ACTIVE
ENGLISH
Teachers’ Notes
5
D.H. HOWE
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General Introduction
Book 5 and the accompanying Workbook and Teachers’ Notes are intended
for use in the sixth year of the primary school. At the same time previous work is
revised. Revision is in fact a feature of this course, and of this book in particular.
e first eleven pages of the main book are devoted to the revision of vocabulary
and language structures taught in the previous year. roughout the book new
items taught are revised systematically and there is also a good deal of ‘built-in’
revision. Each Chapter includes a revision section. Important items of vocabulary,
grouped under topics, are reviewed and there are also oral exercises revising work
done in previous years as well as new work introduced in this book.
Oral Work
VOCABULARY. e entire list is given at the end of the Teachers’ Notes.
LANGUAGE STRUCTURE. All the items are thoroughly taught and revised as
well as some other less important constructions.
Reading
e Introductory Book provided incidental exposure to printed words and
some very elementary phonics – the association of letters or groups of letters
with particular sounds as an aid to reading. is was continued in Book 1 with
more practice using the Look and Say approach and more examples of phonics.
In Book 2 the two approaches continued side by side and by the end of the year
the pupils should have been firmly on the road to reading accurately and fluently.
Book 3 consolidates and expands upon this by providing three kinds of reading
material: sentence patterns (already practised orally); practice with more advanced
examples of phonics; passages for comprehension practice. Books 4 and 5 provide
more passages for comprehension practice followed by objective type questions.
‘True or Untrue?’ type questions are also included since they make possible a
thorough test of understanding within a small space. e subject matter is varied
and is intended to stimulate reading for pleasure and information. Many of the
passages have a Pakistani background and are intended to promote a sense of
social responsibility.
Writing
All exercises should be worked through orally at first. e teacher should
use his or her discretion as to which exercises should also be written out, as time
permits. e Workbook provides additional controlled practice in the use in
writing of items dealt with in the main book.
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Method
General Principles
1. e aim is to produce good language habits so that the pupils use English
correctly.
2. is is done by practice, not explanation.
3. Practice should first be oral – listening and speaking. Reading and writing
follow afterwards. Pupils first hear a new item – a word or a structure. en
they speak it. en they read it. Finally they write it.
4. Language items must be carefully chosen and presented one at a time. A lesson
should not be overloaded: one new sentence pattern or four or five new words
in one lesson is quite enough.
5. Vocabulary should not be taught as single words but as part of sentences so
that the pupils have practice in using the word, not simply trying to remember
it.
6. Constant revision is essential. Revision has been built into this course but
the teacher should provide additional revision of those items known to have
given difficulties.
Teaching New Items
Presenting and practising a new item, whether it is vocabulary or a sentence
pattern, can be thought of in four stages.
Stage 1: Listening. e teacher speaks the new item several times until the
pupils’ ears have become familiar with the new sound pattern. is should be
spoken accurately but naturally, care being given not only to the pronunciation
of particular sounds but also to the stress and intonation pattern of the whole
sentence. e sentences must be spoken as one unit, not a number of separate
words. It is particularly important that the pupils should recognise the words or
syllables which receive the main stress (see Lesson Teaching Notes). While this
is being done, the meaning should be made clear by any convenient means. In
the early stages, real objects or classroom situations should be used whenever
possible. Pictures, blackboard drawings, gestures, actions, etc. may also be used.
Stage 2: Imitation. e pupils now repeat the item after the teacher until they
are all able to reproduce the sequence of sounds with reasonable fluency. Chorus
work is essential if pupils are to get enough practice but this must be firmly
controlled by the teacher to avoid chanting. is can be avoided if the pupils are
made (a) to speak quietly and (b) to stress only the words or syllables that require
emphasis (see Lesson Teaching Notes). e teacher may find it useful to control
the pupils’ speech by suitable gestures. Chorus work may be done first with the
whole class, and then with smaller groups. Finally, individual practice should be
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given, particularly to the weaker pupils.
While this is going on, the meaning of the item should continue to be made
clear as described above.
Stage 3: Controlled practice. e teacher now gradually withdraws help. e
pupils are asked to use the item, again in groups or as individuals, in response to
cues given by the teacher. e teacher signals to the class what to say by pointing
to an object or picture, making a gesture or a remark or asking a question. Pupils
then produce the appropriate response.
Stage 4: Extended practice. Whenever possible, the pupils should now be
encouraged to use the item without any help from the teacher. is should take the
form of controlled conversation. is may be between individuals (for example, a
conversation chain around the class), between groups, or between individuals or
groups and the teacher.
Note:
If this procedure is carried out properly, very few mistakes should occur. If
at any stage an unreasonable number of mistakes is made, this means that the
previous stage was not practised thoroughly enough, and should be repeated.
English is not taught by correcting mistakes. e whole point of this method is to
give pupils controlled practice in using English correctly.
Do’s and Don’ts for Teachers
1. When giving the model, (stage 1), DO speak clearly, but naturally, and at a
normal speed. DON’T slow down. DON’T speak one word at a time.
2. DO make sure that all pupils take part. DON’T forget to check individual
pupils.
3. DO make sure that the meaning of the construction is always clear.
4. DO keep to the lesson. DON’T introduce new words from future lessons.
5. DON’T talk too much. e more English used by the pupils, the more
successful the lesson.
6. DON’T continue an activity too long. Young children quickly lose interest.
7. DON’T explain ‘grammar’. e aim is to teach pupils to use grammatical
constructions, not to talk about them.
8. DON’T explain the meanings of words, if this can possibly be avoided. Show
them the meaning, and give them practice in using the words.
9. DO prepare your lessons. is will take only a few minutes, using the brief
Teachers’ Notes. An unprepared lesson is seldom successful.
10. DO give pronunciation guidance when necessary. Some help is given in the
Teachers’ Notes.
11. DO make sure that all pupils get enough practice.
12. DON’T ask your pupils to spell out words. Learn words by using them orally,
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and then seeing them in print.
13. DO remember that teaching and testing are two different things.
14. DO remember the importance of revision.
15. DO try to make your lessons interesting and enjoyable. e pupils will learn
more in a shorter time.
Speech Guide
Some teachers may welcome a little guidance on pronunciation, stress and
intonation. is is given at the foot of the Lesson Notes. It has been made as
simple as possible since it is intended only as a reminder of the major points, and
for reference in cases of doubt. e following symbols are used.
STRESS. Syllables on which a main stress falls are printed in capitals.
is is a BOOK.
is is a PEN.
No attempt is made to show lesser stresses. When phonetic symbols are used, the
main stress is shown by
ðis iz ә ʹbuk
INTONATION. Again this is made as simple as possible. Rising and falling
arrows are placed before the syllable to which they refer. e important point
to remember is that after the falling and rising arrows, the tone continues in this
direction until the end of the sentence, or until another arrow shows a change of
tone.
is is a BOOK.
is is an um BRELla.
Is this a BOOK?
Is this an um BRELla?
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PRONUNCIATION
Consonants Vowels
b — bag æ — black
d — desk a: — arm
d — jar ә — ruler
f — fan — a book
g — girl ә: — bird
h — hen e — pen
j — yes i — pig
k — cat i: — green
l — leg
c
— dog
m — man
c
: — door
n — nose u — book
η — string u: — ruler
p — pen ∧ — cup
r — ruler
s — saucer
∫ — ship Diphthongs
t — table ai — my
t∫ — chair au — mouth
θ — thin ei — table
ð — that ou — nose
v — village
c
i — boy
w — window iә — here
z — zoo eә — hair
— measure uә — door
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REVISION Pages 1-11
Note:
e purpose of the revision exercises is to revise the most important
constructions dealt with in Book 4. It is for the teacher to decide how long should
be spent on these exercises. ey should all be worked orally. If a particular exercise
is found to be easy, it can be gone through quite quickly. When a class experiences
difficulty with an exercise, it can be repeated and, if necessary, used for written
work as well. Normally, however, these exercises are designed to be done orally
only. e Workbook provides some written revision exercises.
Workbook 5 Pages 1–7
Answers to Exercises
Exercise 1:
a. ‘Shall we go by train?’ ‘No, let’s go by bus.’ b. ‘Shall we go on Saturday?’
‘No, let’s go on Sunday.’ c. ‘Shall we have a cup of tea?’ ‘No, let’s have a cup of
coffee.’ d. ‘Shall we have a swim?’ ‘No, let’s have a rest.’ e. ‘Shall we listen to
the radio?’ ‘No, let’s watch television.’ f. ‘Shall we go for a walk?’ ‘No, let’s play
football.’ g. ‘Shall we spend our money?’ ‘No, let’s keep it.’ h. ‘Shall we sit down?’
‘No, let’s stand up.’ i. ‘Shall we buy an orange?’ ‘No, let’s buy an apple.’
Exercise 2:
a. … like a fish. b. … like the wind. c. … like a monkey. d. … like horses.
e. … like a bird. f. … like a baby.
Exercise 3:
A tree is like a bush but it’s bigger.
A kitten is like a cat but it’s smaller.
A cigar is like a cigarette but it’s bigger.
A horse is like a donkey but it’s bigger.
A forest is like a wood but it’s bigger.
A river is like a stream but it’s bigger.
Note: If more practice is required, the order of the words may be changed, e.g.
A bush is like a tree but it’s smaller.
Exercise 4:
Some possibilities:
1. Picture A is the same as Picture B.
Picture A is different from Picture C.
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2. Picture A is the same as Picture D.
Picture A is different from Picture E.
3. Picture A is the same as Picture H.
Picture A is different from Picture F.
4. Picture B is the same as Picture D.
Picture A is different from Picture G.
5. Picture B is the same as Picture H.
Picture A is different from Picture I.
6. Picture C is the same as Picture I.
Picture A is different from Picture J.
7. Picture C is the same as Picture J.
Picture B is different from Picture C.
8. Picture D is the same as Picture H.
Picture B is different from Picture E.
9. Picture E is the same as Picture F.
Picture B is different from Picture F.
10. Picture E is the same as Picture G.
Picture B is different from Picture G.
Exercise 5:
a. I’m not sure. I may swim or I may not.
b. I’m not sure. e bus may be full or it may not.
c. I’m not sure. e shop may be closed or it may not.
d. I’m not sure. I may leave school or I may not.
e. I’m not sure. I may go to the cinema or I may not.
f. I’m not sure. It may be hot tomorrow or it may not.
g. I’m not sure. e cyclone may hit Hong Kong or it may not.
h. I’m not sure. I may go to school or I may not.
i. I’m not sure. Omer may help me or he may not.
j. I’m not sure. I may buy it or I may not.
Exercise 6:
Note: Probable answers are given but they may vary with individual pupils.
a. Have you ever seen an elephant? No, I’ve never seen an elephant.
b. Have you ever been on a train? Yes, I’ve often been on a train.
c. Have you ever been in an aeroplane? No, I’ve never been in an aeroplane.
d. Have you ever swum in the sea? Yes, I’ve often swum in the sea.
e. Have you ever smoked a cigarette? No, I’ve never smoked a cigarette.
f. Have you ever eaten an orange? Yes, I’ve often eaten an orange.
g. Have you ever read a book? Yes, I’ve often read a book.
h. Have you ever been to Japan? No, I’ve never been to Japan.
i. Have you ever seen a dog? Yes, I’ve often seen a dog.
j. Have you ever driven a car? No, I’ve never driven a car.
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k. Have you ever lost any money? No, I’ve never lost any money. or: Yes, I’ve
often lost some money.
l. Have you ever worn a hat? Yes, I’ve often worn a hat.
m. Have you ever found ten rupees? No, I’ve never found ten rupees.
n. Have you ever broken a window? No, I’ve never broken a window.
o. Have you ever bought a book? Yes, I’ve often bought a book.
Exercise 8:
b. since, for, ago c. since, for, ago d. since, for, ago e. since, for, ago
f. since, for, ago.
Exercise 10:
a. too many b. too much c. too many d. too much e. too many f. too
much g. too many h. too much
Exercise 11:
a. Yes, he is strong enough to push the car. b. Yes, she is tall enough to touch
the top of the door. c. Yes, it is big enough to hold all the books. d. Yes, it is
small enough to get through the hole. e. Yes, it is big enough to carry all the
stones. f. Yes, it is clever enough to open the gate. g. Yes, it is long enough to go
around the parcel. h. Yes, it is big enough to hold the water.
Exercise 12:
a. e tree was too tall for Maruf to climb. b. e lorry was too big for the
men to push. c. e exercise was too difficult for the children to do. d. e
shirt was too small for Tom to wear. e. e desk was too small for Ann to sit in.
f. e ceiling was too high for me to touch. g. e rope was too strong for the
men to break. h. e word was too long for Uzma to say. i. e writing was too
small for me to read. j. e bus was too full for them to get on.
Exercise 13:
a. e window has been broken. b. e room has been swept. c. A shoe
has been lost. d. e purse has been stolen. e. e door has been painted.
f. e book has been hidden. g. e car has been sold. h. A hole has been dug.
i. e handle has been bent. j. My tea has been drunk. k. e paper has been
torn. l. e boat has been repaired.
Exercise 14:
a. e hole was dug. b. e balloons were blown up. c. e pencil was
broken. d. e bell was rung. e. e money was spent. f. e car was sold.
g. e town was attacked. h. e cat was caught. i. e purse was lost.
j. e button was sewn on. k. e fruit was eaten. l. English was spoken.
m. A mistake was made. n. e money was paid. o. e ship was sunk.
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p. e money was taken. q. e money was collected. r. e floor was swept.
s. e ring was hidden. t. e shirt was torn. u. e money was brought
to school. v. All the books were bought. w. e race was won. x. e
teacher was told. y. e song was sung nicely. z. e shopkeeper was paid.
aa. e King was obeyed. ab. e money was found.
Exercise 16:
a. Zohra did not know what to do. b. Zia did not know where to go.
c. Dick did not know when to begin. d. Zeba did not know how to mend it.
e. Zeb did not know which to buy. f. Helen did not know where to sit. g. Pat did
not know when to do it. h. Mrs Shah did not know what to wear. i. Uzma did
not know which to choose. j. Anjum did not know how to get there.
Exercise 18:
a. Omer said that it was raining. b. Maruf said that it was cold. c. Zia said
that he liked ice cream. d. Uzma said that she wanted to go home. e. Zeb said
that she knew the answer. f. Mr Shah said that he wanted a drink. g. e boys
said that they were ready. h. e girls said that they were going home.
Exercise 19:
a. … what it is. b. … where it was. c. … where he is. d. … where they are.
e. … how she is. f. … who they were. g. … where the girls are. h. … how
the boys were. i. … who the men are. j. … what he is doing. k. … where
they are going. l. … why they were laughing. m. … why the men are shouting.
n. … which she was buying. o. … where he will go. p. … what the girls can do.
q. … where he has gone. r. … what they have bought.
Exercise 20:
a. … what she wants. b. … where she lives. c. … which one he wants.
d. … when it begins. e. … how she does it. f. … why she does it. g. … where
they go. h. … what they do. i. … why they go there. j. … when they finish.
k. … which school they go to. l. … how they do it. m. … what he said.
n. … where he went. o. … how they found it. p. … when they arrived.
q. … which bus they took. r. … why they did it.
Exercise 21:
a. Ask him what he is doing. b. Tell me how Uzma is. c. I don’t know
when he went. d. Do you know where she put it? e. Tell me who will help me.
f. Can you tell me which one she took? g. Ask him what he wants. h. Please
find out where they live. i. Please tell me how I can get there. j. Do you know
why they have gone?
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Exercise 22:
a. Maruf asked where it was. b. Omer asked what his name was. c. David
asked where she lived. d. Zeb asked how big the box was. e. Zia asked when
the film started. f. Naz asked why he was smiling. g. Zia asked who cleaned
the board. h. Helen asked what he wanted. i. Maruf asked where the boat was.
j. Uzma asked what he wanted.
Exercise 23:
a. 1. I asked if it was hot. 2. I asked if the bus was full. 3. I asked if Uzma
was ready. 4. I asked if the plates were cleaned. 5. I asked if the boys were
coming. 6. I asked if it was raining. 7. I asked if the men were working.
8. I asked Zeb if she was hot. 9. I asked Omer if he was feeling all right.
10. I asked the boys and girls if they were listening.
b. 1. I asked Zeb if she would help me. 2. I asked Zia if he could hear me.
3. I asked Dick if he would wait outside. 4. I asked Zeb if she could hear
the radio. 5. I asked Omer if he would clean the blackboard. 6. I asked
Zohra if she could see the picture. 7. I asked Naz if she would wait for me.
8. I asked Zohra if she could do it.
c. 1. I asked Zohra if she liked ice cream. 2. I asked Omer if he sat in the front.
3. I asked Zia if he lived in Lahore. 4. I asked Zeb if she wanted a book.
5. I asked Naz if she liked swimming. 6. I asked Zeb if she walked to school.
7. I asked Zia if he played football. 8. I asked Naz if she liked reading.
9. I asked Zohra if she felt well. 10. I asked David if he felt cold.
Exercise 24:
a. While they were listening to the teacher, the door opened. b. While he was
listening to the radio, the telephone rang. c. While she was washing the dishes,
she broke a glass. d. While he was walking home, he lost his pen. e. While they
were talking, the bell rang. f. While they were swimming, they saw a big fish.
Exercise 25:
a. After he wrote a letter, he went to bed. He wrote a letter before he went to
bed. b. After he finished the book, she fell asleep. She finished the book before
she fell asleep. c. After he finished the work, he went home. He finished the work
before he went home. d. After the rain stopped, the game began. e rain stopped
before the game began. e. After the Headmaster spoke to all the children, they
went home. e Headmaster spoke to all the children before they went home.
f. After he had his breakfast, he read the newspaper. He had his breakfast before
he read the newspaper.
Exercise 26:
a. She did not stop reading until she finished the book. b. ey did not
reach home until it was dark. c. He did not go out to play until he finished his
homework. d. She did not return the book to the library until she finished it.
e. ey did not stop writing until the bell rang. f. ey did not cross the road
until the light turned green.
Exercise 27:
a. e window was so high that no one could reach it. b. e tree was so
tall that no one could climb it. c. Tom was so tired that he went to sleep in class.
d. Mary was so happy that she could not stop smiling. e. e bag was so heavy
that Zohra could not carry it. f. Peter was so hungry that he ate two oranges.
g. e car was so big that all the people could get into it. h. e string was so
thick that they could not break it.
Exercise 28:
a. is is the street where I live. b. at is the flat where my friend lives.
c. at is the shop where I bought some books. d. at is the cinema where I saw
the film. e. is is the street where there was a big fire. f. is is the desk where
I sat last term. g. is is the place where the stone hit me. h. at is the spot
where we had a picnic last year.
Exercise 29:
a. 1. ey should be careful. 2. ey should not be careless. 3. We should
wash our hands before we eat. 4. We should not throw rubbish into the street.
