As Ibrahim adm ired the collection o f awards, he heard
a voice behind him.

*1 see you like cricket", said an old man smilingly.

Could this really be the ‘Scary’ Uncle Sajid Ibrahim had heard about? Ibrahim
apologized for the broken window, and to his surprise, he was immediately forgiven.
He could not resist his curiosity, so he pointed towards the trophies. Uncle Sajid
laughed and told him that he had been the Captain o f the Pakistani Cricket Team
about forty years ago. He had played against the best players from all over the
world. Ibrahim could not believe his ears. The person he thought was a monster
actually happened to be a legend.

He found out that Uncle Sajid had to retire from cricket when he suffered a leg
injury during a gam e. That is why he had to carry a stick. This is also why he could
not leave the house-he was in too much pain. Ibrahim felt asham ed for assum ing
the worst about his neighbour before he had even met him. There was nothing
scary about Uncle Sajid at all.

From that day onwards, visiting Uncle Sajid becam e Ibrahim's new favourite
weekend activity. The two neighbours would sit down and discuss cricket. Ibrahim
helped his new friend around the house. He would go to the market and get him the
groceries he needed. He helped him clean his trophies. He brought his friends
 CHAPTER 2

to meet Uncle Sajid as well. They all

sat down and listened to imaginable
stories o f the greatest m atches one
could imagine. Ibrahim felt lucky his
ball had crashed into Uncle Sajid’s
window. It had been a special day-
indeed.

I. COMPREHENSION

^ Find answers o f the following questions from the lesson.

1. W hy did all the boys cheer excitedly?

2. W hat were the two things Scary Uncle Sajid always carried?
3. W hat did Ibrahim see when he entered Scary Uncle Sajid’s house?
4. W hat was Uncle Sajid doing about forty years ago?
5. W hy did Uncle Sajid never leave his house?
6. How did Ibrahim help Uncle Sajid when they becam e friends? Would you also
like to be friend with ’scary’ Uncle Sajid?

II. VO CABULARY

In this story. Ibrahim feels a range o f emotions. Match the emotion with face
by writing the correct letter in the blank. The first one has been done for you.

A) enthusiasm (B) horror J E) asham ed D) surprised C) confident

 CHAPTER 2

III. GRAM M AR

C O U N T A B LE AND U N C O U N TA B LE N OUN S

(J Let's learn more about nouns. In the last chapter,

you s t u d ie d the meaning o f common nouns. These
c o m m o n n o u n s carbe countable or uncountable
" " '■ 'T S .

Countable nouns are those nouns that can be counted. They have a singular and
plural form. They can have ‘a ’, 'an' or ‘the’ before them.

My cousin has three children.

Uncountable nouns are those nouns that cannot be counted. They have no plural
form. They usually cannot have ‘a ’, ‘an ’ or ‘the’ before them.

There was some milk leftover.

^ Identify whether the following nouns from the story are countable or
uncountable.

1. boys _____________________

2. community _____________________
3. team _____________________

H. excitement _____________________
5. trophy _____________________

6. curiosity
7. pain _____________________
CHAPTER 2

H Do you see how most abstract nouns i.e those

no un s that describe feelings are uncountable?
You co n not count how happy or sad you feel, but
you c a n d e c id e whether it’s a lot or a little.

There are countable and uncountable nouns everywhere you look. Write five
% countable and five uncountable nouns from your surroundings in the table
below.

COUNTABLE UNCOUNTABLE

1.

2.

3.

H.

5 i

C O LLE C TIV E NOUNS

I Like the 'team' o f boys who play cricket in the story,

( collective nouns are used to define a group o f
' people, animals or things. W e treat one collective
noun a s a singular unit. For example, we will add ‘a ’
b e fo re 'te a m ', even though it is m ade up o f many
boys
 CHAPTER 2

Let’s look at some common collective nouns.

a flock o f birds/sheep a pack o f wolves/dogs

a swarm o f bees/flies
1
, a bunch o f bananas/grapes
j
a pile o f rubbish a crowd o f people

a shower o f rain a set o f rules

a library o f books a stack o f hay/papers

T Don’t forget that a collective noun can also be

m ade plural by adding an ‘s ’ or ‘e s ’ to the end
v o f the word.

For e xam ple :

tw o p a c k s of wolves, three libraries o f books

Practise your knowledge o f collective nouns by filling each blank with the
correct word from the table.

stack crowd flock set pack

1. W e must follow a ______________ o f rules if we want things to go smoothly.

2. It was impossible to have fun at the market when all you could see in any
direction was a h u g e ______________ o f people.
3. I could see a _______________ o f dogs fighting over some meat.
CHAPTER 2

H. The farmer put a __________ o f hay near the tractor.

5. I noticed a ______________ o f birds flying south for the winter.

M A S C U L IN E A N D F E M IN IN E N O U N S

A 'team' is a collective noun that has no gender,

/( because we can have a team o f boys or a team o f
girls. However, most nouns have a gender - they
can either refer to a male or a fem ale person,
a n im a l or species.

A noun has a masculine gender if it refers to a man, boy or male animal.

For example: Ibrahim is a boy.

A noun has a feminine gender if it refers to a woman, girl or fem ale animal.

For example: Uncle Sajid did not have a wife or daughter.

Masculine Feminine I Masculine Feminine "|

actor actress 1 husband wife |

i bachelor spinster 1 rooster hen |

boy king queen |

girl 1
1 man woman
bridegroom bride ] ,1
[ master mistress 1
brother sister 1
I nephew niece ,
man woman I
f prince princess I
1 father mother |
1 sir m adam t
grandfather grandmother ^ daughter 1
1 son
hero heroine »| uncle aunt
bull cow * lioness
'1' lion
 CHAPTER 2

Change the gender o f the following nouns.

1. king

2. mother

3. hen

H. princess

5. lion

6. bride

7. actor

8. madam

IV. PHONICS
HARD A N D S O FT S O U N D S
% ^ " ■i
t In this story, Ibrahim loves to go out and play cricket.
He starts bringing groceries for Uncle Sajid, who is a
legend.

§ Did you notice how the sound o f 'c' and 'g' changes in
ii these words? These are called hard and soft sounds,
i
and they depend on what vowel follows the consonant.
Let
L e tss take
taKe a iook
look at
aT the
tne different
airrerei pronunciations o f
Y t o w a r d s with tha letters ‘c ’ and ‘g ’.

W hen V or *g’ meets the vowels ‘a ’, ‘o’ or V , the sound is hard. Say
these words out loud and listen to how they sound:

cat cup cave co m ed y cuddle

gap goat gutter gas gather

CHAPTER 2

W hen 'c’ or ‘g ’ meets the vowels V or V , the sound is soft. Say these
words out loud and listen to how they sound.

cell city center circle census

gym gel general giant ginger

Identify the noun below, write it down and circle whether it has a soft
or hard sound.

soft / hard soft / hard soft / hard

soft / hard soft / hard soft / hard

CHAPTER 2

V. CREATIVE W RITING

In this story, Ibrahim realizes how wrong he had been to judge

Uncle Sajid before meeting him. He understands the importance
o f being good to his neighbour.

Do you have neighbours? W rite five sentences about your neighbours below.
CHAPTER 3

M A R I A M ’S TE N TH B IR TH D A Y

P re -re a d in g questions:

• Im a g in e the p e rfe c t birthday. How w ould you like to sp end

th is d a y ?
W h a t w ould you do i f a frie n d hurts your fe e lin g s ?

The day Mariam had been waiting for had finally arrived. It was her tenth
birthday.

Mariam had spent hours and hours making arrangements for this very special day.
She wanted everything to be perfect. She had invited six o f her close friends to her
house for an afternoon o f fun. games and entertainment. Out o f this group, Mariam
was most excited to spend time with her best friend, Razia. The two girls had made
all the decorations together. They had even decided to wear the matching yellow
shalwar kameez stitched for them by Mariam’s grandmother. They thought that they
would look like princesses.

Mariam looked at the clock and realized that it was already two o' clock. Her guests
would be arriving any minute now Mariam wondered what gifts she would receive.
W hat she wanted the most was a new pencil box. Before she could
 CHAPTER 3

spend any more time thinking, the bell rang.

One by one, guests started coming in. A gam e o f hide and seek started and every
one started running across the grass. The sound o f laughter and scream s filled the
air as they ran around trying to catch one another. The
decorations were appreciated and the food was enjoyed. Mariam was participating
in the fun, but she did not feel truly happy. Everyone was there except Razia.
Mariam felt betrayed that her best friend had not
attended her birthday celebration. "I’m never going to speak to her again", she
thought.

For the next two days at school, Mariam avoided Razia as much as she could. She
even asked the teacher to change her seat so she would not have to sit next to
Razia. This was the longest the two girls had ever gone without speaking to each
other. On the third day o f their fight, Mariam returned home from school to see her
mother going somewhere.“Good thing you’re here my daughter, I’m leaving for
Razia's house. I’m sure she must have told you that her mother has been very sick."
said M ariam ’s mother.

Suddenly, Mariam felt a horrible sense o f sham e and guilt. She understood why
Razia had not been able to attend her birthday. She felt like the worst friend in the
world for ignoring Razia when she needed her the most.She ran after her mother,
arriving at Razia's house breathless and upset. W hen Razia saw Mariam come in,
her eyes lit up with happiness.

"I’m so sorry for my behaviour Razia, I didn’t know. I was just being selfishbecause
you didn't com e to my birthday. I didn’t even bother to ask you why." said Mariam,
with tears in her eyes.

The two girls hugged and Razia explained that her mother caught a bad case o f
food poisoning on the morning o f M ariam's birthday. She said she had tried to
explain this situation to Mariam many times in school, but she had not been able
to. After telling Mariam this, Razia shyly showed her what was in her hands. It was
a lovely, colourful pencil box exactly the kind Mariam wanted.

W hen Mariam looked at her present, she realized how rare true friends are. She
understood the importance of understanding and always listening before
CHAPTER 3

she judged. She promised herself never to let her anger get the better o f her, and
always keep Razia close to her heart. Without realizing it, Razia had taught her
these important lessons. After all, what else are friends for?

I. COMPREHENSION

^ Find answers o f the following questions from the lesson.

1. W hat were Mariam’s plans for her tenth birthday?

2. How did Mariam and Razia plan to look like princesses?
3. W hat started the fight between Mariam and Razia?
H. How did Mariam avoid Razia in school?
5. Why was Razia unable to attend Mariam’s birthday? How did Mariam find out
about this?
6. Do you think Razia is a good friend? Why do you think so?
CHAPTER 3

II. VOCABULARY

Make sentences o f the following words.

entertainment

happiness 1
I
excitement

day-dream
1
guilt

III. GRAMMAR
PRONOUNS

'Jit was Mariam’s tenth birthday. She was very excited,

v It was going to be a very special day for her.

You rememberpronouns are words that take the

place o f a noun in a sentence. Let's look at two types
ns.

Subject pronouns are those pronouns that replace a noun at the start o f a
sentence. The most common ones are: he, she, it, we and they.

Possessive pronouns are those pronouns that tell us who owns something. The
most common ones are: his, hers, mine, its, yours, ours and theirs.
CHAPTER 3

she it we they hers mine its ours

Using the correct pronoun from the box, fill in the blanks below.

1. Mariam and Razia bought matching yellow shalwar kam eez--------

were very excited to wear them.
2. "The fault is ___________ , not yours", Mariam said to Razia.
3. Mariam spent all day decorating the garden___________ wanted .
to look perfect for her guests.
4. Razia saw Rukshana carrying something heavy. The box must b e _
5. "My mother and I have come to visit you. ___________ hope you feel better
soon", said Mariam to Razia's sick mother.
6. The pencil box was the perfect g ift .___________ bright colours made it shine
from far away.

USING HAS/HAVE

Now that you know possessive pronouns show who

owns something, you must always be careful that
pronouns agree with nouns in number.

You know that has is used for one person. Have is used for more than one person.

If a pronoun is singular, such as he, she or it, we use the word has.

If a pronoun is plural, such as we or they, we use the word have.

Special singular pronouns, such as you and I also use the word have.
 Identify whether the pronoun is singular or plural, and complete the
sentence using has or have.

1. They _________________three children and two dogs.

2. I ______________ many friends in my class.
3. We _________________ many talented players in our team.
4. That dog _____________ brown eyes and a long tail.
5. She ________________ a bright new pencil box.
6. You _________________ a wonderful collection o f books.

MY/MINE & YOUR/YOURS

To show possession when you are directly talking

about yourself or your friend, use the pronouns i
my, mine, your or yours.

Imagine you are Mariam, and you are telling Razia the story o f your birthday.
\ Fill in the blanks with the correct choice between my', ‘mine’, your 'and yours'

It was________ tenth birthday. I decided to invite the six close friends o f

---------- t o ------------ house. I was most excited to match my dress with
______ Everyone came, but I could not s e e _________ face anywhere, which
made me sad. I thought it was the worst birthday o f __________________ so far.
CHAPTER 3

Then I found out why you could not come. I le ft_____________ house and ran to
__________ . I hugged you and said I was sorry, after which you gave me a new
pencil box. Out o f all the gifts I have ever received, my favourite w a s----------------
Thank you for m aking___________ birthday such a special one.

IV. PHONICS

PRACTISING HARDER SILENT SOUNDS

You have already learned what mute consonant

letters sound like. Let's practise saying more words
that have more than one silent letter in them.

Say these words out loud and listen to the silent consonant letters in them.

w eight know fig h t

w restle d a u g h te r knight

Each o f the following sentences has two words that have mute consonant
sounds in them. Underline the silent letters and say the words out loud.

1. The knight heard a knock on the door.

2. Ali's daughter loved to read the signs on the road.
3. How do you know how high the mountain is?
4. I love to wrestle, but it’s wrong to spend all my time doing it.
5. The weight o f the scissors was too much for the child to carry.
CHAPTER 3

V. CREATIVE WRITING

In this story, we see how Mariam and Razia decide to wear

matching yellow shalwar kameez. Razia helps Mariam make
decorations for her birthday. She even gets her the pencil box she
wanted the most.

Who is your best friend? W hat are some o f the things the two o f you do
together? Write five sentences on your relationship with your friend.
CHAPTER H

TH E T H I E F AT T H E M A R K E T

P re -re a d in g questions:

• W h a t a re so m e o f the sig h ts , so u n d s an d s m e lls you fin d w hen

you go to the m a rke t?
* W h a t w ould you do if a t h ie f ran aw a y w ith so m e th in g you o w n ?

Red, green, blue, yellow, orange, purple - there were colours everywhere Ayesha
looked. This was her first trip to the local market with her mother. She had been
allowed to go on one simple condition: she would stay close to her mother and
not wander o ff on her own.

Holding her mother's hand, Ayesha was amazed to see tables full o f apples,
grapes, mangoes and oranges. “Find the best meat in town right here!” shouted
one vendor. “Get twenty rupees o ff if you buy two kilograms o f tomatoes!”
screamed another. Besides food, Ayesha also saw shoes, jewelry and clothes
being sold. She loved how a shopkeeper's smile meant a customer's frown. As
one person spent money, the other earned it.

The smell o f chaat, sugarcane juice and corn on cobs filled the air. Standing in the
middle o f the market, Ayesha thought it was a truly wonderful place!
 CHAPTER H

Ayesha’s mother had warned her that there would be a huge crowd o f people at the
market, and she was right. Men, women and children covered the entire ground o f the
market like little ants. Since Eid was approaching, it was a very busy day. Girls were
busy trying on bangles, while boys made sure they had the perfect chappals to go with
their shalwar kameez.

While Ayesha waited near a stall observing the sights around her, she heard her
mother’s scream.

‘ Help! Somebody just stole my bag!" she shouted.

Ayesha saw a man running as fast as he could with her mother’s bag. He was wearing
a mask and black clothes. Ayesha knew stealing was wrong, and she could not let him
get away with this. She saw the thief coming right towards her, and she decided to
block his path so he could not get away. Quickly asking the fruit vendor for help,
Ayesha tilted a cart o f bright oranges until they rolled down like little marbles.

Her plan proved to be a success. Before the thief knew what was happening, he
was caught in a sea o f oranges. Unable to maintain his balance, he fell down on
his back. Ayesha shook hands with the fruit vendor and thanked him for helping
her catch the thief. Together, they used a rope to tie his arms and feet together,
and called the police.
CHAPTER H

Ayesha returned the bag to its owner. “I have never felt more proud o f you, my
daughter", said her mother. Everyone present at the market cheered for the little
girl and called her a hero. As a reward for her bravery and intelligence, every
shopkeeper gave Ayesha a little present. They said that this was her Eidi. At the end
o f the day, she was walking home with bags full o f beautiful clothes, shoes and
jewelry.

‘ I can't wait to visit the market again, but please keep your bag safe next time.
Being a hero is an exhausting work." Ayesha laughingly told her mother.

I. COMPREHENSION

% Find answers o f the following questions from the lesson.

1. On what condition had Ayesha been allowed to go to the market with her
mother?
2. W hat were some o f the food items being sold at the market?
3. W hat were the girls buying? How was it different from what the boys were
buying?
H. Describe the appearance o f the thief.
5. W hat was Ayesha’s plan to stop the thief and who helped her?
6. How was Ayesha rewarded for being a hero? Do you think being a hero is hard?

II. VOCABULARY

In this story, Ayesha notices how the shopkeeper is happy when the customer
is sad. Fill in the columns by identifying the opposite o f the word given. The
first one has been done for you.
CHAPTER H

WORDS OPPOSITE
shopkeeper customer
girls
simple
healthy
heavy
bright
reward

III. GRAMMAR
ADJECTIVES

Ayesha thought the market was a wonderful place!

You remember that adjectives are words used to

describe a noun. Let's look at the way adjectives can
give more Information about different
characteristics o f a noun.

QUANTITY

Adjectives can tell us how many nouns are being talked about in a sentence.

There were too many people at the market.

QUALITY

Adjectives can tell us the nature o f the noun that is being talked about in a
sentence.

Ayesha was a brave girl.

SIZE

Adjectives can tell us how much space is occupied by the noun being talked
about in a sentence.

She could see huge stacks o f oranges on the vendor's stall.

CHAPTER H

SHAPE

Adjectives can tell us about the form o f the noun being talked about in a
sentence.

The round oranges looked like little marbles from afar.

COLOUR

Adjectives can tell us about the colour o f the noun being talked about in a
sentence.

Ayesha saw red, blue, green and yellow items everywhere she looked.

ORIGIN

Adjectives can tell us the source o f the noun that is being talked about in a
sentence.

Everyone in the market was Pakistani, but Ayesha saw two

foreigners as well.

Here is a list o f some common adjectives o f each type.

QUANTITY QUALITY SIZE

much sweet huge
enough beautiful small
some handsome big
fifty young tiny
whole kind tall
half famous short
every naughty large
CHAPTER H

SHAPE COLOUR ORIGIN

square Norther i bright

round Eastern dull
oval Pakistani black
curved Indian dark
rectangularHyderat >adi light
straight An lerican yellow
narrow Lahori blue

^n^er^
ine adjectives in each o f these sentences. Rewrite the
adjectives, mentioning whether they are adjectives o f quantity, quality,
size, shape, color or origin.

The small, brown puppy wanted some milk,

size color quantity

1. The narrow road did not have any cars.

2. My American friend is very beautiful and kind.

3. His tall cousin spends all o f his money buying expensive books.
CHAPTER H

H. I heard a loud noise coming from that empty house.

5. My hungry friend said that she could eat a large meal for lunch today.

6. The smart Pakistani boy won the competition.

7. The dull light made the sleepy baby close his tiny eyes.

8. The round table was placed in the dark corner o f the room.

9. The loyal, kind and generous Prince was famous all over the land.

10. Half o f the people in this room love savoury food, while the other half loves
sweet dishes.

Now practise your new knowledge o f adjectives by describing five objects

in your classroom.

a blue chair

1.

2.

3.

H.

5.
CHAPTER H

IV. ORAL C O M M U N IC A T IO N

INTRODUCING YOURSELF

Imagine you are in a room full o f people you do

not know. How would you introduce yourself?
i
The use o f dialogue to convey meaning is called
oral communication. Using quotation marks that
look like tiny 66 and 99 on either side, you can
enclose speech into your sentences. Let’s learn
how to use speech in the simplest way.

You can introduce yourself to a group by following these three steps:

1. You should always start with a greeting.

^^^^^Qkssalam o Alaikum-!"r ‘ Good morning!*

2. This should be followed by a description o f who you are.

name is Aslam*, ‘ I am ten years old”, ‘ I love cricket*

3. Make sure you end your introduction politely.

"Thank you for your time", "I look forward to meet you again",
“I hope we can get to know each other better’

^ Help Ayesha introduce herself. Follow the three steps you have just learned
and write three sentences.
CHAPTER H

CLASS ACTIVITY
Take turns and introduce yourself to the class. Make sure everyone gets a turn.

V. CREATIVE WRITING

In th is story. A yesh a v isits the m a rke t w ith her m other. Sh e loves

everything she se e s, sm e lls, h e a rs an d ta s te s there. S h e even h a s a
little adventure.

Have you ever been to the local market? In five sentences, describe the
different sights, sounds and smells you found there.
 CHAPTER 5

THE S IL V E R K N IT T IN G NEEDLES

Pre-reading questions:

W h a t kind o f a re la tio n sh ip do you have w ith your g ra n d p a re n ts ?

♦ W h a t h a p p e n s if w e ever lie in a re la tio n s h ip ? _________ __ 1

Sana wanted to be just like her grandm other when she grew up. Daadi was
special because her fingers worked like m agic. Within minutes, she could
use her silver knitting needles to knit anything Sana asked. In the winters,
Sana would wear the sweaters, socks and scarves knitted by Daadi to
protect herself from the cold. She loved to see D aadi’s hands move like
lightning as she created beautiful pieces o f clothing from sim ple thread.
Sana always wondered if touching the knitting needles would give her hands
m agical powers too. Daadi had been using the sam e needles since she was
a young girl. They had been a gift from her father. She always placed them
on the top shelf, where no one could reach them.

One morning, Sana woke up late for school. She forgot that it was G randparents’
Day. Her teacher had asked every student to bring one item from home that
described their grandm other or grandfather. Sana stood on a chair and grabbed
D aadi's knitting needles. She knew her best friend would not mind if she took

6
CHAPTER 5

them to school. She was excited to show everyone in class the secret behind Daadi’s
magic.

When Sana got home from school, she was excited to tell Daadi all about her day.
The students loved her story about her grandmother’s knitting. She opened her bag
to take out Daadi’s needles. To her horror, they were not there. She misplaced her
grandmother’s most important possession! Sana was too scared to imagine how
disappointed Daadi would be. Did somebody in class steal them? Did she forget
them somewhere? Sana could not help crying.

Sana hesitantly walked into Daadi’s room. “Sana, I’m so glad you’re home. I can’t
find my silver knitting needles anywhere. I was planning to make you a special dress
today! Do you know where they are?" Daadi asked with concern. Without thinking,
Sana said, "I saw Ali taking them outside to play".
Sana could not believe she had just wrongly
accused her six - year-old brother. She had
to choose between a painful truth and an
easy lie, and she had chosen to lie! She saw
Daadi go to Ali and scold him for his
behavior. The little boy was confused. No
matter what he said, Daadi would not listen.
She was sure it was his fault, since Sana
said so. Sana felt extremely guilty for
putting her younger brother into trouble.
She knew telling a lie was wrong and she
should confess, but she could not do so.

Early the next morning, the bell rang before it was time for Sana to catch the bus.
When Daadi opened the door, she was surprised to see the bus driver standing
there, holding nothing else but her silver knitting needles. The driver said Sana had
forgotten them on her seat yesterday, and he had come to return them. Daadi
finally understood what had really happened.

Holding the needles in her hand, Daadi went up to Sana. When Sana realized that

her lie had been caught, her head dropped down in shame. Sana admitted that she
CHAPTER 5

had taken the needles to school without Daadi's permission. When she saw they
were no longer in her bag, she did whatever she could to save herself from Dacr
di’s anger. She was very sorry for wrongly blaming Ali in the matter and had
learned a lesson.

Daadi was a kind and forgiving woman. She hugged Sana and said, "Sana, what
matters is that atleast you have learned a lesson. It is always better to tell the
truth, no matter how difficult it is. Needles can always be replaced, but I have only
one granddaughter, who matters more to me than anything in the world". From
that day onwards, Sana realized the importance o f truthfulness, and the two best
friends became closer than ever.

I. COMPREHENSION

^ Find answers o f the following questions from the lesson.

1. How did Sana protect herself from the cold in winter?

2. Where did Daadi keep her silver knitting needles?
3. Why did Daadi scold Ali?
H. How did Daadi finally understand the truth behind what had happened to
her needles?
5. W hat lesson did Sana learn from this whole incident?
6. Did Daadi forgive Sana? Would you have done the sam e?
 CHAPTER 5

III. GRAMMAR
ACTION VERBS

Words that show what a person, animal or thi

can do are called action verbs.

Everyday Zeeshan plays a song on his flute for his mother. ‘ You sound beautiful*,
she said.

Here, both 'plays' and sound' are verbs. However, 'plays' is the only action verb,
because sounding a certain way is not an example o f doing something.

An action verb does not always have to be physical, it can also be mental, as long
as it is something that can be done.

Zeeshan wants to impress his class. He thinks his speech would go better if he
played the flute.

Here, both 'wants’ and 'thinks’ are words that can be done, which is why they are
action verbs.

Here are some more examples o f action verbs:

Sleep B s rk
CHAPTER 5

Locate five action verbs from the story, and use them in sentences o f your
own.

2.

3.

4.

5.

Now, look around you. Can you see any action verbs that haven’t been
% mentioned in the story? Write them down, and use them in sentences of
your own.

Example: My friend plays with his toy.

1.

2.

3.

5.
CHAPTER 5

From this story, you have learned the difference between telling truth and
a lie. See if you have understood the story by making a tick mark in
front o f a true statement, and a cross mark ‘X’ in front o f an untrue one.

1. Daadi’s knitting needles were golden in colour.

2. The knitting needles had been a gift to Daadi from Sana.
3. Daadi placed her knitting needles on the top o f the shelf. ______
H. Sana took the needles to school for Grandparents Day. ______
5. Sana’s friend had stolen the knitting needles. ______

II. VOCABULARY

IsSometimes, you may read words you don’t

/( know the meaning of. You are still able to guess
what they mean by understanding the context
they come from. The context talks about the
situation within which something exists.

Let’s learn some new words. Locate the following words in the lesson
and match them to their definitions.

a p o lo g iz e to blame someone for doing something wrong

knitting to admit that someone has done something wrong

p o s s e s s io n the process by which wool is used to create clothes

d is a p p o in te d to say sorry

accuse sadness when someone does not meet your expectations

c o n fe s s | a belonging
CHAPTER 5

III. GRAMMAR
A N D , OR a n d BUT

rr.The words ‘and’, ‘or’ and ‘but’ are called

conjunctions or joining words, because they
help to join two parts o f a sentence. Let’s
look at the way they are used.

The word 'and' is used when we want to add information to a sentence.

Sana wore the sweaters, socks and scarves Daadi made for her.

The word 'or' is used to show that we have a choice.

Sana had the option o f saying a painful truth or telling an easier lie.

The word but’ is used to show information that is different or unexpected.

Sana knew telling a lie was wrong, but she had still done it.

Fill in the blanks with the correct joining word (and, or, but).
1. Would you like to eat fo o d ____________ play cricket?
2. Pakistan____________ India are neighbouring countries.
3. She wants to bake a ca k e___________ she does not have any flour.
H. We have a holiday today. I am still being forced to work.
5. My cat is very friendly__ _ has brown stripes on its fur.
6. Do you want chocolate__ __strawberry ice cream?
7. I have a blue dress ___ . a blue hat.
8. He gave me a red p e n __ _ I needed a green one.
CHAPTER 5

S U B JE C T - VERB - O BJECT

Most sentences contain a subject, verb

and object.

Meena eats an ice cream

11 1
subject verb object

the subject is the person or thing carrying

out an action.
the verb is the action.
the object that is the person or thing
involved in the action, but not carrying it out.

Remember the subject must always agree with the verb.

Singular subject needs singular verb.

The dog loves its bone.

Plural subject needs plural verb.

The dogs love their bones.

Do you notice how you add an ‘s' or 'es1at

' the end o f a singular verb, and remove -he
. V completely when you end a plural verb?
 CHAPTER 5

^ t Label the subject, verb and object in these sentences. Write an S under the
subject, a V under the verb and an 0 under the object.

The man lives in this neighbourhood.

1 1
subject verb
1
object

1. These shoes hurt my feet.

2. The hen lays eggs.

3. The children eat apples.

H. Our principal comes by bus.

5. The cat drinks milk.

6. The girls sing the song.

7. Mahmood likes his toys.

8. I read books.
 CHAPTER 5

^ Select the verb that agrees with the subject in each sentence.

1. The children (follow, follows) their mother.

2. Please (has, have) lunch right now, Farhan.

3. The bottle o f juice (lie, lies) on the shelf.

H. The three dogs (bark, barks) everytime they see a stranger.

5. My cousin (is, are) a teacher.

6. Noor and the girls (work, works) on the weekend.

7. The team (feel, feels) hungry after playing all day.

8. My parents (live, lives) in Lahore.

CHAPTER 5

IV. ORAL C O M M U N IC A T IO N

SEEKING PERMISSION OR ATTENTION

n
Previously, you learned how to introduce yourself to
j a group o f people.

^ Let’s learn some more skills o f oral communication

' by seeing how you should ask for attention or
permission to do something. Knowing how to
phrase such requests politely will always make a
good impression on the person you are talking to.

If you would like to seek permission to do something, you should start your
sentence with “May I...", “Can I....". “Could I...." or “Do you mind....*

“Do you mind if I borrow your pencil?"

“Could I please sit next to you?"

If you would like to ask for attention, you should start your sentence with
"Excuse me!’ , "May I have your attention, please" or “Sorry to bother you, but..

“Excuse me! Would you mind walking a little faster?"

“Sorry to bother you, but I was wondering where the nearest petrol station is."

Remember to follow a request with a thank you.

Practise your understanding o f how to seek permission or attention by completing
the speech bubbles.
CHAPTER 5

CLASS ACTIVITY

Take turns and practise your new skills o f oral communication by asking your
teacher if you can:

• borrow a pencil from your friend

• go out o f the class
• sit closer to the blackboard for a day

V. CREATIVE WRITING

In this story, Sana tells a lie to her grandmother and wrongly

blames her brother, Ali. She finally admits it was her fault in the end.

^ Do you think it is always easy to be honest? Discuss with an example from your life.
CHAPTER 6

W E L C O M E TO THE N IG H T!

To all of you who crawl and creep,

who buzz and chirp and hoot and peep
who wake at dusk and throw off sleep;
Welcome to the niqht.

To you who make the forest sing,

who dip and dodge on silent wing,
who flutter, hover, clasp, and cling!
Welcome to the night!

Come feel the cool and shadowed breeze,

come smell your way among the trees,
come touch rough bark and leathered leaves
Welcome to the night.

The night’s a sea of dappled dark,

the night’s a feast of sound and spark
the night’s a wild, enchanted park.
Welcome to the night!
CHAPTER 6

I. UNDERSTANDING THE POEM

1. W hat is this poem describing?
2. Can you name some o f the creatures that live in the night?
3. Write down any three adjectives from the poem below?

II. VOCABULARY
LEARNING HOW TO RHYME

W hat is the difference between a poem and a

story?

Often, sentences in a poem end with the same

sound. This is called a rhyme. Rhyming words
create music in the poem.

Let’s look at some examples o f rhyming words.

cat hat f t

ball # fall • w

house m mouse
CHAPTER 6

Now that you know what rhyming words are, can you locate and complete
\ the following rhymes from the poem ‘Welcome to the Night!’?

1. creep

2. sing

3. breeze

H.dark

^ Can you think o f your own rhyming words for objects around you? Try coming
up with a rhyming word for each o f the following words.

can

jug

sun

book

boat

feet

SENSORY WORDS

Poems, directly appeal to your five sensesBight,

sound, touch, smell andaste. Instead o f using
long sentences, poems use just the right word to i
' make a scene come alive. These words are called
sensory words, and they help describe something
perfectly.

Let’s look at some o f these words.

CHAPTER 6

Some examples o f sight words include:

bubbly colourful thick

hairy light sharp

Some examples o f sound words include:

cough honk chirp

clap moo buzz

Some examples o f touch words include:

smooth hot rough

oily soft silky

Some examples o f smell and taste words include:

fresh sweet sour

burnt salty spicy

The poem ‘Welcome to the Night!’ has many sensory words. Identify whether
the following words are sight, sound or touch words.

1. crawl
2. buzz
3. hoot
4. sing
5. cool
6.rough
CHAPTER 6

III. PHONICS

DIGRAPHS AND TRIGRAPHS

Earlier on, you reviewed what a consonant blend was. You

remember that blends produce a joined sound, but we
can still hear each sound inside them.

A diagraph is a single sound which is represented by two

letters. A trigraph is a single sound that is represented by
three letters. Let's use the poem to help us understand
digraphs and trigraphs better.

Digraphs can come at the start or the end o f a word.

Beginning digraphs look like this: chair, phone, show and know.

The 'ch', 'f', 'sh' and 'n' sounds you hear when you say these words out loud are

digraphs.

Ending digraphs look like this: fish, watch, photograph and bath.

Did you catch the ‘sh’, ‘ch’, 'f’ and ‘th’ sounds at the ends o f these words?

Trigraphs include light and match.

The ’i' and ‘ch* sounds you hear when you say these words out loud are trigraphs.
 CHAPTER 6

^ Here is a list o f common digraphs and trigraphs:

shape shampoo snatch

wheel rich schedule

charm splash push

match thing dish

punch speech whistle

bridge mouth month

^^xercis^^

The title o f the poem ‘Welcome to the Night!' has a trigraph in it. Which one is it?

% lk ^ow test V°ur understanding by locating three words with digraphs from the
poem. List the words below, making sure you underline the diagraphs in them.
Practise saying them aloud.

1.
9
3.
CHAPTER 6

IV . CREATIVE W R IT IN G

Can you complete the poem by adding the correct rhyming word?
The pictures should give you a hint.

One, two,
Buckle my _
Three, four,
Shut the _
Five, six,
Pick up th e _
Seven, eight,
Lay them _
Nine, ten,
A big fat _
¥
CHAPTER 7

R A Z A ’S T R IP TO P A K IS T A N

P r e - r A d i n g questions:

W hat are some of the things that make you proud to be a Pakistani?
W hat are some of the things Pakistan is famous for?

Holding his father's hand tightly, Raza walked towards the exit o f the airport. This
was the first time he was visiting Pakistan in eight years. When he was a young
child, his family had shifted to Saudi Arabia. Now he finally had the chance to see
the country where he had been born. Raza felt very excited. At the same time, he
felt a little scared to meet his uncle, aunt and cousins. Would they like him? Would
he feel welcome in this foreign land? Would he understand the culture?

All of Raza’s fears went away when he saw his whole family waiting for him. Aunty
Saira was holding a huge sign that read 'WELCOME TO PAKISTAN, RAZA!' and
Uncle Imran had fresh flowers in his hand. His cousins Ayan and Maira had
presents and balloons in their hands. A huge smile spread across Raza’s face as
he hugged all his relatives. He had heard Pakistani people were hospitable, and
now he was experiencing it himself.
CHAPTER 7

On his way to his Uncle's house, Raza got a chance to interact with his cousin Ayan.
Both boys were ten years old and had similar interests. They became friends in no
time.

"I’m going to show you the best o f Pakistan while you’re here. You’re going to love
it!" Ayan said to his cousin. Raza felt extremely happy and welcome.

When they reached home. Aunty Saira laid out a feast for the guests. She filled the
table with hot fresh from the oil, spicy channay and cold lassi. Raza wiped his plate
clean and praised the delicious food. It was the best meal he had ever tasted. He
finally understood why his father missed the food in Pakistan the most.

Over the course o f his stay, Raza fell in love with Pakistan. This country did not feel
like a strange land to him - it felt just like home. Ayan took him to see the Badshahi
Masjid, Lahore Fort, Minar-e-Pakistan, Shalimar Gardens and Wazir Khan Masjid.
He explained the amazing history behind these monuments, Raza felt amazed to
stand on the same ground as some o f the greatest leaders, poets and politicians
the world had ever known. Raza loved how Lahore was always alive. No matter
where or when, every place was crowded. It was colder than Saudi Arabia had ever
been, but Raza loved eating dry fruit by the heater and sleeping inside a warm
blanket every night.

Ayan could see how much Raza loved the weather, and to surprise him, he planned
a trip to the northern areas o f Pakistan for his cousin. The entire family took a bus
to Nathiagali. From the window o f the bus, Raza could see enormous mountains
everywhere. He felt very small in comparison to this scenery. Everything looked like
a painting. The air turned even chillier than it had been in Lahore. Soon, the ground
turned completely white, and Raza realized he was seeing snow for the first time.
He felt that he had walked right into a freezer!

During his stay in Nathiagali, Raza played in the snow, built snowmen and threw
little balls o f snow at Ayan and Maira. The family even went to Ayubia to sit on a
chairlift, from where they could see the entire region. It was a sight to remember.
Raza was very impressed to see beautiful handicrafts created by the local women
at their homes.
CHAPTER 7

He bought a lovely embroidered shawl for his mother. He knew that he would think
o f Nathiagali and its wonders every time whenever he saw her wear it.

Soon, it was time for Raza to leave Pakistan. Raza felt very lucky he had spent his
holidays in such a magical country, and he could not wait to be back soon. He would
miss the food, culture and sights terribly, but he was happy he was leaving with
wonderful memories.

I. COMPREHENSION
%
^ Find answers o f the following questions from the lesson.

1. Raza saw everyone in Ayan's family holding something at the airport. W hat
were they all carrying?
2. Name some o f the monuments Raza visited in Lahore.
3. How was Nathiagali different from Lahore?
H. W hat did the family do in Ayubia?
5. W hat did Raza buy for his mother?
6. As he was leaving Pakistan, why did Raza feel happy and sad at the same
time?
CHAPTER 7

II. VOCABULARY
In the previous chapter, you learned more about adjectives. Now practise
using adjectives in sentences. Remember to use context to guess the
meaning o f words you do not know.

Example: colourful
There were many colourful handicrafts in the shops.

1. bright

2. hospitable

3. delicious

H. surprise

5. magical

III. GRAMMAR

PREPOSITIONS

In this story, Raza walktowards the exit o f the

airport. Raza and Ayan go to Nathiagali. Raza goes
back home from Pakistan.

location are called prepositions.

Ipful in showing where something
CHAPTER 7

I am at my friend’s house. She lives in front o f the gas station.

Since there are so many possible locations, there are many prepositions. Let's
look at some o f the most common words that indicate location:

above down on top of

across for out
along from outside
| around in over
as in front o f to
at inside toward
before into under
behind between by
i below near underneath
beneath next up
beside on within

% Underline the preposition in the following sentences.

1. The car went under the bridge.

2. I looked inside the jar to see if there were any chocolates left.
3. “Children, go and play outside!", shouted the father.
4. I sat in front o f my friend Jam shed in class.
5. I placed the papers beneath my books so they would not fly away.
6. Hasan made sure he walked behind his mother so he wouldn’t get lost.
7. I placed my book on top o f the shelf so my brother could not reach it.
8. We could not go across the street because o f the heavy rain.
CHAPTER 7

Look around you and select any one object. Write five sentences on its
location.

Example: I am sitting on a blue chair. It is placed in front o f the teacher’s desk. I

can look outside the window from my chair.

UNDERSTANDING SEQUENCE

In this story, Raza performs a number o f actions.

I You just learned how prepositions can help us
understand the location o f these actions better,
v Similarly, it is also important to know the sequencej
o f actions.

Sequence refers to the order in which a series of

events takes place.

How well do you understand 'R aza’s Trip to Pakistan’? The following sentences describe the d iffe r­
ent things Raza did in this story. Rearrange these sentences in original sequence.

— > Raza went to Nathiagali with his whole family.

— > Raza bought a shawl for his mother.
— > Raza met his relatives at the airport.
— > Raza visited Badshahi Masjid and other monuments in Lahore.
— > Raza sat on a chairlift in Ayubia.
— > Raza went back home.
CHAPTER 7

Rewrite the sentences so they follow a sequence. The first one has been
done for you.

1. Raza met his relatives at the airport.

3.

H.

5.

6.

Can you understand the sequence only from a series o f pictures? Number
\ the pictures from 1 to 5 so they follow the correct order.

2
CHAPTER 7

^ Now, write five sentences describing each o f the pictures. Give the
character a name.

1. _________________________________________________________

2.

3.

4.

5.

V. CREATIVE WRITING

In th is story, Raza hos hot fre sh from th e ofl, sp icy

c h a n n a y an d co ld la ssi. He loves th is m eal ond w ip e s h is plate
clean.

W hat is your favourite Pakistani food? Imagine you are describing it to

someone who has never had it before. Write a few sentences about the dish.
CHAPTER 8
/ \

T H E S C IE N C E S U M M E R C A M P

P re -re a d in g questions:

Do you think it Is fair if girls are not allowed to go to school?

Why do you think so?
W hat is your favourite subject? Do you think students should
be allowed to study what they want?

ANNOUNCEMENT
Lahore: For all die boys offering classes on children who are
and girls who love science, • the human body unfamiliar with
we are bringing the • nature technology and cannot
country's greatest • technology afford to learn about it.
summer camp to YOUR • health This is once in a life time
village. This is a highly • planets opportunity. The deadline
competitive two weeks In the afternoons, for applying is this Friday,
long program and we only students will travel to a 20 November 2016. I f you
recommend it to those nearby community are interested, write to us
young children who are with our teachers. at Office 50, Jhelum
truly passionate about Here, they will have a Colony, Lahore.
science. In the mornings, chance to apply their For more information,
1 we will be lessons by teaching
call us on
+0056823929

Neelam was a kind and compassionate girl who loved helping others. She always
tried to use science to solve problems around her. From a young age, she showed
potential to be a scientist someday. One example was how she used simple Items
at home to create a filter. This filter could turn dirty, brownish water into safe and
healthy drinking water. Neelam loved to study about animals and plants. When she
saw the newspaper advertisement about a summer cam p all about science, she
knew It would be a dream come true.
CHAPTER 8

Neelam wanted to attend this program more than anything, but she was scared.
She knew her mother would never let her travel to any nearby community, even if it
was to teach those in need. She remembered how hard she had to work to convince
her mother, Amna, to let her start school. Amna had not gone to school as a child,
so she could not understand why Neelam felt education was important. She had
succeeded in getting permission by promising to go and come back with her brother
Sameer everyday. W hat about this summer cam p? Sameer hated science, he would
never go with her. How could she get approval?

Neelam still decided to try. She saw her

mother cutting tomatoes in kitchen and went
up to her. She saw the smile on her mother's
face disappear as she told her about the
summer cam p.‘ I am sure it is an exciting
opportunity, Neelam, but I cannot allow you to
travel anywhere without me. That too, for
something like science, which won’t help you
anywhere. Come here, let me show you how to
cut these vegetables." replied her mother.

Neelam felt upset and helpless. She thought it was unfair how Sameer was allowed
to take trips all across Pakistan to study the country's history. He had travelled by
train to many different cities to attend summer programs and meet relatives.Why
was she not treated like her brother?
CHAPTER 8

A few days later, a bright yellow envelope was delivered at home. To Neelam’s
surprise, it was a letter saying that she had been selected to participate in the
summer camp. Just as she was wondering how this could have happened, her
father, Jam shed, walked into the room. He had just returned home from his shift at
the village hospital. He saw the joy on his daughter's face and told her that he had
applied to the Science Summer Camp on her behalf.

"Never think you can’t study what you want to study. You are an exceptional student,
Neelam, and you deserve every opportunity Sameer does. Science is an extremely
valuable field o f study, and I am proud o f you for being interested in it. Someday
you can be a doctor just like me." said her father lovingly.

Amna also smiled, but had an expression o f concern on her face. When Jam shed
saw this, he asked her not to worry. He would get Amna to speak to the parents of
the other children in the village who were attending the summer camp, so she could
be sure Neelam was in good company. He would also keep her in touch with the
teachers o f the program, so she would know where Neelam was all the times. They
explained how it was wrong to treat Neelam different from Sameer. Both children
should be given a chance to achieve their dreams.

After hearing all o f this, Amna felt much better. She hugged her daughter and told
her how proud she was. Neelam felt like the happiest girl alive. She couldn't wait to
spend two weeks learning from the country’s best experts and share ideas with the
brightest students. She knew this would be a summer to remember.
CHAPTER 8

I. COMPREHENSION

^ Find answers o f the following questions from the passage.

1. Give one example o f Neelam’s potential to be a good scientist.

2. How had Neelam managed to get permission to go to school?
3. How was Sameer treated different from Neelam?
H. Where does Neelam’s father work?
5. How does Jam shed convince Amna not to worry?
6. In your opinion, why should we study subjects like science?

II. VOCABULARY

Let’s learn some new words. Locate the following words in the lesson
and match them to their definitions.

passionate someone who has a lot o f knowledge in an area

concern chance
compassionate worth a lot
opportunity intense excitement
expert feeling and showing sympathy and concern for others
valuable worry

Understand the passage better by making your own sentences using the
following words.
1. nature

2. healthy

3. convince

H. opportunity

5. scared
CHAPTER 8

III. GRAMMAR
ADVERBS

i When Neelam saw she had been selected for the

i program, she jumped excitedly.

^ Now that you have learned about verbs and

adjectives, we can move on to adverbs. You
re m e m b e r adverbs help in describing a verb,
a d je ctive or another adverb. Let’s look at two
j o f ad verb s.

Adverbs o f manner explain how something happens.

She read quietly. They played excitedly.

Adverbs o f time explain when and how often something happens.

My grandmother always loves me. I came home early.

CHAPTER 8

— ■-I''-----. Let's look at some common adverbs o f manner and time.

MANNER TIME

happily soon
loudly today
quietly always
slowly sometimes
carefully never
hard later
beautifully now
well tomorrow
fast early

You may have noticed how most adjectives can

be converted into adverbs by placing an ‘ly’ at the
end o f the word. However, be careful about
changes in spelling. Also note, how special words
like well, fast andhard remain the same as
adjectives and adverbs.

Change the adjectives in the brackets into adverbs o f manner.

1. The baby cried______________ (loud) at night.

2. W a lk ____________ (slow) here - the rain is pouring too _______
(heavy).
3. “You should not s p e a k _____________ (angry)’ , she said politely.
H. Neelam sto o d _____________ (nervous) in front o f the whole class.
5. I answered the questions__________ (easy).
CHAPTER 8

Read the following sentences and underline the adverbs in them.

Indicate whether the underlined words are adverbs o f manner or
time. The first one has been done for you.

1. The old man drank the milk slowly. _____m

2. He said he would be back soon. ______
3. “Why are you driving so fast?", she shouted. ______
H. When I arrived late, my friend met me angrily. ______
5. I like to exercise regularly. ______
6. Since she practises everyday, she always sings beautifully. ______
7. He walked quickly across the street. ______
8. We were all extremely tired after the long journey yesterday. ______

Choose the correct adverb o f time from the options to complete the
sentences below.
1. I have been eating too m u c h ____________.
a) now b) tomorrow c) lately
2. I am going to b e d ________________ tonight.
a) early b) yesterday c) always
3. I am busy right now. I will meet you______________
a) everyday b) later c) never
H. I just finished my book.------------------ , I understand it better.
a) frequently b) sometimes c) now
5. 'You’r e ----------------------- here. I am not ready yet.", she said.
a) never b) already c) today
CHAPTER 8

IV. ORAL COMMUNICATION

USING SHOULD AND CAN

r,In this story, Amna decides whether Neelam

v should go to the summer camp. Her permission
determines if Neelam can attend the program.

W hat is the difference between should and can?

When you offer a recommendation, give your personal opinion or show your
responsibility to do something, you use the word should. This word shows that it is
in your best interest to perform a certain action, so you must do it.

‘ You should always brush your teeth before you go to bed*.

“I should go to school tomorrow".

When you want to show your ability to perform a certain action, you use the word
can.This word shows that you are able to do something, but you do not have to do

The word cannot shows that you have no choice because you are unable to
perform the action at all.

“I can cook an egg!"

“I cannot climb a mountain”.

CHAPTER 8

^ Complete the following conversation between two people by inserting the

words should, can or cannot.

Saleem: "I am getting late for work. W hat______________I d o ? ’

Sajida: “You have two options. You______________take the bus or rickshaw."
Saleem: “I _______________walk all the way to the bus station. It will waste
time. I think I ______________ grab a rickshaw."
Sajida: "If you want to reach work on time, I think you ________________ take
the road across our house. It is never crowded."
Saleem: "I ______________ also go from under the bridge-som etim es that
road is crowded but it’s the shortest way to work.”
Sajida: “Either way, you __________________ afford to lose any more time.
Leave right now!"

CLASS ACTIVITY

Now that you have learned the difference between should and can, take turns
and tell the class about some of the things a student can do, and some of
the things a good student should always do. Discuss the difference between
the two lists.

V. CREATIVE W R IT IN G

In this story, we see th a t S a m e e r w os allow ed to go to school

without any question. He is also allow ed to take trips all over
Pakistan.
CHAPTER 8

^ It is important to be able to put ourselves in someone else's shoes. Imagine

you are Sameer. Think o f two reasons why you think your mother should let
Neelam go to the science summer camp. Make sure you use the word
'should1.
CHAPTER 9

C E L E B R A T IN G E I D - U L - A Z H A

P re -re a d in g questions:

• W hat is the difference between Eld-UkFltf and

Eid-UI-Azha?
• W h y are festivals like Eid or Christmas important?

The first light o f dawn lit up the sky, bringing with it the day o f Eid-UI-Azha. It was
a mildly cold morning. The silence was broken by pleasant sound o f azaan from a
nearby masjid.

I ran outside and greeted the magnificent goat my father had brought home. Every
year on Eid-UI- Azha, I looked forward to take care o f our temporary guest. I
made sure I fed the beautiful white goat well. Laying down more grass for it to eat,
I observed it eating hungrily. I knew the healthier the goat ate, the better meat the
family would enjoy for Eid lunch.

Standing at the main door to the house, my father called me inside. “Adnan! Come
in now and get ready for the Eid prayer. We don’t want to get late. Hurry up now!" I
tied the goat to a fence and went inside.
 CHAPTER 9

Wearing my new white shalwar kameez, I went to the masjid with my father. After
offering Eid namaz, I embraced all the boys there three times, saying Eid Mubarak. The
spirit o f brotherhood was wonderful, bringing everyone together. There were no
differences on the basis o f class, race or background, as every Muslim at the masjid
stood equal before Allah. I felt like I was part o f a big family, and I wished such love
and equality existed everyday.

Returning home, I helped my father sacrifice the goat. While I felt upset to say good
bye to my little friend, I remembered the story behind this ritual and realized it was for
a greater cause. It was to honour the sacrifice o f Allah's beloved prophet, Hazarat
Ibrahim When Allah instructed Hazarat Ibrahim to give up what was most
precious to him, the Prophet chose to let go o f his son, Hazarat Ismail Just as
Hazrat Ibrahim got ready to say goodbye to his son on the mount o f Arafat,
Hazarat Ismail was miraculously replaced by a goat. Allah was so
impressed by Hazrat Ibrahim’s dedication, selflessness and commitment that
he rewarded his Prophet's sacrifice. Since then, Muslims mark Eid-UI-Azha
by slaughtering a goat in the name o f Allah.

Once the goat had been sacrificed, my father and I divided the meat in three portions.
Every year, we kept some for ourselves, and distributed the rest among the poor
and needy. We would receive many blessings in return for our kindness and s a c rific e .
By the time we got home, my mother had prepared a wonderful feast for the entire family.
Sitting at the table with my cousins, uncles, aunts and parents, I realized eating
together was what I loved the most about Eid. I smelled the mouthwatering aroma of
warm karahi and biryani, all made from fresh mutton. I appreciated the food in front
o f me and felt grateful to Allah.
After lunch, I went outside to play with my cousins. One by one, the adults in my family
came outside, hugged and kissed the children, and handed us Eidi. I felt very excited
to receive money. W hat should I spend it on? Should I buy the beautiful red toy car I
had seen at the store? Should I get my mother a new shalwar kameez for her
birthday later this month? Should I go to eat some ice cream with my cousins? The
possibilities seemed endless. For now, I put the money safely in the pocket o f my

kurta and decided to enjoy my Eid.

4 5
CHAPTER 9

I had a wonderful time meeting my relatives and listening to their stories. They all
said that Ihad grown so much taller since the last time they saw me. As all the grown
ups sat down for tea, I felt very excited. I knew that it was time for my mother’s special
sawaiyan. She m ade this delicious desserton every Eid, and it was everyone's
favourite. I wiped my bowl clean and praised my mother’s wonderful cooking. I saw
everyone else enjoying it just as much as I was.

Soon, dusk approached and the first day o f Eid-UI- Azha came to a close. I loved
how the day had helped me reconnect with my cousins and build new connections
with a wider Muslim community. I could not wait to celebrate this festival again next
year.

I. COMPREHENSION

^ Find answers of the following questions from the lesson.

1. Why did Adnan make sure the goat was well fed?
2. How did all the boys greet each other after praying at the masjid?
3. When asked to sacrifice what was most dear to him, what did Hazrat
Ibrahim do?
4. W hat would Adnan and his father do with the goat’s meat every year?
5. W hat were some o f the food items Adnan and his family had on Eid?
6. Where do you think Adnan should spend his Eidi?

m
CHAPTER 9

II. VOCABULARY

Let's test your understanding o f new words from the passage. Replace
the underlined word in each sentence below with an appropriate word
from the box. Rewrite the sentence, making sure its meaning remains
the same.

n grateful silence magnificent happiness aroma

1. The delicious smell o f freshly fried samosay made my mouth water.

2. I could not believe how beautiful the mountains looked from where I was
standing.

3. The quietness o f the empty house made us scared.

4. Playing with my little sister always gave me great pleasure.

5. I am very thankful to my teachers for everything they do for me.

III. GRAMMAR

SYNONYMS

v In the vocabulary exercise, you replaced a simple

word with a difficult word, making sure the meaning
of the sentence does not change. If two words mean
the same, they are called synonyms.
CHAPTER 9

Adnan is a kind boy.

Adnan is a caring boy.
Both kind and caring have the same meaning.

Let's look at some common synonyms. Learning these words will make
\ you better writers.

amazing incredible/fantastic
angry mad/furious
awful terrible
bad evil
beautiful pretty/lovely
big enormous/large
brave courageous/fearless
delicious tasty
famous well-known/renowned
fast quick/rapid
good excellent
happy pleased/delighted
help assist/aid
interesting fascinating
neat clean/orderly
scared afraid/frightened
trouble distress/anguish/worry
wrong incorrect

4
CHAPTER 9

fast inci
afraid bra
neat
enormous
bad qui
courageous scared
wrong big
delighted
tasty evil

FACT VS OPINION

IAdnan thinks there should be love and equality everyday

(\

J Is this a fact or an opinion? In this story, you saw Adnan

dgiving a personal account of how he spent his
' Eid- al"Azha. It is important to note the
| difference between how a person feels and something
that truly is.

A fact is something that is true and can be proven.

There are 60 seconds in one minute.

The capital o f Pakistan is Islamabad.

4 9
CHAPTER 9

An opinion is how you or someone else feels about a particular topic.

My favourite food is rice with chicken.

Kainat thinks we should go out for a walk.

* Do you think you can differentiate between a fact and an opinion? Write
FACT’ or 'OPINION' in front o f the following sentences.

1. Human beings need air to breathe. __________

2. I really enjoyed last night's cricket match. __________
3. “Lahore is the most fun city in the world", she said. __________
4. Planet Earth has one moon. __________
5. You should wash your hands to avoid germs. __________
6. If your uniform is not clean, you will be sent home. __________
7. Aleena loves playing in the snow. __________
8. My cat eats food three times a day. __________

IV. ORAL C O M M U N IC A T IO N

AGREEING AND DISAGREEING WITH OPINIONS

Sometimes, your opinion might be different from

i isomeone else’s. If you are not able to listen and

| respect ideas that are different from yours, you
may ertd up having a fight with whoever you talk to.

Let's see how you can describe how you feel, listen
to how other's feel and agree or disagree politely.
CHAPTER 9

You can express your opinion by using the words “In my opinion...
”, "I think/feel/believe....’ or “From my point o f view....’ .

‘ I feel you should go and apologize to her*.

“In my opinion, everyone should visit Lahore at least once in their lives".

You can express your agreement with someone else’s opinion by using the words
“I agree...’ , "I approve....’ or “I have no objection...’ .

“I have no objection if you came to work later today".

‘ I agree that dogs are the best animals to keep as pets'.

You can express your disagreement with someone else’s opinion by using the
words "I disagree....’ , “I don’t quite think...." or “I feel otherwise".

“I don’t quite think I agree with your idea o f having fun".

“While I respect how you believe hockey is the best sport, I feel otherwise".

Read the following opinions. In one sentence, state whether you agree
or disagree with them, giving one reason why.

Summer is the best season.

I agree that summer is the best season because all the flowers are in bloom.

1. Girls should be allowed to go to school.

2. Reading is fun.

3. Being an only child is better than having siblings.

CHAPTER 9

4. Students should wear uniform to school.

5. All children should play sports.

CLASS A C TIVITY

Do you think homework is good for students? Write down your opinion on this
\ topic. See how many o f your classm ates share your opinion or hold a
different one. Take turns and discuss reasons for agreement and
disagreement.

V. CREATIVE W R IT IN G

In this story, you h ear Ad nan's a c c o u n t o f how he c e le b ra te s

E id -L ll- Azha.

^ 900<^measure ° f understanding a story is if you are able to retell in a

few sentences what you have read.
In your own words, write a short description o f Adnan’s Eid down below.

Make sure you follow the correct sequence o f events.

Early in the morning. Adnan woke up and fed his goat.

CHAPTER 10

T A K IN G A T O U R O F LA H O R E

P re -re a d in g questions:

• W h y d o you think people write le tte rs?

• If you hod to show your friend your villoge, town, city or country,
where would you ta ke him or h e r?

House Alo: 54, Street 47

Islamabad___
30 September 2 016........
Dear Jamal ,
How are you doing? I still can’t believe you have moved to Islamabad. I miss you so
much) I know I promised not to have any fun without you, but I’m writing to tell
you about an incredible experience I had recently

Do you remember how we had always wished to see Lahore when we were young?
Well, guess what) I finally got a chance to do so when I got my final result last
week. Abu had promised to take A\eena and me on a trip if we studied hard all year
long, and we did exactly that. In fact, we worked so hard that we both stood first
in our classes.
CHAPTER 10

On Saturday Abu, Meena and I sat in our little red car and began our journey If was
a bright, dear morning - perfect for our trip. The sun seemed to be smiling all across
Srand Trunk Road. Lahore is about two hundred kilometers away from our little town,
and Keena and I could not seem to get there fast enough. As we kept asking Abu
how much faurther we were from our destination. He laughed. He remembered how
excited he had been when he had travelled to Lahore for the first time with his
own father He saw the same level o f restlessness on our faces.

Within a few minutes, red minarets appeared in the horizon. Amazed at the sight,
Meena let out a scream She had seen a picture o f these bricks in her textbook. This
was the Badshahi Masjid- the biggest mosque in Lahore. Abu said that we would offer
our prayers there. Jamal, you will not believe the beauty o f the tall pillars, cool marble
and perfectly constructed dome) The prayer hall o f the huge mosque was covered
with an intricate flowery pattern all over its walls, making it the most beautiful place
for namaz. I hope we get to pray there together someday

Abu fold us that Padshahi Masjid had been built by the Mughal Emperor Aurangzeb
about three and a half hundred years ago. Aurangzeb also built the Aalamgiri gate
o f the Lahore Fort which I could see from where I was standing. Abu also pointed
to the giant, tower-like structure appearing in the distance and told us that was
Minar-e-Pakisfan, one o f the most important symbols o f the creation o f Pakistan.
CHAPTER 10

As I was listening to Abu’s tale I felt transported to another time but /Aeena's cry
brought me back to reality “It's lunch time”, she said. I had been having so much
fun exploring the monuments and sites o f the Walled City th at I had forgotten I
was hungry At this point, Abu led us to the famous Food Street o f Lahore. As soon
as we entered the area, the smell o f the city’s finest spices and desi ghee welcomed
us. Th e music o f fakka tak made Meena and me dance to its beat. We had a
delicious meal o f spicy flavorsome chicken karahi and daal. Abu ordered lassi along
w ith this meal - a traditional drink made from yogurt. We finished our meal with
kheer; a dessert made from rice and milk. Jamal, after having this lunch, I understood
why Lahore is so famous for its food culture It was so good I had to lick my
fingers clean.

Later Abu drove us to the renowned Mall road. Meena and I looked curiously on
either side o f the road - new buildings were surrounded by historical ones. Abu fold
us that it had been built by the Pritish, and if was the center o f activity during Paki
stan’s early days. We saw the Lahore museum the zoo and Tbllington Market. Abu
also pointed towards Government College where he himself had studied. Someday I
hope to study there too.

Every inch o f Lahore seemed like magic, and I couldn’t stop asking Abu questions.
Alow, the sun was setting, and Abu said that it was time to head back home He
promised to bring Meena and me back here soon. I hope you can join us on our
next trip, Jamal. I'm sure you will love Lahore even more than I did.

Give my regards to your parents. I hope to hear all about Islamabad very soon!

Your cousin,
Yousuf
CHAPTER 10

I. COMPREHENSION

\ Find answers o f the following questions from the letter.

1. Why do you think Yousuf has to write a letter to Jam al?

2. W hat did Yousuf and Meena do that reminded Abu o f his own childhood?
3. W hat else did Yousuf see as he stood at Badshahi Masjid?
4. Name the items Abu, Yousuf and Meena ate at Food Street.
5. W hat did Yousuf wish for when he saw houses built so close together in the
Walled City?
6. W hat was special about the Mall Road?

II. VOCABULARY

Let’s learn some new words. Put the right word from the passage in front o f
its meaning.

destination restlessness minaret intricate

monument harmony

1. A statue, building or structure that is o f historical interest.

2. The final location o f a journey.
3. A thin tower that is a part o f a Masjid.
4. Peace and order.
5. To be uneasy and in motion.
6. Very complicated and detailed.
CHAPTER 10

III. GRAMMAR
TENSES
THE SIMPLE TENSE

In this chapter, you see how Yousuf is writing a

letter to Jam al telling him about an amazing time ,
he had last week.

Tenses are forms o f a verb that show you the time

o f on action. There are three simple tenses. Let’s
look ot therm below.

THE PRESENT TENSE

The present tense o f a verb shows that the action happens regularly.

Yousuf and Meena go to school.

We live outside Lahore.

THE PAST TENSE

The past tense o f a verb shows that the action has happened in the
p a st.

Yousuf and Meena went to school.

We lived outside Lahore.

THE FUTURE TENSE

The future tense o f a verb shows that the action will happen

Yousuf and Meena will go to school.

We will live outside Lahore. 11
CHAPTER 10

Read each o f the sentences below. Underline the verb and identify
whether it is in the past, present or future tense. The first one has
been done for you.

1. I s a w my friend a t the market. _______ p a s t_____

2. A y e s h a fe e d s her three cats. _________________
3. My brother will play cricket tomorrow. _________________
H. I love to draw. _________________
5. The children c e le b ra te d Eid. _________________
6. He will paint a picture soon. _________________
7. They will c o m e to our house. _________________
8. I e a t b r e a k fa s t every morning. _________________

THE CONTINUOUS TENSE

F w e have looked at simple action verbs like go,

(1 feed, play and draw. W hat about verbs that end
in '-ing'? Such verbs show the continuous tense.
Let’s learn more about the past, present and
future continuous tense.

THE PRESENT CONTINUOUS TENSE

The present continuous tense shows an action which is happening in this very
moment.

I am playing with my car.

W e are going to school.
CHAPTER 10

THE PAST CONTINUOUS TENSE

The past continuous tense shows an action which had been happening before.

I was playing with my car.

We were going to school.

THE FUTURE CONTINUOUS TENSE

The future continuous tense shows an action which will happen.

I will be playing with my car.

We will be going to school.

For each o f the following sentences, write the past, present and future
continuous tense o f the verb in the bracket. The first one has already been
done for you.

1. “Hurry up! W e _______________ for you,’ she said, (wait)

“Hurry up! We are waiting for you," she said, (present)
“Hurry up! We were waiting for you," she said, (past)
“Hurry up! We will be waiting for you," she said, (future)

2. He_______________ as a teacher, (work)

3. The cat on the floor, (sit)

4. My uncle and aunt in Sialkot. (live)

5. S a n a ________________ her books in the bag. (put)

IV. ORAL C O M M U N IC A T IO N

Practise using tenses in conversation. Take turns and describe your daily
routine in a few sentences. How do you spend your day?

V. CREATIVE W R IT IN G

[n this chapter, Y o u su f w rites a letter to his c o u sin J a m a l

d e s c rib in g his trip to Lahore. Letters ca n a ls o be u s e d for m any
other purposes.

Imagine you are Jam al. Write a letter to your cousin, Yousuf, inviting him to visit
you in Islamabad.

House No: 27, Street 5

Sialkot
2"d October 2016

Dear Yousuf,

Your cousin,
Jam al
CHAPTER 11

STR EET S A F E T Y T I P S

When crossing busy traffic streets

It can be tricky, let me say.
It’s something I am required to do
Almost every single day.

I've learned these little safety tips

Call them tricks, if you will.
These tips have served me nicely
Preventing me from being road kill.

When I come upon a crosswalk,

A curb or beside a busy street,
The first thing I must always do
Is STOP, and halt my feet.

Sometimes there is a stop light

Telling me when I must walk.
Other times there is a traffic cop
He tells me when to halt.
CHAPTER 11

Get ready to put your hands together,

We’re going to have some fun.
I'll teach you my street safety tips
You can use them when we’re done.

Stand up everyone, let’s clap,

1- -3
Now, hop forward once and hop back once
Then clap and FREEZE.
With your hands still together /VE’RE NOT READY
YET TO GO!
LOOK .EF1 clap clap
LOOK RIGHT clap-clap
LOOK LEF —one clap—then walk out slow.

You made it. You crossed the street.

I knew that you could.
You used all the safety steps,
I knew that you would.

(■STREET CRO SS SAFETY!’ by Nan Ray)

CHAPTER 11

CLASS ACTIVITY

/ Imagine your classroom is the street. Stand in line and perform the
street safety tips together.

I. UNDERSTANDING THE POEM

1. W hat do you learn from this poem?

2. W hat are some o f the dangers you might face while crossing the street?
3. Where should you look when you are crossing the street?

II. VOCABULARY
Revise your understanding o f rhyming sounds by finding the correct rhyme for
each word from the poem.

will _______________
street _______________
fun _______________

go
could
say

III. PHONICS

THREE CONSONANT CLUSTERS

' Three consonant clusters refer to the appearance

o f three consonants together in a word, with no
vowel sounds between them. They can appear at
the beginning or end o f a word.
CHAPTER 11

Some common three consonant clusters include:

/
/ J jk

straw splash

spray
strong

Say these words out loud and listen to the way they sound.

stress string spring

spree sprout splint

Now that you have studied digraphs as well as

clusters, can you identify the difference between
both?

In a digraph, two consonants stand together to

represent a single sound, such as the 'ch' in
‘chair’ and the ‘ph’ in ‘phone’.

In a cluster, two or more consonants come

together, but the sound o f each letter can be
heard, such as the *fI’ in ‘fla g ’ and the ‘str’ in
'straw '
CHAPTER 11

Let’s test your knowledge o f phonics. Say these words aloud and
listen to the way they sound. Then state whether the consonants in
bold are an example o f a digraph or consonant cluster.

1. light digraph
2. know ---------
3. smoke
H .choose
5. spray ---------
6. clock ---------
7. play ---------
8. ship
9. think ---------

IV. ORAL C O M M U N IC A TIO N

READING SIGNS

jP Sometimes, you only need a picture to tell you a

message. This is why you see signs on the road.
T h e s e sig n s remind you o f street safety rules in
the simplest way.

L e t's look at some common signs below.

Do you understand what these signs mean?

A stop sign is a traffic sign to

notify drivers that they must
stop moving.
L
CHAPTER 11

This sign shows that construction

is taking place, so cars should
drive slowly and people should

Lwalk carefully.

This sign shows that people are

crossing the street.

This sign is used to show a facility

designed for a wheelchair user.

This sign shows that the area

I .
is o ff bounds and you are not
allowed inside.

Can you see any other signs when go out on the road? Draw them here.
CHAPTER 11

V. CREATIVE WRITING

In this poem, you learn several safety rules for crossing the road.

Imagine you are walking on the street. An unknown man sitting under a tree
says, 'Come here child, I have a candy for you". W hat would be the safest
way to respond to such a situation? Write about what you should do in a
few sentences.
CHAPTER 12

TH E M A G IC P E N C IL

P re -re a d in g questions:

• Why are trees important for the environment?

• Do you think the use o f technology is always a

Looking left and right, Rabiya was unable to find a single tree to protect her from the
hot summer sun. She missed the days when her community was surrounded by
greenery. She used to spend her days climbing trunks, picking fruit and sleeping
under the cool shade o f trees. She always considered trees to be her friends, and she
was heartbroken when they slowly disappeared.

A team o f developers had chosen Rabiya's community as the site for a new shopping
center. They promoted this idea by telling people about all the fantastic facilities this
shopping center would hold. Some of them were a food court, an indoor p la y a re a for
children and the chance to buy clothes, shoes and household items from all over the
country. Everyone in the community felt very excited to hear about this. There was one
big problem with this idea though. The shopping center could only be built on the land
occupied by the trees. The people still said yes to the shopping center. They thought,
that "They need it more than they need trees."
 CHAPTER 12

One by one, each big tree in the community was cut down. Rabiya could do nothing
except crying as one by one, each o f her friends fell to the ground. She felt sad that
technology, in the shape o f the big machines and construction material, was being
used for destruction. Now that the shopping center had been built, the only thing
anyone around her wanted to do was to go there. People had forgotten what it meant
to spend time in open air.

They stopped caring about their community like they used to do. Wherever she looked,
Rabiya saw empty shopping bags, and leftovers o f food from food area o f the shopping
center. There was noise, dust and pollution everywhere as families travelled in cars and
buses to visit this new building. Rabiya thought about how the trees had always kept the
air clean by spreading oxygen around. She knew that she had to do something to bring
back her old friends.

Suddenly, Rabiya had an idea. She had read

in school that throwing the seeds o f fruit
onto the ground led to the creation o f new
plants. The seeds would get water from the
rain and nutrients from the soil. This would
help them grow, and eventually turn into
trees. Grabbing the pencil she was using to
finish her homework, Rabiya wondered if it
was possible to have a seed inside this little
piece o f wood. Once children had finished
using the pencil, they could simply throw it
outside. Without realizing it, each child
would be planting a new tree.

Rabiya was enthusiastic about this possibility. Could the same technology that had
been used to destroy trees be used to save them? She ran home and discussed it
with her father, who worked at a wood factory. He shared this idea with his friends
at the factory. Everyone loved it, and could not believe a little girl had thought o f it.
CHAPTER 12

After days o f hard work, they had succeeded in creating the first pencil with a seed
in it. They knew this product would be a huge success. They realized they were right
when those in charge o f the community heard about this invention. The government
loved Rabiya's creativity so much that it awarded her a special medal o f excellence.
It also passed a new law - now all children in all schools would only use these magic
pencils as their stationery.

Slowly but surely, everything started turning green again. Rabiya felt extremely happy
as she had been able to help the trees just as the trees had helped her so many
times. By using modern machines to make a positive difference, Rabiya realized
how technology could be used to spread good, instead o f evil. She also understood
how important it was to use her creativity. She hoped that someday she would be
able to have an idea that was even more magical than her magic pencil.

I. COMPREHENSION

^ Find answers o f the following questions from the passage.

1. W hat did Rabiya miss as she stood under the hot sun?
2. How did the team o f developers promote the idea o f a new shopping center?
3. W hat was the problem with the idea o f building a shopping center?
H. How had the members o f the community stopped caring about their
environment?
5. How did the government react to Rabiya’s invention?
6. W hat are some o f the lessons we can learn from Rabiya?

II. VOCABULARY

Let’s learn some new words. Use the following words from the lesson in
sentences o f your own.

1. greenery

2. heartbroken
CHAPTER 12

3. technology

H. destruction

5. pollution

6. enthusiastic

III. GRAMMAR

REVIEWING TENSES

'^Previously, you learned that there are three tenses

vthe paet, present and future tense. You also
learned the difference between the simple and
continuous tense. Let’s review your knowledge of
tenses.

In this story, Rabiya wants the present to look more like the past. She does this
by building a magic pencil. Now, the future o f the community will be brighter.

Now that you know what the past, present and future tenses look like, you can
change one into the other by using your magical skills o f grammar. Let’s
practise.

Rewrite the following sentences, changing their tense into the present.The
first one has already been done for you.

Remember, a simple past or future tense must be changed into a simple present
tense. A past or future continuous tense will be changed to a present continuous
tense.
CHAPTER 12

1. Rabiya will be planting new trees all over the community.

Rabiya is planting new trees all over the community.

2. The members o f the community wasted paper.

3. The children will be using the new pencils everyday.

H. The use o f technology was destroying the community.

5. Rabiya's father supported her wonderful idea.

3
Good job! Let's try one more exercise to revise you
knowledge of tenses.

The given table has a verb from the story. Fill in each blank slot in the table with
the correct tense o f the verb. The first one has already been done for you.

PAST PRESENT FUTURE

missed miss will miss

will be climbing

is building

looked

was creating

help
CHAPTER 12

IV. ORAL COMMUNICATION

THE W QUESTIONS

'it So far we have learned how to speak effectively,

now let’s learn how to ask proper questions and
respond to them.

The ‘wh’ questions help us seek information. They

cannot be answered simply in 'yes’ or ‘no’. They
begin with one o f the eight 'wh' words. Let’s look at
them below.

WHAT
"What are you doing here?"
"What is your name?"

WHO
"Who are you here with today?"
"Who is your best friend?"

WHERE
"Where are you going?"
"Where can I find your mother?"

WHEN
"When will father pick us up from school?”
"When did you arrive home?"

WHY
“Why is the food burnt?”
"Why did you miss school yesterday?"
CHAPTER 12

W HOSE
“W hose bag is this?'
“W hose dress are you wearing today?"

WHICH
“Which o f these books is yours?"
"Which one o f my friends do you like the most?

HOW
“How are you feeling today?"
"How will you walk home in the rain?"

The answer to ’wh’ questions must usually replace

the 'wh' word. For example,

"Who is your best friend?"

"My best friend is Amal."
By answering the comprehension questions at the
end o f each chapter in this textbook, you have
learned how to phrase answers well. Remember to
practise this skill in your everyday conversation as
well.
CHAPTER 12

( Exercise )

\ Complete the following questions with the correct 'wh' word from the box.
Then think o f an answer for each question in your own words. The first one
has already been done for you.

Q: Where do bats live?

A: Bats live in caves.

what when where who which whose why how

Q is your birthday?

A
0 is your father’s name?

A
0 won the oriokat mntoh yesterday?

A
0 is she cryinq?

A
0 whfim Ho you live?

A
Q brother is named Haider?

A
0 old are you?

A
0 school do you go to?

A
CHAPTER 12

V. CREATIVE WRITING

In this story, the use o f technology leads to the spread o f dust

and pollution in the community. It also c a u se s people To forget
about the Im portance o f Trees. Rabiya show s us how technology
can be used for good by Inventing a m agic pencil.

W hat are two advantages and two disadvantages o f the use o f technology?
Write your thoughts below.
CHAPTER 13

S --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ‘"v

H A PPY T E A C H E R ’S DAY, M I S S J A V E R IA I

P re -re a d in g questions:

• W hat should the relationship between student and teacher

be like?
• W hat are some o f the ways a student can be helpful around the
classroom?

It was the first day of Grade Four. Unlike most boys of

his age, Asad was actually happy the summer holidays
were finally ending. He loved going to school, meeting
his friends and most Importantly - playing pranks on
his class teacher! Asad was a naughty boy who got into
trouble many times for disturbing the peace of the
class. Back in Grade Three, he had made his teacher
Miss Fauzia feel helpless with his jokes and tricks. She
had complained to his parents on several occasions,
but Asad refused to change his behaviour.

Asad was very excited to meet his new teacher. Miss Javeria entered the
classroom and told everyone to settle down. She was young and friendly. She
spoke softly with a smile on her face. She was wearing a simple shalwar kameez,
with her hair tied in a braid and glasses covering her eyes. She introduced herself
to the students and asked for their names.

Then she made them revise everything they had covered in Grade 3 - from vowels
all the way to verbs! By the end of the day, all the children were exhausted. If this
was what Grade H was going to be like, they wanted to go back to Grade 3!

Asad felt very angry at Miss Javeria for making him study so much on the very first
day of the new school year. He knew he had to get his revenge on his
CHAPTER 13

teacher. The next morning, he was ready to pull his best prank yet. Everything was
In place. As Miss Javeria entered the room and greeted everyone, Asad smiled
playfully.

"AAAAAAAAAAAAAAAAAAAHI", Miss Javeria shouted

Asad had hidden a packet o f Ink right where she would be sitting. There was a
splash o f blue ink everywhere as Miss Javeria jumped up In shock. Her new clothes
were covered in the liquid, as were her hands and face. All the boys laughed loudly.
Their laughter turned to shame when they saw how upset they had made their
teacher. Embarrassed, she ran outside the room. With a guilty heart, Asad realized
that he had gone too far this time.

He knew that he had to do something to make it up to Miss Javeria. Just then, he

saw what the noticeboard said. It was Teacher's Day tomorrow! Asad knew this
was the opportunity he needed. He surprised everyone by suggesting they should
clean the classroom. This would make their teacher happy. All the boys loved this
idea. They stayed back after school and worked like a welhtralned army. Some o f
them painted the walls with a fresh yellow colour. Others swept the floor and
arranged all the items In the bookshelf. Together, they wiped all the windows until
they were spotless. They dragged the tables and chairs to form perfect lines. As the
students finished cleaning, they knew their classroom had never looked better!

Asad put the final touches to this surprise by writing ‘HAPPY TEACHER’S DAY, MISS
JAVERIA!’ on the blackboard and placing an apple on her desk.
CHAPTER 13

The next day, everyone waited for Miss Javeria to enter the classroom. As soon as
she came, she stopped and looked around. Tears o f joy filled her eyes and she
started clapping. This was the best present she had ever receivedlAsad apologized
for his naughty behaviour and promised never to repeat it. He felt happy to receive
his teacher's forgiveness. Seeing how happy he had made Miss Javeria and how
well all the boys had worked together as a team made him feel proud. He realized
it was his responsibility as a student to always respect his teacher and help out
around the classroom. By doing this, he could make every day Teacher's Day!

I. COMPREHENSION

^ Find answers for the following questions from the lesson.

1. Why was Asad excited about the end o f summer holidays?

2. Describe Miss Javeria.
3. Why were all the children exhausted at the end o f the first day o f Grade 4?
H. How did Asad plan to get revenge on Miss Javeria?
5. W hat were some o f the things Asad and his classm ates did to make Teacher’s
Day special?
6. Did Miss Javeria like the surprise? How do you know?
CHAPTER 13

II. VOCABULARY

Let’s learn how to use some new words. Fill in the blanks with the correct
word from the box.

naughty helpless exhausted spotless revenge

1. She decided to g e t _______________ on her little brother for eating her last
chocolate.
3. Mumtaz fe lt___________ when his clothes got wet in the heavy rain.
H. T h e _____________ boy broke my toy when no one was watching.
5. My room looked__________________ after I finished cleaning it.
6. I felt ________________ after walking for three hours without a break.

III. GRAMMAR

REGULAR AND IRREGULAR VERBS

Now that you have learned how to change one

tense to another, it will help you to learn about
regular and irregular verbs. Some verbs are easy
to convert into a different tense, but other might
be more challenging. Let’s learn about regular
and irregular verbs and see why.

To understand regular and irregular verbs, first we need to understand

participles.

A participle is formed from a verb. A present participle is a verb that ends with the
suffix ‘- ing‘. A past participle is verb that ends with the suffix '-ed', or takes on a
different suffix altogether.
CHAPTER 13

Let’s look at some examples o f verbs and their participles.

VERB PRESENT PARTICIPLE PAST PARTICIPLE

talk talking talked

do doing done
break breaking broken

Regular verbs are those verbs whose past tense and past participles are formed
by adding the suffix ‘- d ’ or '- ed'. If the verb ends with a vowel, only '- d ‘ is added.
If the verb ends with a consonant, '~ed‘ is added. Most verbs are regular verbs.

VERB PAST TENSE PAST PARTICIPLE

roll rolled rolled

plan planned planned

Irregular verbs are those verbs that look completely different from the original in
their past tense or past participle form. Since these verbs have no fixed suffix at
their end, the only way to remember them is by memorizing them. Here is a list o f
common irregular verbs.

VERB PAST TENSE PAST PARTICIPLE

begin began begun

break broke broken

bring brought brought

come came come

do did done

drink drank drunk

eat ate eaten
fall fell fallen
CHAPTER 13

go went gone

know knew known

make made made

put put put

read read read

see saw seen

speak spoke spoken

sleep slept slept

think thought thought
write wrote written

, Have you noticed how some verbs look exactly the

same in their past tense and past participle form?
Can you find such verbs from the table?

Hint: There are two o f them!

Is the verb regular or irregular? Circle the correct past tense for each
% verb in the brackets.

Hint: Only one word in each bracket is an actual word ~ the other one has been
made up!

a l a p t ) n il m o r n in g

2. My mother__________________ (boiled, boilt) an egg for me.

3. A m n a _________________ (cleaned, cleant) her room well.
4. The boy________________ (failed, fell) down.
5. They______________(knowed, knew) each other since their childhood.
6. The teacher______________ (thinked, thought) it was a holiday.
CHAPTER 13

THE VERB‘BE’

A A sentence can have a main verb and a helping

verb. Let’s look at the difference between both,
i
and see how the verb 'be' can be used as either
o f these.

Verbs that are made up o f one or more words are called verb phrases.

In a sentence, a main verb names the action. It is the last word in a verb phrase.
I am reading my book.
Here, 'am reading’ is the verb phrase, but the main verb is only ‘reading*.

In a sentence, a helping verb supports the main verb, and tells us about the time
o f the action. It comes before the main verb in a verb phrase.
I am reading my book.
Here, the helping verb is ‘am ’. It shows
that the action is happening now. /

Let’s understand main and helping verbs better by focusing on the verb ‘be’.
The verb 'be’ can take many forms, such as am, is, are, was and were. This verb
can be used as a main or a helping verb, depending on how it is used.

'Be' as a main verb: ‘Be’ as a helping verb:

I am from Pakistan. He is eating food.
This is a textbook. She was going to the zoo.
They were here. The children were singing a song.
CHAPTER 13

Can you use these forms o f ‘be* as a main and a helping verb? Make your
own sentences below.

1. are

MAIN: _____________________________________________________________

HELPING:

2. am

MAIN: _

HELPING:

3. was

MAIN: _

HELPING:

V. CREATIVE WRITING

A g o o d story has a d e a r beginning, m id d le ond ending. It a ls o

h a s well d e v e lo pe d c h a r a c te r s an d a visual setting.

Let’s look at all these elements in the story ‘HAPPY TEACHER’S DAY,
MISS JAVERIA!’.
CHAPTER 13

We are introduced to Asad, and we find out he is a naughty

BEGINNING
boy who is waiting to play a prank on his new teacher his new
teacher.

MIDDLE This story has one major event.

Asad's mischief results in ink all over Miss Javeria’s clothes.
He feels guilty for his behavior.

ENDING Asad and his classm ates plan a special surprise for Miss
Javeria on Teacher’s Day.

CHARACTERS There are two major characters in this story.

Asad is a naughty boy at the start o f this story. He
becomes respectful and caring towards the end.
Miss Javeria is a kind teacher.

SETTING The whole story takes place in the Grade H classroom.

You have read several stories in this textbook. W hat was your favourite story?
\ Just like we filled the table for ‘HAPPY TEACHER'S DAY, MISS JAVERIA!', use
your understanding o f your favourite story to complete the boxes below.

Title o f th e story:

BEGINNING

MIDDLE

ENDING

CHARACTERS

SETTING
CHAPTER 14

* *
* By putting a smile on a crying face *
*
A smile blooms on my face too
By giving shelter to a tired traveler
Tiredness of my mind disappears too. *
* By giving water to a thirsty man
Desires of my heart are fulfilled *
* By bringing happiness in others' lives
The pitcher of my happiness is filled. *
* *
* *
* *
* iff
By encouraging frightened hearts *
* All my fears are disappeared
By giving emotional support to one who is upset
*
*
All my tensions get cleared.
By listening to problems of others
*
*
I often forget my troubles
By solving difficulties of others
My problems turn into bubbles. *
CHAPTER 14

* *
* *
* *
* Serving others is a noble quality
*
*
that brings welfare in the society
So we should share what we have with others
As it brings out the best in us.
*
* Helping others is a great feeling
Believe m e -it’s really amazing! *
* *
When you will help people who are in need
Satisfaction and happiness will come to you indeed.

* Volunteering gives us a kind of pleasure

that self-interest can never offer
*
*
So help make this world a better place
by putting a smile on someone’s face.
*
* *
* *
*
-V -A A fc L
(By: Monika Jain 'Panchi’) *
W V V V V V V V V V V
CHAPTER 14

I. UNDERSTANDING THE POEM

1. From this poem, give three examples o f how helping others can help
you.
2. According to the poem, what brings out the best in us?
3. How can we make the world a better place?

II. VOCABULARY

Match these words from the poem with the opposite of their
meaning.

smile worse

happiness dissatisfaction

difficulty selflessness

satisfaction frown

self_interest sadness

better ease

III. GRAMMAR
REVIEWING CONCEPTS

nr this textbook, you have learned a variety of

(f concepts. Do you feel you have mastered the
skills o f Grade 4 Grammar? Let’s practise an
exercise which allows you to apply not one, but
many grammatical concepts at the same time.
CHAPTER 14

Each sentence in the following passage has an error in it. It has been numbered
for you. Correct it on the lines below. The first one has already been done for you.

It was am m ar's favourite day o f the year. Today were the Sports Day at school.
1 2
She felt extremely confident. “No one else have the speed that I have", he
3 4
thought. He want to win the race. As all the boys took thier position at the start of
5 6
the track, Ammar decided to have some fun. He jumped around and doing

back flips. Before he knew it, the race had start. By spending too much time
8
showing off, Ammar were left behind. To his shock, it was adnan who came first.
9 10
Ammar learned how confidence was a good thing, but too much o f it was not.

1. Ammar

2.
3.

4.

5.

6.
7.

8.
9. __________________________

10_______________________________________
CHAPTER 14

IV. PHONICS
DIPHTHONGS

iH'Jow that you know what digraphs and clusters

are, you also need to learn about diphthongs. A
diphthong is a special kind o f vowel sound that is
formed by the combination o f two vowel sounds.
Let’s look at some common diphthongs.

Four o f the most common diphthongs are:

m ill *fU <n»

ow oi

such as in 'cow' such as in 'coin'

o J s f i
M i - ? m x im m sm m

oy ou

such as in ‘boy’ such as in ‘house*

^ Say these words out loud and listen to the diphthongs in them:

cow cloud proud

owl mouse destroy

shout crown clown

CHAPTER 14

Complete the following sentences with the correct diphthong

(ow, oi, oy or ou).

1. My favourite colour is br__ n.

2. I’m so glad the lost baby is now f ___ nd.
3. I eat with my m____ th.
H. Dry yourself with a t___el once you have had your bath.
5. Can you c __ nt till fifty?
6. Seeing you gives me so much j____

V. CREATIVE WRITING

In the poem 'Helping Others Will Help You’, you saw many
ways o f making a positive difference around you.

Reviewing your knowledge o f ‘should’ and ‘can’, discuss some o f your

responsibilities as a member o f society. W hat are some o f the things a
good citizen should always do?

CLASS ACTIVITY

Your goal is to make someone smile. You can do this in any way -tell a
joke, do a dance step, ask how someone is doing -th e possibilities are
endless.

Take turns and see how this activity spreads happiness all around you.
 CHAPTER 15

R A S H ID M IN H A S

Pre-reading questions:

• How m a n y na tio n a l heroes c a n you n a m e ?

• N a m e s o m e na tio n a l heroes w ho received Nishan-e-H aider.
• W h a t d o you know a b o u t the bravery o f Rashid M in h a s ?

Rashid Minhas rem ains the youngest officer to receive the N ishan-e-H aider

award. He was the only o fficer who got bravery award from Pakistan Air Force

(PAF). He was born on 17th February, 1951. Rashid Minhas spent his early

childhood in Lahore. Later, the family moved to Rawalpindi. Minhas had his early

education from St. Mary's Cam bridge School, Rawalpindi. Later, his family moved

to Karachi. Minhas had a lot o f interest in aviation history and technology. He used

to collect different m odels o f aircraft and jets. He also attended Greenwood

Secondary School, Karachi.

On reaching the age o f 17,

Rashid Minhas joined

Pakistan Air Force Academy in

Risalpur as a Flying Cadet. He

graduated from the academy

and passed out as General

Duty Pilot in 1971. He was

posted at PAF base Masroor

as a fighter pilot. He

successfully completed his

training in August 1971. On

 CHAPTER 15

August 2 0 o f that year, in the hour before noon, he was getting ready to take o f f

in a T -3 3 jet trainer in Karachi, his second flight in that type o f aircraft. Minhas

was taxiing toward the runway when an instructor pilot, Flight Lieutenant Mutiur

Rahman asked him to stop and then clim bed into the instructor's seat. The jet took

o f f and turned toward India.

Minhas radioed PAF Base M asroor with the m essa ge that he was being hijacked.

The air controller requested that he should send his m essage again, and confirm

the hijacking. Later investigation showed that Mutiur Rahman wanted to go to

India to join his friends in India, alongwith the jet trainer. In the air, Minhas

struggled physically to take control from Mutiur Rahman; each man tried to take

flight controls. Som e 32 miles (51 km) from the Indian border, Rashid Minhas

forced the aircraft to crash in order to prevent Mutiur Rahman from taking the jet

to India. Rashid M inhas decided that he would rather see the aircraft burned to

the ground than to be in the hands o f the enemy. The jet crashed near Thatta.

Both men were killed. Rashid Minhas received martyrdom.

 CHAPTER 15

Rashid Minhas showed interest in aviation and aircraft from a young age. Nobody

knew that the young boy, whose family cam e from Ja m m u Kashm ir would reach

to a height o f such greatness. He was awarded the highest gallantry award,

Nishan-e-Haider. He becam e the youngest man and the only m em ber o f the

Pakistan Air Force to win the award.

I. COMPREHENSION

^ Find answers o f the following questions from the lesson.

1. W hat message was sent to PAF Base by Rashid Minhas?

2. Where did Mutiur Rahman want to go? And Why?

3. Why did Rashid Minhas crash the aircraft?

4. Where did the aircraft fall?

5. Who was the youngest officer to receive the Nishan-e-Haider?

II. VO CABULARY

Match the word in column A with its meaning in column B.

A B

aviation the design, development, and production o f aircraft

technology a person who has successfully completed a degree at a university

graduate when an airplane takes off, it leaves the ground

taxiing ways o f making machines using modern knowledge about science

and computers

instructor moving an airplane slowly on the ground

take o ff someone who teaches a skill such as flying, driving or swimming

 CHAPTER 15

III. C LA S S ACTIVITY

D iscuss with your c la ssm a te s the stories o f all Martyres who have laid their
lives for Pakistan and received N ashan-e-H aider.

'< 5 "

Major
jk .Major
Tufail Muhammad Aziz Bhatti
Shaheed Shaheed

x -
Major Piolet Officer
Shabbir Sharif Rashid Minhas
Shaheed Shaheed

.r *

Lance Naik Sawar

Muhammad Mahfooz Muhammad Hussain
Shaheed Shaheed
 CHAPTER 15

IV. G RAM M AR

CONJUNCTIONS

ij You may see in the lesson that there are many

c o n ju n ctio n s. They are very much necessary to
c o n n e c t sentences and phrases.

Conjunctions are the words which link other words, phrases and sentences
together.

• I like cooking and eating.

• I want to eat so many chocolates but mom scolds me.

• Please tell me if you like cricket or any other game.

^ Let us learn some conjunctions and learn how to use them in the sentences.

and because and

~ 1

Write suitable conjunctions in the blanks.

1. The flag o f my country is g re e n _____ white.

2. He is absent to d a y _____ he is sick.

3. Is it Thursday_____ Friday today?

H. Read the story_____ answer the question.

5. Akram and Afzal are good frie n d s _____ they often fight wiht each other.
 CHAPTER 15

V. P H O N IC S

TRIGRAPHS

\ Trigraph is a combination o f three letters used to

present or produce a single speech sound or
phoneme.

* He goes to school daily.

• He studies in high school.

In school ’ sch’ and in high *igh" are the trigraphes.

KINDS OF TRIGRAPHS
\ There are three kinds o f trigraphs:

1. Beginning Trigraphs

W henever the trigraph com es in the beginning o f a word, it is called

beginning trigraph.

school, stretch, scream , spray, strud

Fill in the blanks with beginning trigraph.

1. ay
2. ud

3. etch
4. ool

5 ___ earn
CHAPTER 15

2. Middle trigraphs

Whenever the trigraph is in the middle o f a word, it is called a middle

trigraph.

switchboard, sketchbook, benchmark, judgement

Fill in the blanks with middle trigraph.

1. swi___ board

2. ske___ book,

3. be___ mark,

4. ju___ ment

3. Ending Trigraphs

Whenever the trigraph com es in the end o f a word, it is called an ending

trigraph.

match, catch, fetch, watch, sketch

Fill in the blanks with ending trigraph.

1. m a___

2. c a ___

3. fe ___

4. w a___

5. ske___
 CHAPTER 15

VI. CREATIVE W RITING

In this story, Rashid Minhas did a great work o f bravery and courage.
He proved to be a real patriot while accepting the martydom.

W hat do you know about Pakistan Air Force? Write five sentences about it.

CLASS ACTIVITY

Your task is to collect the pictures o f all the matyres who have won
“Nashan-e-Haider", and paste these pictures on the drawing chart or card.