comprehension primary 4

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The Benefits of Installing WhatsApp: A Comprehensive Overview

In today’s digital age, communication has become more convenient and efficient than ever before. One application that has revolutionized the way we connect with others is WhatsApp. With over 2 billion users worldwide, this messaging app has gained immense popularity for its user-friendly interface and plethora of features. In this article, we will delve into the various benefits of installing WhatsApp and how it can enhance your communication experience.

Easy Installation Process

One of the primary advantages of installing WhatsApp is its simple and hassle-free installation process. Available for both Android and iOS devices, downloading and setting up WhatsApp takes just a few minutes. All you need is a compatible device with an active internet connection. Simply visit your device’s app store, search for “WhatsApp,” click on the install button, and let the application do the rest. Once installed, you can easily create an account using your phone number and start connecting with friends and family.

Seamless Communication

WhatsApp offers a seamless communication experience that goes beyond traditional text messaging. With this application, you can send unlimited text messages to anyone in your contacts list without incurring any additional charges. Moreover, you can also make voice and video calls to individuals or even groups anywhere in the world using only an internet connection. This feature becomes particularly useful when communicating with loved ones who are overseas or when conducting remote business meetings.

Additionally, WhatsApp allows users to share various types of media such as photos, videos, documents, contacts, location information, and even voice notes. This versatility makes it easy to stay connected and share important information with others effortlessly.

Enhanced Privacy Features

Privacy is a growing concern in today’s digital landscape. Thankfully, WhatsApp prioritizes user privacy by implementing robust security features to protect your personal information. All messages sent through WhatsApp are end-to-end encrypted by default, ensuring that only you and the intended recipient have access to the conversation content. This means that your messages cannot be intercepted or read by anyone, including WhatsApp itself.

Furthermore, WhatsApp offers additional privacy settings that allow you to control who can view your profile picture, status updates, and last seen timestamp. You can choose to share this information with everyone, only your contacts, or customize it for specific individuals. With these privacy features in place, you can have peace of mind knowing that your conversations and personal details are secure.

Wide Range of Additional Features

Aside from its core messaging and calling functionalities, WhatsApp provides a wide range of additional features that enhance the overall user experience. For instance, you can create groups with up to 256 members, making it easier to stay connected with friends, family members, or colleagues. Groups can be used for various purposes such as planning events, organizing projects, or simply chatting with like-minded individuals.

WhatsApp also offers a “Status” feature where you can share photos and videos that disappear after 24 hours. This feature is similar to the popular Snapchat Stories and allows you to showcase moments from your day with friends and family.

Moreover, WhatsApp supports integration with other applications such as Google Drive and Dropbox for seamless file sharing and backup options. You can also personalize your chats by changing the background wallpaper or using stickers and emojis to express yourself creatively.

In conclusion, installing WhatsApp provides numerous benefits for individuals looking for a convenient and secure messaging application. From its easy installation process to its seamless communication features and enhanced privacy settings, WhatsApp offers a comprehensive platform for staying connected with loved ones both near and far. With its wide range of additional features like group chats and disappearing statuses, this application continues to redefine the way we communicate in today’s digital world.

This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.

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The New English Comprehension series encompass all you need to know about the updated PSLE comprehension format. The worksheets pose varied and interesting comprehension passages which includes questions that promote higher-order thinking for all levels. The book contains a set of comprehensive answers to all the questions.

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The English Room

Reading practice for primary 4  ฝึกการอ่านสำหรับนักเรียนชั้นประถมศึกษาปีที่ 4.

The following are four stories for students from Primary 4 to practice reading. They are all from their Green Book. Click on the play button to read along with the teacher. The storyteller is Teacher Mandy. There is also a link to do a quiz about each story.

เรื่องเหล่านี้เป็นเรื่องมาจากหนังสือGreen Book ให้นักเรียนคลิกปุ่ม Play ฝึกอ่านด้วยตนเอง และตอบคำถามจากเนื้อเรื่อง

STORIES: Primary 1 | Primary 2 | Primary 3 | Primary 4 | Primary 5 | Primary 6

1. Scott wants to be an architect when he grows up. He wants to build houses. He does not want to be a pop idol. Kate wants to be a musician. She can play the guitar. Kate wants to be famous. Molly wants to be an astronaut. She does not want to be a scientist. What do you want to be when you grow up?

• What does Scott want to be when he grows up?
• What doesn’t he want to be?
• Who wants to be a musician?
• Who wants to be famous?
• Does Molly want to be an astronaut?

Click here to answer the questions.

2. Next weekend, I am going to visit my brother in London; his name is Jack. London is the capital of England. When I go to London, I am going to go shopping. I am going to see a play, and I am going to go to a museum. The last time I went to London, I was very sick. I had a headache and a sore throat. I am excited to go to England because I can practice my English every day.

• When will I go to London?
• Who will I visit?
• Will I visit a museum in London?
• Have I been to London before?
• Why am I excited to go to England?

3. Kate has long black hair and green eyes. She wears glasses. There are 6 people in Kate’s family, her mother, her father, her brother, her grandmother, her grandfather and her. Her mother has curly brown hair. Her father has short black hair, a beard, and blue eyes. Kate likes to play badminton. She does not like to collect baseball cards.

• What color are Kate’s eyes?
• How many people are there in Kate’s family?
• Who has short black hair?
• What does Kate like to play?
• Does Kate collect baseball cards?

4. Andy is going to the beach this weekend with friends. He should wear his bathing suit. His bathing suit is green and blue. Andy should bring sunscreen and sunglasses. The weather is going to be very hot and sunny. He should not bring a jacket. Andy is going to go swimming in the sea. He is also going to play football on the beach.

• Where is Andy going this weekend?
• What should Andy wear?
• What will the weather be like?
• Where will Andy go swimming?
• What will Andy play on the beach?

Primary 4 English Comprehension Practice

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This book is specially written to provide students with the essential knowledge and skills to excel in the Comprehension components of the English Language examination paper. Having gone through the various types of Comprehension passages, students will be able to gain the confidence they need to handle tests and examinations. Answers to all the exercises are provided. Once students have a better understanding of what examiners are looking for in the Comprehension components, they will have a better chance of scoring higher.

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Summer Term Week 13 W.B. 13th July

• EASIER Monday 13th July
• HARDER Monday 13th July
• EASIER Tuesday 14th July
• HARDER Tuesday 14th July
• EASIER Wednesday 15th July
• HARDER Wednesday 15th July
• EASIER Thursday 16th July
• HARDER Thursday 16th July

Summer Term Week 12 W.B. 6th July

• EASIER Monday 6th July
• HARDER Monday 6th July
• EASIER Tuesday 7th July
• HARDER Tuesday 7th July
• EASIER Wednesday 8th July
• HARDER Wednesday 8th July
• EASIER Thursday 9th July
• HARDER Thursday 9th July
• EASIER Friday 10th July
• HARDER Friday 10th July

Summer Term Week 11 W.B. 29th June

• EASIER Monday 29th June
• HARDER Monday 29th June
• EASIER Tuesday 30th June
• HARDER Tuesday 30th June
• EASIER Wednesday 1st July
• HARDER Wednesday 1st July
• EASIER Thursday 2nd July
• HARDER Thursday 2nd July
• EASIER Friday 3rd July
• HARDER Friday 3rd July

Summer Term Week 10 W.B. 22nd June

• EASIER Monday 22nd June.pdf
• HARDER Monday 22nd June.pdf
• EASIER Tuesday 23rd June.pdf
• HARDER Tuesday 23rd June.pdf
• EASIER Wednesday 24th June.pdf
• HARDER Wednesday 24th June.pdf
• EASIER Thursday 25th June.pdf
• HARDER Thursday 25th June.pdf
• EASIER Friday 26th June.pdf
• HARDER Friday 26th June.pdf

Summer Term Week 9 W.B. June 15th

• Monday 15th June EASIER.pdf
• Monday 15th June HARDER.pdf
• Tuesday 16th June EASIER.pdf
• Tuesday 16th June HARDER.pdf
• Wednesday 17th June EASIER.pdf
• Wednesday 17th June HARDER.pdf
• Thursday 18th June EASIER.pdf
• Thursday 18th June HARDER.pdf
• Friday 19th June EASIER.pdf
• Friday 19th June HARDER.pdf

Summer Term Week 8 W.B. June 8th

• Monday 8th June Easier.pdf
• Monday 8th June Harder.pdf
• Tuesday 9th June Easier.pdf
• Tuesday 9th June Harder.pdf
• Wednesday 10th June Easier.pdf
• Wednesday 10th June Harder.pdf
• Thursday 11th June Easier.pdf
• Thursday 11th June Harder.pdf
• Friday 12th June Easier.pdf
• Friday 12th June Harder.pdf

Summer Term Week 7 W.B. June 1st

• Monday June 1st Harder.pdf
• Monday June 1st Easier.pdf
• Tuesday June 2nd Harder.pdf
• Tuesday June 2nd Easier.pdf
• Wednesday June 4th Harder.pdf
• Wednesday June 3rd Easier.pdf
• Thursday June 5th Harder.pdf
• Thursday June 4th Easier.pdf
• Friday June 6th Harder.pdf
• Friday June 5th Easier.pdf

Week 5 WB 18th May - Easier

• Monday 18th Easier.pdf
• Tuesday 19th Easier.pdf
• Wednesday 20th Easier.pdf
• Thursday 21st Easier.pdf
• Friday 22nd Easier.pdf

Week 5 WB 18th May - Harder

• Monday 18th May.pdf
• Tuesday 19th.pdf
• Wednesday 20th.pdf
• Thursday 21st.pdf
• Friday 22nd.pdf

Week 4 WB 11th May - Easier

• Monday 11th May Easier.pdf
• Tuesday 12th May Easier.pdf
• Wednesday 13th May Easier.pdf
• Thursday 14th May Easier.pdf
• Friday 15th May Easier (Answers Included).pdf
• ANSWERS Monday - Thursday.pdf

Week 4 WB 11th May - Harder

• Monday 11th May.pdf
• Tuesday 12th May.pdf
• Wednesday 13th May.pdf
• Thursday 14th May.pdf
• Friday 15th May.pdf

Week 3 WB 4th May

• Monday 4th May 2020.pdf
• Tuesday 5th May 2020.pdf
• Wednesday 6th May 2020.pdf
• Thursday 7th May 2020.pdf

Week 2 WB 27th April

• Monday 27th April.pdf
• Tuesday 28th April.pdf
• Wednesday 29th April.pdf
• Thursday 30th April.pdf
• Friday 1st May.pdf

Week 1 WB 20th April

• Tuesday 21st April.pdf
• Wednesday 22nd April.pdf
• Thursday 23rd April.pdf

Week 2 WB 30th March

• EASIER Comprehension Challenge
• MEDIUM Comprehension Challenge
• HARDER Comprehension Challenge.pdf

Unfortunately not the ones with chocolate chips.

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Find out how children build their understanding of a text using a combination of background knowledge, vocabulary, language structures, and inference.

Supporting comprehension at home

Find out how to best support your child’s reading comprehension at home using our top tips.

Find out more

Comprehension at school

As part of learning to read, your child will learn about reading comprehension throughout their time at primary school. The focus will probably move more heavily towards comprehension and away from phonics from Year 2 onwards, as your child becomes more confident with word reading.

What your child will learn

Find out how your child will learn to read at school:

Reading comprehension: Age 3–4 (Early Years)

• listen to stories and sometimes join in, retelling them in their own words
• sing songs and simple rhymes.

Reading comprehension: Age 4–5 (Reception / Primary 1)

• listen to stories and retell favourites
• recite songs and rhymes (and come up with some of their own).

Reading comprehension: Age 5–6 (Year 1 / Primary 2)

• listen to and talk about a range of stories and texts
• know and understand well-known stories, fairy stories, and traditional tales
• understand books they can read and listen to.
• discuss the meaning of the words they read
• begin to infer (read between the lines) the feelings of characters
• discuss the books they have read
• explain what happened in a story, or the main topic in non-fiction
• make connections between the story and their own life.

Reading comprehension: Age 6–7 (Year 2 / Primary 3)

• understand both the books they can already read themselves and those they listen to
• talk about books and poems, taking turns and listening to what others say.
• discuss the meaning of the words they read and make connections between new words and the words they already know
• discuss the words and phrases they like in a story
• talk about the way a non-fiction book is structured (headings, photographs, captions, contents page and so on)
• check that they have read a story correctly by spotting if it doesn’t make sense
• predict what is going to happen next based on what has happened so far
• infer the feelings and motivations of characters
• discuss the books they have read.

Reading comprehension: Age 7–8 (Year 3 / Primary 4)

By Year 3, most of the hard work of learning to read has been done. The main focus moves on to comprehension and building the habits that make a confident and keen reader. Your child will learn to:

• read a wide range of books and retell some stories orally
• read aloud and perform poems and play scripts
• talk about interesting words and phrases
• read between the lines and use evidence from the text when giving their opinion
• predict what might happen next
• use dictionaries to check the meaning of words.
• talk about the structure of non-fiction books
• spot themes (recurring ideas) in a book
• ask questions about a book to help them to understand it
• summarise the information or plot in a book
• make inferences (read between the lines) about a character’s behaviour, motivation or feelings.

Reading comprehension: Age 8–9 (Year 4 / Primary 5)

In Year 4, your child will be growing ever more confident as an independent reader. They will develop their comprehension skills and build the habits that make an enthusiastic reader. Your child will learn to:

• read a wide range of books and retell some stories
• talk about books and poems, take turns, and listen to what others say

Reading comprehension: Age 9–10 (Year 5 / Primary 6)

In Year 5, your child will continue to develop their comprehension skills and build the habits that make a confident and enthusiastic reader. Your child will learn to:

• read and talk about a wide range of fiction, poetry, plays, non-fiction, and reference books
• recommend books to their friends, giving reasons for their choices
• talk about themes in the books they read and make comparisons between them
• learn a range of poetry by heart and read poems and playscripts aloud with expression
• talk about how (and why) authors use language.
• check that the book makes sense to them as they read it
• compare different books that they have read
• summarise the information or plot in a book and explain what they have read to another person
• make inferences (read between the lines) about a character’s behaviour, motivation or feelings
• ask questions about a text to help their understanding and engagement such as ‘Where is this set?’ or ‘Why did she do that?’
• distinguish between facts and opinions
• locate information in non-fiction books and use this information elsewhere.

Reading comprehension: Age 10–11 (Year 6 / Primary 7)

In Year 6, your child will continue to develop as a reader, becoming increasingly independent as they prepare for secondary school. Your child will learn to:

• identify how the language, structure, and presentation of a text contributes to its meaning
• talk about how (and why) authors use language
• tell the difference between fact and opinion and find information from non-fiction texts
• talk about books, building on their own ideas and other people’s
• talk about what they have read, including through presentations and debates.
• make inferences (read between the lines) about a character’s behaviour, motivation or feelings

There is much more to reading than seeing a word and saying it out loud. Much, much more! When we read a book, we might be doing any number of the following tasks:

• Understanding the meaning of new or tricky vocabulary
• Understanding the key elements of a story such as character and setting in a story, or the main purpose of a non-fiction book
• Summarising the key events
• Making inferences (reading between the lines) about a character’s feelings, actions, behaviour or motivation
• Predicting what will happen next
• Finding information in a text
• Comparing the book to other books we have read, or comparing different characters or their behaviour, or linking information with something we already know
• Appreciating the language choices an author has made or the way the information is presented.
• Age 3–4 (Early years)
• Age 4–5 (Reception)
• Age 5–6 (Year 1)
• Age 6–7 (Year 2)
• Age 7–8 (Year 3)
• Age 8–9 (Year 4)
• Age 9–10 (Year 5)
• Age 10–11 (Year 6)
• Phonics guide
• Letters and Sounds
• Struggling readers
• Reluctant readers
• Encouraging boys to read
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• Which reading Level or Stage is your child?
• Free eBook library: 100s of eBooks to practise reading

English Comprehension for Primary 4

4 • Online Bookstore • Online Library •

Published by:

Pelangi Publishing Singapore Pte. Ltd. In collaboration with:

Dickens Publishing Ltd. Suite G7-G8, Davina House, 137-149 Goswell Road, London, EC1V 7ET, United Kingdom. E-mail: [email protected]

Pt e. e or ap ng Si ng la

www.PelangiBooks.com

English Comprehension for Primary

Titles in This Series:

The English Comprehension series aims to help pupils familiarise themselves with the different types of passages and the different questioning techniques used. Pupils also get acquainted with the examination format, ensuring that they are equipped with critical skills to answer comprehension questions confidently.

• Online Bookstore • Online Library •

( 201112597 C )

WCPB14425 ISBN 978-981-09-2103-3

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In collaboration with Dickens Publishing Ltd. (UK)

K. Selvarani Irene lee

ercises x E d e en-end format p O d CQ an t exam • 40 M on the lates ed d ad • Base rcises are gr xe • All e ete answers pl • Com

d. Lt Pt e. e or ap ng Si ng lis hi ub ng iP Pe

Pelangi Publishing Singapore Pte. Ltd. (201112597C)

PELANGI PUBLISHING SINGAPORE PTE. LTD. ( 201112597 C ) 1 Goldhill Plaza, #02-27 Goldhill Plaza Novena, Singapore 308899. E-mail: pps@pelangibooks.com Š Pelangi Publishing Singapore Pte. Ltd. 2015

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, mechanical, recording or otherwise, without the prior permission of Pelangi Publishing Singapore Pte. Ltd.

ISBN 978-981-09-2103-3

First Published 2015

Printed in Malaysia

This English Comprehension for Primary Levels series is specially written as a learning resource for primary school pupils to practise and work on improving their comprehension skills. Pupils are exposed to comprehension passages based on a variety of themes and genres to enhance their understanding of the different types of text taught in school.

The contents in the books are presented in an interesting and informative manner so that pupils will find it worthwhile reading the passages and attempting the related questions. This series provides pupils with different types of comprehension questions prepared in the multiple-choice and open-ended formats.

– For the Multiple-choice Questions (MCQ) section, the comprehension passages come with stimuli such as pictures, diagrams, charts, graphs, tables, notices, posters, advertisements, and others where appropriate to help pupils comprehend the texts thoroughly.

– For the Open-ended Questions (OE) section, illustrations are featured, where appropriate, together with the comprehension passages to help pupils comprehend the texts effectively. Questioning patterns may be in the form of a table, graphic organiser, flow chart and others for which relevant information based on the passages will be filled in.

This series provides pupils with intensive practice along the way. The passages are arranged in such a way that they first lay the foundation to build up pupils’ confidence in tackling comprehension questions. From here, they will progress to passages that encourage higher-level thinking and understanding. Ultimately, pupils are challenged to think beyond the ideas presented in the passages. It is expected that pupils who attempt the exercises will see a marked improvement in their reading and comprehension skills.

To ensure that pupils have a stress-free smooth reading and a wholesome comprehension of the passages, a glossary is provided for every passage. To kill two birds with one stone, the glossary also increases pupils’ vocabulary and aids in other writing, reading and comprehension exercises. With the winning combination of varied comprehension passages, carefully-formulated questions, vivid illustrations, user-friendly layout designs and complete answers, the result-oriented approach adopted by the writers of the books will ensure that excellent learning results are within the reach of every pupil.

EXERCISE 1 (MCQ)............................... 1

EXERCISE 26 (OE).............................. 51

EXERCISE 2 (OE)..................................3

EXERCISE 27 (MCQ)...........................53

EXERCISE 3 (MCQ)...............................5

EXERCISE 28 (OE)..............................55

EXERCISE 4 (OE)..................................7

EXERCISE 29 (MCQ)...........................57

EXERCISE 5 (MCQ)...............................9

EXERCISE 30 (OE)..............................59

EXERCISE 6 (OE)................................. 11

EXERCISE 31 (MCQ)........................... 61

EXERCISE 7 (MCQ)............................. 13

EXERCISE 32 (OE)..............................63

EXERCISE 8 (OE)................................ 15

EXERCISE 33 (MCQ)...........................65

EXERCISE 9 (MCQ)............................. 17

EXERCISE 34 (OE)..............................67

EXERCISE 10 (OE)............................... 19

EXERCISE 35 (MCQ)...........................69

EXERCISE 36 (OE).............................. 71

INTERMEDIATE

EXERCISE 37 (MCQ)...........................73

EXERCISE 11 (MCQ)............................ 21

EXERCISE 38 (OE)..............................75

EXERCISE 12 (OE)...............................23

EXERCISE 39 (MCQ)...........................77

EXERCISE 13 (MCQ)...........................25

EXERCISE 40 (OE)..............................79

EXERCISE 14 (OE)...............................27 EXERCISE 15 (MCQ)...........................29

ANSWERS............................................ 81

EXERCISE 16 (OE)............................... 31 EXERCISE 17 (MCQ)...........................33

EXERCISE 18 (OE)...............................35

EXERCISE 19 (MCQ)...........................37 EXERCISE 20 (OE)..............................39 EXERCISE 21 (MCQ)........................... 41 EXERCISE 22 (OE)..............................43 EXERCISE 23 (MCQ)...........................45 EXERCISE 24 (OE)..............................47 EXERCISE 25 (MCQ)...........................49 iv

30% Playing Games

28% Reading

BASIC / MCQ Study the pie chart and read the text below carefully. Then, answer the questions that follow.

18% Watching Television

12% Collecting Stamps

According to a survey, the most popular hobby is playing games. 30% of the teenagers cited playing outdoor games as their favourite pastime. Most boys enjoy an exciting game of football in the evening. Some prefer basketball as there is a basketball court in the neighbourhood. Besides fun and excitement, outdoor games provide young teenagers with the exercise they need to grow strong and fit. Reading takes up 28% of the pie chart and is the second most popular hobby. Teenagers are constantly encouraged to read more as it is a good habit to cultivate. There is a big public library near the housing estate so it is very convenient to go there to read or borrow books. Only 18% of the teenagers stated that watching television is their hobby. Many of them say that they have no time for television as they have to divide their time between school, tuition and outdoor activities. Some, however, feel that they should make the time to watch television with their family as it is quality time spent with their loved ones during the week. Collecting stamps takes up only 12% of the pie chart. Not many teenagers show an interest in this hobby. One of the reasons could be that, nowadays, people use the computer to send e-mails to friends and families. Very few would use the traditional method of snail mail where stamps are needed. 7% of the pie chart goes to fishing which is clearly not a popular hobby as most teenagers consider it boring. Lastly, only 5% of the teenagers enjoy cooking. Most of them joke that they love to eat, not to cook. 1

English Primary 4 Comprehension Exercise 1

Choose the correct answer and write its number in the brackets. 1. What is the above pie chart about? (1) Favourite hobbies (2) Hobbies of teenagers in Singapore (3) Contemporary hobbies in Singapore (4) Popular hobbies of teenagers in a housing estate

2. Playing outdoor games is the most popular hobby amongst teenagers. Give a reason why this is so. (1) Teenagers like to be out in the sun. (2) Teenagers prefer vigorous physical activities. (3) Teenagers find outdoor games fun and exciting. (4) Outdoor games are encouraged by their schools. ( )

3. How many percent of the pie chart is taken up by the two least popular hobbies? (1) 5% (2) 7% (3) 12% (4) 15% ( )

4. Besides watching television, what other way can you spend quality time with your family? (1) Playing football (2) Playing computer games (3) Going shopping at the mall (4) Going for holidays together ( )

5. Which age group would most probably consider fishing a pastime? (1) 12 to 15 years (2) 18 to 20 years (3) 21 to 30 years (4) 55 to 65 years (

1. cited – mentioned something as a reason or an example e.g. The man cited his demanding job as the cause of his stress. 2. constantly – all the time e.g. She constantly asks her boyfriend for a diamond ring. 3. cultivate – develop an attitude, a way of talking or behaving e.g. Young children should cultivate good habits and manners. 2

BASIC / OE Read the story below carefully and answer the questions that follow.

Once, there was a poor shepherd who was looking desperately for work so that he could earn some money to feed his family. A farmer gave him work, promising to give him a sheep when the work was completed. However, when the shepherd had finished the work, the cruel farmer chased him off his land. The shepherd went to the mayor to settle the matter. The mayor gave the shepherd and the farmer three riddles. The sheep would be given to the man who could solve the riddles. Both men agreed. The mayor then told them the three riddles. What are the swiftest, sweetest and richest things in the world? He told them to think carefully and come back the next day with the answers. The next day, both men came back to the mayor’s house. The mayor told the farmer to give his answers first. The farmer said arrogantly, “The swiftest thing is my prized horse. The sweetest thing is the golden honey from my own beehives. The richest thing is my chest, full of gold coins.” The mayor then asked the shepherd for his answers. Bowing humbly to the mayor, the shepherd answered, “Thought is the swiftest thing in this world. In the blink of an eye, I can think of something or someone hundreds of miles away. Sleep is the sweetest thing in the world, for when a man is tired, there’s nothing sweeter than sleep. Earth is the richest thing in the world, for all the riches of the world come from Earth.” The mayor was very pleased with the shepherd’s answers. “You have answered wisely,” he said, “and the sheep is yours.” Answer the questions in complete sentences. 1. What was the payment promised to the shepherd upon completion of his work?

English Primary 4 Comprehension Exercise 2

2. Besides cruel, what is another word you would use to describe the farmer?

3. How many days did the mayor give to the farmer and the shepherd to solve the three riddles?

4. Why did the mayor tell the two men to think carefully before answering the riddles?

5. At the end of the story, whom did the mayor give the sheep to? Give a reason why he got the sheep instead of the other man.

1. swiftest – fastest e.g. The cheetah is the swiftest animal on land. 2. arrogantly – in a proud, unpleasant way e.g. The rich man walked arrogantly past the poor man. 3. prized – valuable e.g. I lost some of my most prized possessions in the fire. 4. humbly – in a way that shows that you do not think you are as important as others e.g. The man humbly bowed his head when he met the chief.

BASIC / MCQ Study the pictures and read the instructions below carefully. Then, answer the questions that follow.

Have you ever seen a plant growing inside a bottle and wondered how it got in there? It is actually a very simple procedure. To grow a plant in a bottle, you must first decide on the shape of the bottle you want to use. Choose a bottle that can be placed on its side. The bottle must be big and wide enough for a small plant to grow in. When you have finally selected a suitable bottle, wash it well with soapy water until it is clean. Be sure to rinse it well as no soapy residue should be left behind in the bottle. Next, dry the bottle thoroughly in the sun. When the bottle is completely dry, remove it from the sun and cool it before use. It is preferable to wait a day or two before growing the plant in the bottle. To begin planting, place the bottle on its side and make sure it does not roll about. Put a layer of pebbles at the bottom of the bottle. This is followed by another layer, which is a mixture of sand and top soil, over the layer of pebbles. Next, lower a small plant onto the soil in the bottle with a hook. Place the plant in the centre of the bottle, making sure that it stands upright. Add more soil at the base of the plant to hold it firmly in place. After this, make sure you water the plant regularly. Put the plant near sunlight as it needs air, sunlight and water to grow well. However, it must not be put directly in the hot sun. Keep the newly grown plant in a shady area until the plant grows strong and healthy. A miniature plant in a pretty bottle can be an interesting centrepiece in your living room. You can give it to someone as a special gift. 5

English Primary 4 Comprehension Exercise 3

Choose the correct answer and write its number in the brackets.

2. Why is it important to wash away all the soapy residue in the bottle? (1) The bottle will look clean and clear. (2) The bottle will not crack because of the residue. (3) Soapy residue will leave a dirty stain on the bottle. (4) The plant will not grow well if there is soapy residue. (

1. What is the first step you have to take to grow a plant in a bottle? (1) Wash the bottle. (2) Choose a suitable bottle. (3) Look for small pebbles. (4) Find a small plant. (

3. “Put a layer of pebbles at the bottom of the bottle”. Give a reason why the bottom layer must be pebbles. (1) The pebbles are pretty. (2) They hold the top soil in the bottle. (3) They make the bottle heavy so it does not roll away. (4) The pebbles provide drainage so the soil is not too wet. ( )

4. What are essential to the healthy growth of a plant? (1) Air, water, sunlight (2) Water, sunlight (3) Air, water (4) Air, sunlight

5. What will happen if the plant in the bottle is placed under the hot sun? (1) It will die. (2) It will grow slowly. (3) It will need more water to grow well. (4) It will grow big and strong because it needs sunlight. ( )

1. procedure – a way of doing something, especially in the correct way e.g. You must follow the right procedure to make the hand puppets. 2. residue – a small amount of something that remains at the end of aprocess e.g. The pesticide residue on the fruit caused my stomach ache.

10 BASIC / OE

Read the letter below carefully and answer the questions that follow.

Dear Stephen,

Thank you for your letter which I received two days ago. I enjoyed reading about your life in New York. In this letter, I will tell you about my family.

There are five members in my family. My father owns a convenience store in my neighbourhood. My mother helps him in the store every day. We live in a big residential area so business is quite brisk. Our house is a double-storey shophouse so we live upstairs and operate the convenience store downstairs. Many of our customers are our neighbours and friends.

I am the oldest child in the family. I have a younger brother who is eight years old and his name is John. My baby sister is only seven months old and her name is Celina. As the oldest child in the family, I often have to help out in the convenience store on weekends. I like doing that because I can eat all the snacks and sweets that I want while working.

I am very lucky to have wonderful and loving parents. My mother is the best mum in the world. Besides helping my father, she does the household chores. She cooks very well and I love her hot and spicy curries the most. My little brother can be rather mischievous and, sometimes, I can get quite annoyed with him. Little Celina is really adorable and she is definitely my favourite sibling.

I hope, one day, you can visit my country, Singapore, and meet my family. Till the next letter, take care of yourself. Bye!

Your pen pal,

Answer the questions in complete sentences. 1. Who is Irene writing to?

English Primary 4 Comprehension Exercise 4

2. When Irene says business is brisk in the convenience store, she is saying that

3. Why does she like working in the convenience store on weekends?

4. “My mother is the best mum in the world”. Give two reasons why Irene says this.

5. Which country do you think Stephen lives?

1. residential – consisting of houses rather than factories or offices e.g. We live in a quiet and peaceful residential area in Singapore. 2. brisk – quick, busy e.g. The ice cream seller is doing a brisk business because of the hot weather. 3. operate – work in a particular way or from a particular place e.g. My parents operate a food stall in the school canteen. 4. mischievous – naughty e.g. Ricky is very mischievous and he often irritates his parents.

[email protected]

Omelette Recipe

BASIC / MCQ Study the pictures and read the email below carefully. Then, answer the questions that follow.

Dear Sarah, Thank you for your email. I am really surprised to hear that you want to learn to cook an omelette. Well, here’s the recipe. I have attached the pictures of the steps involved for your easy reference. Firstly, get the ingredients ready. You will need an onion, a chilli and two eggs. Slice the onion and chilli finely. Then, break the two eggs into a bowl and beat them with a fork. Do not forget to sprinkle salt and pepper to taste. Next, put a frying pan on the stove. Heat up the pan and pour some cooking oil into it. Fry the onion and chilli first until they are slightly brown. After that, pour the egg mixture into the pan. Make sure the heat is moderate so that the omelette will not burn. Fry the omelette on one side until it is slightly brown. Flip the omelette to the other side and continue to cook until both sides of the omelette are slightly brown.

Transfer the omelette to the plate. You can garnish the omelette with a few slices of tomato. Your omelette is now ready to be served. Mother wants me to remind you to be careful when you are using the knife. You know how you always cut yourself at home when you help her in the kitchen. She also reminds you to eat a lot of vegetables with your omelette so that you will have enough fibre in your diet. I have to end here. I have so much homework to do today. See you in December when you come home for the holidays. Bye. Your sister, Jane

English Primary 4 Comprehension Exercise 5

Choose the correct answer and write its number in the brackets. 1. Name three of the ingredients used in cooking the omelette. (1) Eggs, onion, chilli (2) Eggs, oil, tomato (3) Eggs, flour, onion (4) Eggs, cream, tomato

3. When you garnish your food, you make it more (1) tasty (2) delicious (3) attractive (4) interesting

2. What are the condiments used to give taste to the omelette? (1) Salt, pepper (2) Chilli, onion (3) Onion, tomato (4) Oil, salt, and pepper

4. What is the next step after frying the onion and chilli? (1) Beat the eggs. (2) Add some oil to the eggs. (3) Lower the heat of the stove. (4) Pour the egg mixture into the frying pan and fry it till slightly brown.

5. Why was Mother worried when she heard that Sarah is going to cook an omelette? (1) Sarah eats too much. (2) Sarah is not a good cook. (3) Sarah always cuts herself when she uses a knife. (4) Sarah does not eat enough vegetables in her diet. ( )

1. slightly – a little e.g. This story is slightly more interesting than that one. 2. moderate – neither very hot nor very cold e.g. Cook this steak over a moderate heat. 3. garnish – decorate a dish of food with a small amount of another food e.g. I garnish the roasted chicken with slices of carrot. 10

Read the biodata and the text below carefully. Then, answer the questions that follow.

Sutik is from Sumatra, Indonesia. She is 24 years old and has two years of work experience. Previously, she was employed as a housemaid in Sumatra and she is able to cook Chinese food, and do general housework. Sutik is described as a cheerful person who does her work well. Although she is single, she has experience in looking after babies and children because she has many younger brothers and sisters back home in Indonesia. She says she wants to work as a maid to help her family financially as she comes from a poor family.

Catherine comes from the Philippines. She is 26 years old and she has three years of work experience. Her former employer is a chef in Hong Kong and thus Catherine is able to cook Chinese food very well. She is also proficient at all household chores such as cleaning and ironing clothes. Catherine is a cheerful and pleasant person. As she has a college education, she will be able to tutor young children and help them with their homework. Catherine wants to work as a maid so that she can earn money for her children’s education.

Chenda is from Cambodia and she is 26 years old. She has two years of work experience as a housemaid in Cambodia. Besides doing housework, she had to look after her employer’s aged mother who was bedridden. She is hardworking and uncomplaining even when she faces difficulties. Chenda is described as a serious and quiet person. She is married and a mother of two young children. Her reason for coming to work in Singapore as a housemaid is to help her family financially.

English Primary 4 Comprehension Exercise 6

Answer the questions in complete sentences. Fill in the blanks with the correct answers. 1. (a) Sutik (Indonesia)

(b) Catherine (Philippines) 26 years old

(c) Chenda (Cambodia)

2. Sutik has the experience to look after children because

3. Among the three maids, which one will be able to help children with their homework? Why?

4. In Cambodia, Chenda did the housework as well as

5. Mrs Lim is a busy working mother of two young school-going children. Which maid do you think she is most likely to choose? Why?

1. proficient – able to do something well because of training and practice e.g. Joseph is very proficient in his new position of Sales Manager. 2. bedridden – having to stay in bed all the time because of illness or injuries e.g. The elderly man was bedridden for three years after the nasty fall. 12

5 BASIC / MCQ

Lightning Safety

Read the article below carefully and answer the questions that follow.

• Do not seek shelter under a tall isolated tree – lightning often strikes the highest object on the ground. If you have no choice, stay under a clump of small trees.

• Run for shelter when you hear thunder or see lightning. Sometimes, lightning strikes before the rain comes.

• Do not be the tallest object in an open area such as a field or the sea. Get down into a lightning defensive position, that is, squat with your feet together and cover your ears.

• Take shelter inside a big building like a shop or a house, inside a metal vehicle like a car, bus or van.

• Stay away from isolated tall poles. Although you may not be hit directly when lightning strikes tall objects, the current will travel through the ground to you.

• Do not touch any metallic object such as electrical equipment or wiring. If you really must use your laptop, disconnect the wires and run it on battery or wireless Internet.

• Get yourself wet if it rains because the water in your clothes helps reduce serious injuries if you are struck. The current flows over you instead of inside you

• Do not use a landline phone or a mobile phone unless it is urgent. • Do not take a bath or use the sink during a thunderstorm. Water pipes conduct electricity.

• Keep away from the balcony, verandah, doorway, window or wall as lightning can strike through open spaces.

English Primary 4 Comprehension Exercise 7

Choose the correct answer and write its number in the brackets. 1. Why should you run for shelter when you hear thunder? (1) You can get wet. (2) Lightning follows thunder. (3) Lightning may strike before the rain comes. (4) Thunder can strike a person who stands outside.

2. When taking shelter, you should (1) stay on the balcony (3) avoid tall isolated poles

(2) look for big buildings (4) avoid vehicles of any type

3. Why should you get yourself wet when there is lightning? (1) It makes you feel cooler. (2) It helps you to run faster. (3) It helps reduce serious injuries. (4) It prevents you from being struck.

4. The best defensive position is to squat and (1) cover your mouth (2) cover your ears (3) open your arms (4) look at the sky

5. Which of the following statements about lightning safety is incorrect? (1) You should take a bath. (2) You should not use a mobile phone. (3) Lightning strikes through open spaces. (4) One should operate the laptop on battery. (

1. isolated – far away from any others e.g. The isolated farmhouse is about 20 kilometres from town. 2. clump – a small group of things or people very close together e.g. I saw a rabbit hiding in a clump of bushes. 3. disconnect – remove a piece of equipment from a supply of electricity, gas or water e.g. The machine stopped when it was disconnected from the socket.

Read the newspaper report below carefully and answer the questions that follow.

Schoolboy Attacked on the Way to School

15-year-old Jeremy Wong was walking to school at 7 o'clock yesterday morning when he was stopped by a gang of thugs. The gang wanted him to give them all his pocket money and his new watch. Jeremy refused to give up his watch and a struggle ensued in which one of the thugs hit Jeremy with an iron pipe. When he fell to the ground unconscious, the thugs took his money and watch and ran off. Mathew Lee and his friends saw the incident and ran forward to help Jeremy but they were too late. The thugs had already made their escape by the time they reached Jeremy. Mathew called for an ambulance which arrived a few minutes later to take Jeremy to the hospital. “I don’t recognise any of the thugs who attacked him. Most of them have tattoos on their arms and bodies,” said Mathew when he was questioned by a policeman. As a result of the assault, Jeremy suffered head injuries and minor cuts on his left hand. He is currently being treated for his injuries at the General Hospital and his condition is reported to be stable. Police have warned the public to be on their guard. They suggested that schoolchildren should try to walk to school in a group, instead of alone. A police spokesman said, “Jeremy Wong had a lucky escape. He could have been badly hurt by the gang.” Answer the questions in complete sentences. 1. When was Jeremy attacked by a gang of thugs?

English Comprehension English Primary 4

2 1. The farmer promised to give the shepherd a sheep when his work was completed. 2. Another word to describe the farmer is dishonest. 3. The mayor gave them one day to solve the three riddles. 4. The mayor told the men to think carefully because the riddles were not as easy as they seemed. 5. The mayor gave the sheep to the shepherd. The shepherd’s answers to the riddles were wise and humble.

(b) married (c) 26 years old she has many younger brothers and sisters back home in Indonesia. Catherine will be able to help children with their homework because she has a college education. looked after her former employer’s aged mother. Mrs Lim is most likely to choose Catherine who can help her children with their homework.

1. Jeremy was attacked by a gang of thugs when he was going to school. 2. Jeremy refused to give his new watch to the thugs. 3. The thug used an iron pipe to hit Jeremy’s head. 4. The thugs can be recognised by the tattoos on their arms and bodies. 5. The schoolchildren should walk to school in a group to keep themselves safe.

1. Irene is writing to her pen pal, Stephen. 2. business in the convenience store is good. 3. She can eat all the snacks and sweets that she wants when she helps out at the convenience store. 4. Her mother is a housewife and looks after the family well. She can also cook very well. 5. Stephen lives in the United States of America.

9 1. 4 4. 2

5 1. 1 4. 4

10 1. She wanted to bake a cake but did not have enough flour and eggs so she had to go to the store nearby to buy some.

6 1. (a) 24 years old

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