Let us discuss
Q1. What has Bharat always been known for?
Answer:
Bharat has always been known worldwide as a land of wise and heroic individuals.
Q2. What is attractive about Bharat?
Answer:
Its rich and diverse culture has attracted numerous travellers since ancient times.
Q3. What is special about the fact that the people live here in unison?
Answer:
The people living in unison present to the world unity in diversity.
Q4. What geographical features does the passage mention?
Answer:
The passage mentions rivers, lakes, high mountains, and green forests.
Q5. What is the advice given to everyone?
Answer:
The advice given is that as its inhabitants, we need to continue working hard and make sure that Bharat prospers.
Q1. What is the Ek Bharat, Shreshtha Bharat programme all about?
Answer:
It is to know that we all belong to one nation and that is the bond we share. And our unity in diversity makes us the most wonderful country in the world.
Q2. Why is this programme being conducted?
Answer:
This programme is being conducted to help students meet friends from all over the country and understand that they belong to one nation.
Q1. On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Akanksha, State: ?, Art form: Aipan, Things needed: ?
Answer:
Akanksha is from Uttarakhand. The things needed for Aipan are white rice flour paste, brick-red walls coloured with geru.
Q2. On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Priyaranjan, State: ?, Art form: ?, Things needed: clay, brass scrap, wax, fire
Answer:
Priyaranjan is from Odisha. The art form is Dhokra.
Q3. On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Chitra, State: ?, Art form: ?, Things needed: ?
Answer:
Chitra is from Kerala. The art form is coconut shell craft. Things needed are brown coconut shells, sandpaper or a machine, wood polish.
Q4. On the basis of what the speakers said about the art forms, complete the table given below. Name of the child: Balamurali, State: Andhra Pradesh, Art form: Kondapalli, Things needed: ?
Answer:
Things needed are soft wood from nearby hills, makku (paste of tamarind seed powder and sawdust), oil and water-colours or vegetable dyes and enamel paints.
Q1 (Ila Sachani section). Read the paragraphs and write the main idea for each. Then, match the main idea with two supporting details. Paragraph 1: Introduction to Ila Sachani's colourful embroidery Supporting details: (i) Examples of embroidered things (ii) Ila's use of shiny needle Complete the table for paragraphs 2-9.
Answer:
Paragraph 2: Main idea - Early challenges and family support
Supporting details: (i) Ila was born with her hands hanging loose (ii) Her mother and grandmother encouraged her
Paragraph 3: Main idea - Learning to embroider with feet
Supporting details: (i) Her mother and grandmother taught her Kathiawar embroidery (ii) They taught her to create patterns using her feet
Paragraph 4: Main idea - Mastering embroidery skills
Supporting details: (i) Threading a needle was hard but she did not give up (ii) She learned many styles including Kachhi, Kashmiri, Lucknawi
Paragraph 5: Main idea - Embroidery as self-expression and recognition
Supporting details: (i) She crafted designs for family and friends (ii) People in the village discovered her special skill
Paragraph 6: Main idea - Recognition at a state exhibition
Supporting details: (i) Government office in Surat displayed her work (ii) People purchased her creations and she became famous
Paragraph 7: Main idea - Further achievements and awards
Supporting details: (i) She participated in national exhibitions (ii) She received many awards including the President's Medal
Paragraphs 8-9: Main idea - Independence and inspirational message
Supporting details: (i) Financial independence and joy (ii) Challenges can be turned into victories
Let us think and reflect
QI.1. Fill in the blanks: The designs for Aipan are taken from ________________ and ________________.
Answer:
The designs for Aipan are taken from our cultural traditions and observations of nature.
QI.2. Fill in the blanks: Dhokra metal craft is very old because it is ________________ old.
Answer:
Dhokra metal craft is very old because it is 4000-year old.
QI.3. Fill in the blanks: A base is needed for coconut shell craft to make it ________________.
Answer:
A base is needed for coconut shell craft to make it stable.
QI.4. Fill in the blanks: Soft wood, ________________ and colours are used to make Kondapalli toys.
Answer:
Soft wood, makku (a paste of tamarind seed powder and sawdust) and colours are used to make Kondapalli toys.
QII. Why does Akanksha’s family make Aipan?
Answer:
Akanksha’s family makes Aipan on family functions and festivals, on floors and walls of puja rooms, and outside the main door of the home.
QIII. In Dhokra, why does wax come out of the small openings?
Answer:
In Dhokra, wax comes out of the small openings because when the figure is put in fire, the wax melts and comes out of the small openings.
QIV. What is common in the toys made in Balamurali’s village and coconut shell craft in Kerala?
Answer:
Both are crafts that create objects from natural materials. Both involve shaping and finishing (polishing/colouring) the final product.
QI. Read the following lines and answer the questions that follow. "Unlike other children, she could not use her hands in the usual way. While other small hands drew figures in the sand or plucked wild flowers, she wondered why she could not join them. She too wanted to hold a chalk in her hands and draw figures on a slate." 1. Choose the correct option to fill in the blank. 'Unlike other children' means that Ila was _____________. (unaware/different/simple) 2. What could Ila have felt when she could not join others in things they did? 3. Complete the following with a suitable reason. Ila could not draw figures on the slate because ___________.
Answer:
1. 'Unlike other children' means that Ila was different.
2. Ila could have felt sad, left out, curious, frustrated, or lonely when she could not join others in things they did.
3. Ila could not draw figures on the slate because she was born with her hands hanging loose and could not use her hands in the usual way.
QII. What creative ways did Ila and her family use to overcome the challenges she faced?
Answer:
Ila and her family used creative ways such as: Her mother and grandmother taught her Kathiawar embroidery using her feet. They taught her to thread needles with her feet. Her parents also helped her learn to do everyday tasks like eating and combing her hair using her legs. Ila practiced with determination and did not give up even when threading a needle was hard.
QIII. How did 'new independence' help Ila?
Answer:
The 'new independence' helped Ila by allowing her to earn a regular income through her embroidery work. She found joy in doing what she loved. It made her self-reliant and confident. She no longer depended on others for her needs.
QIV. Why was the first state exhibition an important event in Ila's life?
Answer:
The first state exhibition was important because it opened new doors for Ila. People saw her embroidery created with her feet and purchased her creations. This made her known to the public and she became famous. It was the turning point that took her from being a hidden talent to a celebrated artist.
QV. What does the sentence, 'art has the power to rise above physical boundaries and touch the soul', tell us about the power of art?
Answer:
This sentence tells us that art is so powerful that it can overcome physical limitations. Even though Ila could not use her hands, she created beautiful embroidery with her feet. Her art touched people's hearts and inspired them. Art does not depend on physical abilities; it comes from the spirit and creativity within.
QVI. How can we be helpful and encouraging like Ila's family and friends when someone faces challenges?
Answer:
We can be helpful and encouraging by: supporting them with kind words and actions, not giving up on them, teaching them new skills patiently, believing in their abilities, celebrating their small achievements, helping them find creative solutions to problems, and always being there for them.
QVII. How can Ila's story help others to overcome challenges in their lives?
Answer:
Ila's story can help others by showing that challenges can be overcome with determination, hard work, positivity, and never giving up. It teaches that physical limitations do not define a person's abilities. With family support and self-belief, anyone can turn difficulties into victories and achieve great things.
Let us learn
QI.1. Now, use some of these words to complete the paragraph given below. Use one word only once. How I Get Ready for School 1. ____________ I get up and go to take a shower. 2. ____________, I wear my school dress. 3. ____________, I eat my food. 4. ____________, I wear my shoes. 5. ____________, I pick up my bag and go out of my home.
Answer:
1. First 2. Then 3. After that 4. Next 5. Finally
QII. Make five sentences with the help of the words given in the table below. Use -s/-es wherever necessary. Two examples are given.
Answer:
1. I know how to dance. 2. We ask questions to understand. 3. You draw beautiful flowers. 4. He tells a story every day. 5. She speaks very loudly. 6. They make paintings in free periods. 7. It practises spellings on Friday.
QI. Look at the picture of the kite and read what some of its parts are named. Now, complete the given conversation by filling the blanks with some 'parts of a kite' from above. Bina : I like the long t _ _ _ at the end of my kite. What is your kite like? Saroj : My kite's c _ _ _ _ _ is bright. The s _ _ _ e is black. Bina : Oh wonderful! My kite's l _ _ _ is attached to the r_ _ l that wraps it. I really like it. Saroj : Did you know that the tip of a kite is called a _ _ s _? Bina : Wonderful! Thanks for letting me know. Let's go and fly our pretty kites. Nose, Spine, Cover, Kite line, Tail, Reel
Answer:
The conversation should be completed as follows:
Bina : I like the long tail at the end of my kite. What is your kite like?
Saroj : My kite's cover is bright. The spine is black.
Bina : Oh wonderful! My kite's line is attached to the reel that wraps it. I really like it.
Saroj : Did you know that the tip of a kite is called a nose?
Bina : Wonderful! Thanks for letting me know. Let's go and fly our pretty kites.
QII. Let us create a poem using words in a kite! The first line is the subject. Keep this to one word. Use a noun. The second line is two describing words for the noun. Line three includes three action words. Line four uses two words that describe the action words. Line five is one word that has the same meaning as the subject/synonym. This is called a cinquain poem. It is a five line poem that describes a person, a place or a thing. Now, create a cinquain poem yourself on anything you like.
Answer:
Example cinquain poem:
Flower
Pretty, colourful
Blooming, swaying, shining
Softly, gently
Blossom
QIII. The poet uses the word 'fly' and 'drift' to tell us about the kite's movement. 1. Circle the words that match with the 'drift' movement. You can choose more than one word. slow fast quick upward downward round and round float 2. Study some other words about the kite's movement and share what type of movement they show. glide dive soar swoop circle
Answer:
1. The words that match the 'drift' movement are: slow, upward, downward, round and round, float. Drift suggests a gentle, slow, aimless movement.
2.
- glide: smooth, easy movement
- dive: rapid downward movement
- soar: rising high movement
- swoop: quick downward movement
- circle: round movement
QIV. The poet has used expressions like— up in the air; look right down; stay up there; stand and stare. 1. Read how these expressions are used in the poem. 2. In pairs, make sentences using these expressions. Discuss with your teacher and then write in your notebooks.
Answer:
Example sentences:
- up in the air: The kite flew up in the air.
- look right down: From the hilltop, I can look right down at the valley.
- stay up there: The bird will stay up there on the branch.
- stand and stare: We stand and stare at the beautiful sunset.
QI (Let us learn - Ila Sachani section). Read the words from the text given in Column A. Then, try to understand what they mean by reading the sentences in Column B. Now, match the word to its correct synonym in Column C. There are two extra synonyms given. You may refer to the dictionary. Column A: tiny, wonderful, quiet, task, tough Column C synonyms: silent, work, happy, small, difficult, fantastic, dangerous
Answer:
- tiny = small
- wonderful = fantastic
- quiet = silent
- task = work
- tough = difficult
The extra synonyms are: happy, dangerous
QII. Unscramble the antonyms of the words in Column A. An example has been given for you. Example: display – E D I H (H I D E) 1. tiny – E G H U (H __ __ __) 2. wonderful – R E E B L I T R (T __ R __ __ B ___ E) 3. quiet – I Y N S O (N __ __ __ __) 4. task – S I A E M T P (P __ S T __ __ E) 5. tough – SEYA (E __ __ __) Use these antonyms in sentences of your own.
Answer:
1. tiny – huge (H U G E)
Sentence: The elephant is huge.
2. wonderful – terrible (T E R R I B L E)
Sentence: The weather was terrible yesterday.
3. quiet – noisy (N O I S Y)
Sentence: The classroom was noisy.
4. task – pastime (P A S T I M E)
Sentence: Reading is my favourite pastime.
5. tough – easy (E A S Y)
Sentence: The homework was easy.
QIII. Read the sentences from the text and focus on the highlighted words. • You will see lots of bright colours. • There are many lovely things like cushions and bedcovers. • They taught her to create many beautiful patterns using her feet! • She learned many styles. • She received many awards. 1. The highlighted words tell us about the quantity. Choose what the words show. (i) Unmentioned quantity (ii) Large quantity 2. Let us now understand what words of quantity tell us. Fill in the blanks to complete an example for each word of quantity. Hints are given in the brackets. (i) We saw ______ buses on the road. (countable noun) (ii) How ______ milk do you want? (uncountable noun) (iii) There is ______ milk needed. (uncountable noun) (iv) I need ______ examples. (countable noun) (v) I have ______ energy left. She picked ______ flowers. (countable and uncountable nouns) (vi) I ate ______ rice. (uncountable noun) Now, create two sentences for each word of quantity (i-vi), and share them with your teacher and classmates.
Answer:
1. The highlighted words (lots, many) show (ii) Large quantity.
2.
(i) We saw several buses on the road.
(ii) How much milk do you want?
(iii) There is some milk needed.
(iv) I need a few examples.
(v) I have some energy left. She picked some flowers.
(vi) I ate some rice.
Example sentences:
(i) several: I have several books. We saw several birds in the tree.
(ii) much: How much sugar do you need? I don't have much time.
(iii) some: There is some water in the glass. She needs some help.
(iv) a few: I bought a few apples. He gave a few suggestions.
(v) some: I have some money. She picked some flowers.
(vi) some: I ate some bread. He drank some juice.
Let us listen
QI.1. Listen to the description of gakkad bharta and complete the notes given below. (refer to page 162 for transcript) Gakkad Bharta 1. Name of the speaker : __________________________
Answer:
(This requires the transcript from page 162 which is not provided. Students should listen and fill in.)
QI.2. 2. The town of the speaker : __________________________
Answer:
(This requires the transcript from page 162 which is not provided. Students should listen and fill in.)
QI.3. 3. The state he belongs to : __________________________
Answer:
(This requires the transcript from page 162 which is not provided. Students should listen and fill in.)
QI.4. 4. The name of the food item : __________________________
Answer:
Gakkad Bharta
QI.5. 5. Vegetables roasted for bharta : __________________________
Answer:
brinjal and tomatoes
QII.1. Now, listen to the description again and complete the flowchart on how to make gakkad bharta. To make gakkad, make balls of ___________ dough and ___________ them on high heat.
Answer:
wheat; cook/roast
QII.2. To make bharta, ___________ brinjal and tomatoes and garnish with ___________ onions, coriander, green chillies and salt.
Answer:
roast; chopped
QII.3. To serve, crumble the gakkad, put some ___________ on it and add one spoon of ghee.
Answer:
bharta
Q1 (Kite Festival). Listen about the Kite Festival in India. As you listen, circle the words that are not correct. Then, listen again and write the correct words. (refer to page 163 for transcript) 1. Kite Festival is celebrated during the month of June. 2. The International Kite Festival is named Uttarayan in Eastern India. 3. Uttarayan is mainly celebrated in Gujarat, but also in Maharashtra and Telangana. 4. During the Kite Festival, we can see kites of different shapes, sizes and colours. 5. In Karnataka, the Tourism Department organises the Kite Festival every year. 6. The Punjab region celebrates Basant Panchami and Baisakhi by flying kites. 7. People of India also enjoy flying kites on Earth Day.
Answer:
The incorrect words and their corrections (based on typical Kite Festival facts):
1. June → January
2. Eastern India → Western India
3. Telangana → Rajasthan (or other correct states)
4. (No correction needed - this is correct)
5. Karnataka → Gujarat
6. (No correction needed - this is correct)
7. Earth Day → Independence Day / Republic Day / Makar Sankranti
Q2 (Kathiawar embroidery). You will listen to a talk about Kathiawar embroidery. As you listen, circle the correct option. (refer to page 164 for transcript) 1. Form (i) old (ii) new 2. Colours (i) soft (ii) bright 3. Stitches (i) running stitch (ii) chain stitch 4. Seen on (i) children's caps (ii) pants 5. Things used (i) small mirrors (ii) shapes of buttons 6. Designs (i) elephants and horses (ii) squares and triangles
Answer:
The correct options based on typical Kathiawar embroidery:
1. Form: (ii) new
2. Colours: (ii) bright
3. Stitches: (ii) chain stitch
4. Seen on: (i) children's caps
5. Things used: (i) small mirrors
6. Designs: (ii) squares and triangles
Let us speak
Q1. Speak about a local art form of your region. It can be any one out of painting, rangoli, metal craft, embroidery, music, dance or drama. Remember to include: • the name of the art form • what things do they need for it • how do they make/present it
Answer:
Students should speak about a local art form. For example: 'I know about the art form called Rangoli. They need coloured powders, flowers, or rice flour. To make it, first they clean the floor. After that, they draw the outline. Next, they fill it with colours. Then, they add decorations. At last, they light diyas around it.'
Q2. You may use the words given below when you speak. • I know about the art form called … • They need ... • To make it, first ... after that ... next ... then ... at last ...
Answer:
Students should use the given sentence starters to structure their speech about an art form.
Q1 (Kite section). Share a kite-flying experience with your classmates. If you have not flown a kite yet, share an experience of watching kites fly. Give details— Where? When? Why? How? Speak in complete sentences.
Answer:
Example response: "I flew a kite last Sunday at the park with my brother. We went there in the afternoon because there was a lot of wind. We ran and let the string go slowly. The kite went high up in the air and danced in the sky. It was very exciting and fun!"
Q2 (Ila Sachani section). In pairs, write down two questions you would like to ask Ila Sachani. 1. Look at two examples. Where were you born? Did you go to school? The Yes/No questions use a rising tone at the end. 2. Speak the example questions aloud as a peer activity at least five times. 3. Now, take turns to ask your questions to another classmate. Speak clearly and with the correct rising tone as shown in 1.
Answer:
Example questions:
1. How did you learn to embroider with your feet?
2. Did you ever feel like giving up?
3. What is your favourite design to make?
4. Have you taught anyone else to embroider?
Let us write
Q1. You heard children from different states speak about the art forms from their state. Discuss in pairs which art form you liked the most. Now, write a paragraph with five sentences giving your reasons for liking it.
Answer:
Students should write a paragraph. Example: 'I liked the Aipan art form the most. It is done with natural materials like rice flour paste and geru. The designs are beautiful and based on cultural traditions and nature. It is made by women in the family on special occasions. I like it because it shows the creativity and heritage of Uttarakhand.'
Q1 (Kite section). Imagine yourself as a kite. In pairs, first discuss all the following hints. • What shape of kite are you? What colours do you have? What other parts of yourself are you happy about? • Where are you? Who do you belong to? What activities do you do? Who are your friends? • Do you have any message for humans? Now, write a paragraph of about 100 words, with the title—I am a Kite.
Answer:
Title: I am a Kite
I am a beautiful diamond-shaped kite with bright red and yellow colours. I have a long flowing tail that dances in the wind. My spine is strong and my cover is made of fine paper. I belong to a little boy named Raj who flies me every Sunday at the park. I love soaring high up in the air and drifting with the breeze. My friends are the birds that fly beside me and other kites in the sky. My message to humans is: Let me fly free and high, for that is when I am truly alive! Flying makes me happy and brings joy to everyone who watches me.
Q2 (Ila Sachani section). Collect four/five items (such as flowers, leaves, pins, waste paper, old cards, cardboard boxes, straws, twigs, etc.). Use these items to create any kind of artwork. Now, write a paragraph describing the artwork that you have created. Give a suitable title to your paragraph.
Answer:
Title: My Nature Collage
I created a beautiful nature collage using waste paper, dried leaves, twigs, and old greeting cards. First, I took a cardboard box as the base. I cut out shapes of trees and birds from the old cards. Then I glued dried leaves on the branches of the paper trees. I used twigs to make a small hut. The waste paper was torn into small pieces to make clouds and flowers. I arranged everything carefully and pasted them in place. The artwork shows a peaceful village scene with green trees, birds flying, and a small hut. I felt very happy making this collage from waste materials.
Let us explore
Q1. Madhubani painting is a traditional art form from Bihar. The artists use natural colours to make them on the walls of their houses. You can also make and use natural colours as given below. • yellow from haldi • green from leaves • red from red flowers/geru/sindoor • orange from flowers • blue from neel/indigo powder Given below is a Madhubani painting. Colour it with natural colours or any other colour.
Answer:
Students should colour the Madhubani painting using natural colours or any other colours they have.
Q2. Ek Bharat, Shreshtha Bharat Programme - Bharat has diverse languages, cuisines, music, dance, theatre, movies and films, handicrafts, sports, literature, festivals, paintings, sculptures, etc. The Ek Bharat, Shreshtha Bharat programme aims to enhance interaction and promote mutual understanding between people of different states/UTs through the concept of state/UT pairing. This is to celebrate the unity in diversity and strengthen the emotional bonds between its citizens. The vision is to enable people to develop a sense of common identity by sharing best practices and experiences. The programme aims to contribute to nation building by highlighting the inter-connectedness between various cultures and traditions.
Answer:
This is an information passage, not a question. No solution required.
QI (Kite section). The mention of kites exists in ancient Indian texts. It can be found in the poetry of the thirteenth-century Marathi saint and poet, Namadeva. In his poems or gathas, he called a kite a gudi, and there is a mention that the kites were made from kaagad (paper).
Answer:
This is an informational text. Students should note that kites have been mentioned in ancient Indian texts, specifically in the poetry of Namadeva from the 13th century. He called a kite 'gudi' and mentioned they were made from 'kaagad' (paper).
QII (Kite section). Have a look at some of the different types of kites. Choose which one is commonly seen. Parafoil Diamond-shaped kite Delta Rokkaku Box kites 1. Find out the steps to make a kite. 2. Follow the steps and create your own kite. Bring it to school to show your teacher and classmates. 3. Write a message on the kite. For example: Happy Independence Day!
Answer:
The diamond-shaped kite is most commonly seen in India.
Steps to make a simple kite:
1. Take two thin bamboo sticks and tie them in a cross shape.
2. Cut a diamond shape from paper or plastic.
3. Place the cross on the paper and fold the edges over the sticks and glue them.
4. Attach a tail made of paper strips.
5. Tie a kite line (string) to the cross point.
Message example: "Fly High!" or "Happy Independence Day!"
Q1 (Ila Sachani section). Does anyone in your family or neighbourhood do embroidery? Find out what type of embroidery they do and how they learnt it.
Answer:
Students should interview family members or neighbours who do embroidery. Example response: "My grandmother does embroidery. She does cross-stitch embroidery on pillow covers. She learnt it from her mother when she was young."
Q2 (Ila Sachani section). Try a simple stitch on cloth with the guidance of a family member.
Answer:
Students should practice a simple running stitch or back stitch on a piece of cloth with help from a family member. They can make a small pattern or design.
Q3 (Ila Sachani section). Visit the given link to find out about embroidery types from different parts of India. Share with your teacher and classmates which one you liked the most and why. https://indianculture.gov.in/textiles-and-fabrics-of-india/type-of-textile/embroidery
Answer:
Students should visit the link and explore different embroidery types from India. Example response: "I liked Phulkari embroidery from Punjab the most because it uses bright colours and beautiful flower patterns. It looks very cheerful and is used on dupattas and shawls."
Let us do these activities before we read
QI.1. Have you ever flown a kite or seen someone fly it? Where? When?
Answer:
Students should share their personal experiences. Example: 'Yes, I have flown a kite on the terrace of my house during the festival of Makar Sankranti.'
QI.2. Describe the kite—colour(s), shape, design of tail, any other detail.
Answer:
Students should describe a kite they have seen. Example: 'The kite was diamond-shaped, bright red and yellow in colour. It had a long tail made of strips of cloth tied in knots.'
QI.3. What did you think when you saw the kite up in the sky?
Answer:
Students should share their thoughts. Example: 'I thought it looked like a small bird dancing in the wind, and I wished I could fly like that.'
QII.1. Share the things with your teacher that you saw and what the people were doing.
Answer:
Students should share what they saw in kite festival videos. Example: 'I saw many colourful kites of different shapes and sizes flying in the sky. People were flying kites, cheering, and having kite-flying competitions.'
QII.2. Would you like to participate in this kind of festival? Why?
Answer:
Students should give their opinion. Example: 'Yes, I would like to participate because it looks very exciting and fun to see so many kites in the sky.'
QII.3. What kind of kite would you like to fly?
Answer:
Students should describe their desired kite. Example: 'I would like to fly a large, green kite shaped like a dragon with a long, flowing tail.'
QIII.1. Look at the picture and complete the sentences. Share your responses with your teacher. 1. I can see ___________, ___________ and ___________ in the picture.
Answer:
kite, birds, sky (or similar based on the picture described)
QIII.2. 2. The weather in the picture is ___________.
Answer:
windy
QIII.3. 3. The kite is ___________ high in the sky.
Answer:
flying
QIII.4. 4. The child is ___________ from below.
Answer:
looking
QIII.5. 5. The tail of the kite ___________.
Answer:
has ribbons
QIV.1. Now, think and answer. 1. List two more things that you want to add to the picture.
Answer:
Students can suggest: 'I would add a sun and some clouds' or 'I would add more kites and a dog running.'
QIV.2. 2. If I were the child, I would ___________.
Answer:
Students complete: '...run and try to catch the kite string.'
QIV.3. 3. If I were the kite, I would ___________.
Answer:
Students complete: '...fly higher and higher into the sky.'