Conversations - Grade 6 - English_AY24 by Uolo

AI-powered exercises

CONVERSATIONS Achieve Fluency in Verbal Communication

NEP 2020 based | NCF compliant | Teacher led activities

CONVERSATIONS Achieve Fluency in Verbal Communication

Expert Opinion Dr Rejaul Karim Barbhuiya Assistant Professor, Central Institute of Educational Technology (CIET), NCERT, Ministry of Education, Government of India

Times have changed. Today is not the time of memorising and copying. Students must be enabled to think for themselves and articulate their thoughts well. They should be able to participate meaningfully and confidently in day-to-day activities – whether it be buying groceries, registering a formal complaint, or voicing opinions freely. A problem-solving attitude, critical outlook, scientific temperament and creativity are non-negotiable skills in the 21st century.

Ms Sonia Kumari Assistant Professor, Kamala Nehru College, University of Delhi

Dr Aakash Chowkase Post-doctoral Research Fellow, University of California, Berkeley, USA, Department of Psychology

NEP 2020 acknowledges the multilingual reality of India and asserts that the bridge of home language or other familiar language is absolutely crucial for children in the foundational years, not only to help them to comprehend basic subjects, but also to acquire additional languages like English. Thus, the needs-based and systematic use of learners' home languages should be encouraged in the classrooms, along with an anxiety-free, purpose-oriented and input-rich environment.

The National Education Policy 2020 talks about technology playing an important role in improving the learning outcomes and learning experiences of children. With the growing penetration of the internet and the easy availability of smartphones and other electronic devices, both parents and teachers can participate in and supervise children's learning through various online apps, quizzes, videos, e-books, educational games and so on. In a nutshell, digital learning has the potential to impact on what children learn and how they learn.

In the post-Covid world, more than ever before, the parents' role is being seen as pivotal to children's growth and learning. The National Education Policy 2020 released by the Government of India, recognises parents as equal partners in their children's education. At home, it is important for caregivers to create a safe, engaging and positive environment for children to learn, apply themselves and have fun. Parents can also engage actively with children around their homework, curricular and co-curricular activities and projects.

Aparna Dixit Head of Content and Research, Centre for Learning Resources

Foreword In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today's world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning. Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children's knowledge acquisition; intellectual, social, and emotional development; and lifelong learning. In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills. It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT). The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities. The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives. Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century. We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.

Dr Laraine O'Connell

D. Litt., English, North West University, South Africa I am a veteran English teacher and lecturer, with a great love for English and for teaching.

I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.

iii

Instructional Model “In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes.” (NEP, 2020)

According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens

best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.

In this context, the Conversations series, along with the learning activities designed in it, can play a crucial role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.

The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-

and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.

The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.

I do: The teacher first provides explicit instructions and modelling that initiate the learning process. We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.

You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.

Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are: I do

We do

You do

Listen

Echo

Express and Repeat (E&R)

Fully guided; Modelled speaking by the teacher

Collaborative: Shared speaking

between the learners and the teacher

Independent practice and

application by the learners

To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.

Walkthrough Cover page of the chapter with serial number and name

Chapter text which showcases the target competency Interviewer: And what do you aspire to be when you grow up?

Chapter 1

Dhruv:

Know About Me Introducing oneself formally

As I mentioned earlier, I love geography, so I aspire to be a conservationist. I want to work for the preservation of the environment and wildlife.

Animation video of the text

Talking Book

Interviewer: Wonderful, Dhruv! Have you participated in any extracurricular activities before? Dhruv:

Dhruv’s Interview

Interviewer: That’s great! As a member of the Eco Club, what are some of the initiatives that you would like to take?

Dhruv’s new school is calling for applications from the students to join the prestigious Eco Club. The members get great opportunities to participate in initiatives for protecting the environment. Sometimes, they even meet famous activists. To become a member of the esteemed club, the participants are required to appear for an interview. Dhruv takes the opportunity and goes for the interview.

Dhruv:

Interviewer: Hello! How are you? Dhruv:

Hello, sir. I am quite well, thank you.

Interviewer: What is your name? Dhruv:

Keywords from the text with meaning and pronunciation

Interviewer: These are a couple of great ideas! We would be glad to enrol you in the Eco Club.

My name is Dhruv Pandey.

Interviewer: Nice to meet you, Dhruv. Could you tell me something about yourself? Dhruv:

First of all, I would like to make it a practice that one class volunteers to clean the litter around the school every day after the lunch break. Additionally, I would also like to show an important film about the environment to my fellow club members once every month. This will help them to be more aware of nature and its problems.

Yes, I have. I have participated in the annual essay-writing competition. I have also participated in the Junior Badminton Championship in our state. I was also the leader of the Environmental Club at my previous school.

I am a student at your school, The Meadow Public School. I study in the sixth grade. My favourite subjects are geography and maths. Apart from that, I like to paint, cycle and read magazines like the National Geographic.

Dhruv:

Thank you so much for giving me this opportunity.

Interviewer: Thank you. Briefly describe yourself for us, please. Dhruv:

As a person, I am quite reserved. I have a small group of friends with whom I share similar interests. For instance, I care deeply about the climate and the environment, and I also like to go out and spend time admiring nature when I get a chance.

Interviewer: That’s good to know. What do your parents do, Dhruv? Dhruv:

My father is an English professor, and my mother is an architect.

activists (ak.tuh.vuhst): those who support strong actions for bringing political and social change conservationist (kon.suh.vay.shuh.nuhst): someone who protects natural resources from being wasted esteemed (uh.steemd): highly respected initiatives (i.nuh.shee.ay.tivz): actions or steps volunteers (vo.luhn.teeuhz): those who offer their services to do something willingly

Chapter 1 • Know About Me

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A series of 3 guided speaking projects on the mobile app

A short open-ended assessment project for the mobile app

Quick speaking activity to be done in the classroom

E-Speak 1

E-Speak 2

Speak on the Spot

Practise at Home

Boost Your Speaking

Project 1A

Ask Me Anything

My Family

You have to get in a pair. You and your partner will ask any ONE question to each other on the chosen topic and answer it.

Samarth has moved to a new neighbourhood. His new friends ask him about his family. Listen to Samarth’s response and record it.

Student 1: ..........................................................

Student 2: ..........................................................

Practise at Home

Project 1D

A fun worksheet aligned with the theme

Me in a Nut

About Myself

You wish to join been asked to in introduction and class.

All of us have strengths that build our personality. We also have weaknesses on which we need to work to be the best version of ourselves. Speak about any ONE strength and ONE weakness that you have in 4-5 lines.

Gaming Zone

Project 1B

My House

favourite hobby

favourite place to visit

favourite book

family

best friend

favourite film

Project 1C

My Hobby

Samarth tells his friends about what he likes to do in his free time. Listen and record it.

Look at your partner while responding to the questions. Speak in complete sentences. Ask and respond to the questions with a smile. 4

Chapter 1 • Know About Me

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I am

All About Me

There are

Circle the words that can help you talk about yourself in a good way. S

favourite sport and sportsperson

favourite food

favourite sport

Hello friends all about my

It’s Fun Time

Prompts for thinking and speaking; with no expectation of writing

Samarth answers his friends’ question about where he lived earlier. Listen to his response and record it.

Quick tips for smart speaking

I really like

I want to be

My two bigg

An area whe

One thing t

Chapter 1 • Know Abo

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Final speaking activity based on planned presentations by learners

E-Speak 2

Plan and Speak

Practise at Home

The Final Show

Activity name and description

Project 1D

About Myself

All About Me

Template for Gaming Zone drafting the It’s Fun Time presentation; supported with prompts

Circle the words that can help you talk about yourself in a good way. S

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Write: Compl

Choose any ONE topic to ask your question.

Guidance on how to practise at home

Practise: Practise by introducing yourself in front of your friends and family at home.

Me in a Nutshell

Present: Now, speak about yourself in front of your teacher and other students.

You wish to join the drama club of your school. You have been asked to introduce yourself to the group. Write your introduction and practise saying it. Finally, present it in the class.

Express yourself clearly and confidently.

Use complete sentences while introducing yourself.

Instruction on how to present in class

Make eye contact with your audience.

Write: Complete the sentences about yourself.

Notes Corner Hello friends, my name is all about myself! I am There are

and I am very excited to tell you years old and I am in

I really like to I want to become a

(grade and section)

members in my family. .

(your hobby)

when I grow up because

My two biggest strengths are .

(any two strengths)

An area where I am trying to improve myself is

(any one weakness)

. One thing that only few people know about me is

Chapter 1 • Know About Me

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CONTENTS vi

1 2 3 4 5 6 7 8 9 10 11 12

Know About Me

Describing Events

Ask and Answer

Twisty Tales!

Group Discussions

Let Me Guide You

Empowering Speech

Expressing Feelings

Hear My Slogans

Explaining What and Why

Hear Me Present

Can You Convince?

Dhruv’s Interview

An Adventure Gone Wrong

The Little Shepherd Boy

The Biggest Fool

Holiday Homework

Do Not Waste Paper! Let’s Recycle It!

The Missile Man of India

Standing Up for Yourself

More Sports Periods?

Traffic Trouble

Plastic: A Danger to Marine Life

The Latest in Smartphones

Chapter Outcomes Chapter No.

Chapter Title

Big Skill

Listening Speaking Competencies

Know About Me

Introducing oneself formally

Answer questions related to oneself Introduce oneself formally

Describing Events

Describing an event or experience

Answer questions about an event/experience Describe an event/experience with a few details

Ask and Answer

Asking questions and responding to them

Ask questions starting with what, where, why, when and how. Respond to questions.

Twisty Tales

Telling a folktale with a twist

Change some aspects of a famous folktale Narrate the twisted folktale in a captivating manner

Group Discussions

Participating in group discussions

Listen closely to one another during a group discussion Stay on the topic and extend the discussion in a respectful and coherent manner

Let Me Guide You

Giving instructions

Talk about the dos and don’ts for simple life events/activities Give step-by-step instructions in order to guide someone or get something done

Empowering Speech

Giving a short speech

Share short, motivational and catchy taglines/titles Give a short speech on a topic of personal relevance

Expressing Feelings

Expressing personal feelings and emotions

Appreciate and respond to feelings of others on an issue Share personal feelings, ideas and emotions on a topic or event

Hear My Slogans

Saying slogans

Make catchy slogans on common issues and topics Present slogans in a compelling manner

Explaining What and Why

Stating cause and effect

Identify and state the cause(s) of an event Explain the effect(s) of an event

Hear Me Present

Making a short presentation

Give a short and informative Presentation on a topic Ask and answer questions based on the presentation

Speaking persuasively

Identify the main idea and supporting arguments from an opinion Speak persuasively in support or against of something

Can You Convince?

vii

Chapter 1

Know About Me Introducing oneself formally

Dhruv’s Interview Dhruv’s new school is calling for applications from the students to join the prestigious Eco Club. The members get great opportunities to participate in initiatives for protecting the environment. Sometimes, they even meet famous activists. To become a member of the esteemed club, the participants are required to appear for an interview. Dhruv takes the opportunity and goes for the interview. Interviewer: Hello! How are you? Dhruv:

Hello, sir. I am quite well, thank you.

Interviewer: What is your name? Dhruv:

My name is Dhruv Pandey.

Interviewer: Nice to meet you, Dhruv. Could you tell me something about yourself? Dhruv: I am a student at your school, The Meadow Public School. I study in the sixth grade. My favourite subjects are geography and maths. Apart from that, I like to paint, cycle and read magazines like the National Geographic. Interviewer: Thank you. Briefly describe yourself for us, please. Dhruv: As a person, I am quite reserved. I have a small group of friends with whom I share similar interests. For instance, I care deeply about the climate and the environment, and I also like to go out and spend time admiring nature when I get a chance. Interviewer: That’s good to know. What do your parents do, Dhruv? Dhruv: 2

My father is an English professor, and my mother is an architect.

Interviewer: And what do you aspire to be when you grow up?

Dhruv: As I mentioned earlier, I love geography, so I aspire to be a conservationist. I want to work for the preservation of the environment and wildlife.

Talking Book

Interviewer: Wonderful, Dhruv! Have you participated in any extracurricular activities before?

Dhruv: Yes, I have. I have participated in the annual essay-writing competition. I have also participated in the Junior Interviewer: That’s great! As a member of the Eco Badminton Championship in our Club, what are some of the initiatives state. I was also the leader of the that you would like to take? Environmental Club at my previous Dhruv: First of all, I would like to make it a school. practice that one class volunteers to clean the litter around the school every day after the lunch break. Additionally, I would also like to show an important film about the environment to my fellow club members once every month. This will help them to be more aware of nature and its problems. Interviewer: These are a couple of great ideas! We would be glad to enrol you in the Eco Club.

Dhruv: Thank you so much for giving me this opportunity.

Chapter 1 • Know About Me

E-Speak 1 Practise at Home Project 1A

My Family Samarth has moved to a new neighbourhood. His new friends ask him about his family. Listen to Samarth’s response and record it.

Project 1B

My House Samarth answers his friends’ question about where he lived earlier. Listen to his response and record it.

Project 1C

My Hobby Samarth tells his friends about what he likes to do in his free time. Listen and record it.

Speak on the Spot Boost Your Speaking Ask Me Anything

You have to get in a pair. You and your partner will ask any ONE question to each other on the chosen topic and answer it.

Student 1: ..........................................................

Student 2: ..........................................................

Choose any ONE topic to ask your question.

favourite hobby

favourite book

favourite place to visit

best friend

favourite film

favourite food

favourite sport and sportsperson

family

favourite sport

Look at your partner while responding to the questions. Speak in complete sentences. Ask and respond to the questions with a smile.

Chapter 1 • Know About Me

E-Speak 2 Practise at Home

Project 1D

About Myself All of us have strengths that build our personality. We also have weaknesses on which we need to work to be the best version of ourselves. Speak about any ONE strength and ONE weakness that you have in 4-5 lines.

Gaming Zone It’s Fun Time All About Me Circle the words that can help you talk about yourself in a good way.

Plan and Speak The Final Show Me in a Nutshell You wish to join the drama club of your school. You have been asked to introduce yourself to the group. Write your introduction and practise saying it. Finally, present it in the class.

Write: Complete the sentences about yourself.

Hello friends, my name is all about myself! I am There are

and I am very excited to tell you years old and I am in

members in my family.

I really like to I want to become a

(grade and section)

(your hobby)

when I grow up because

My two biggest strengths are .

(any two strengths)

An area where I am trying to improve myself is

(any one weakness)

. One thing that only few people know about me is

Chapter 1 • Know About Me

Practise: Practise by introducing yourself in front of your friends and family at home.

Present: Now, speak about yourself in front of your teacher and other students.

Express yourself clearly and confidently. Make eye contact with your audience. Use complete sentences while introducing yourself.

Notes Corner

Chapter 2

Describing Events

Describing an event or experience

An Adventure Gone Wrong

“Listen, everyone. You are free to explore the trail but stick to the walking paths. Be sure to be back in two hours,” the teachers said. I turned around just in time to catch Tinku’s eye and winked at him, and the two of us took off. We entered the forest. The weather was perfect. The sun was playing hide-and-seek with the clouds. Suddenly, we spotted a dark passageway in the distance. We ran towards it. “Sunny, I think that’s a tunnel!” exclaimed Tinku. “What if it leads to a secret hiding place? Let’s explore it,” I said. Excited by our discovery, we entered the tunnel. It was very dark inside, but we were not scared in each other’s company. “Oh, we are about to reach the end,” I said, pointing to the end of the tunnel. At that moment, we heard some footsteps echoing in the distance. We were scared out of our wits. “Could that be a dangerous animal?” Tinku said in a trembling voice. He grabbed my hand, and we ran out of the tunnel. 10

Talking Book

We got to a part of the forest where the trees were thick and dense. They blocked most of the sunlight. Everything around us was silent. At that moment, we heard footsteps again. We immediately started running in the opposite direction. We ran for a while but were soon exhausted. “I can’t run anymore, Sunny. I am tired,” cried Tinku. “All the trees look the same to me! I can still hear the footsteps. How are we going to find our way back?” “Shh! Do you hear that?” I asked Tinku holding my breath. I could hear familiar voices from the direction of the footsteps. “Tinku! Sunny! Where are you two?” They were our teachers! They had been looking for us everywhere, and we had been running away, thinking it was a dangerous animal! They were relieved to see us, and so were we to see them. We realised that it had been a big mistake to leave the trail.

echoing (eh.kow.uhng): when a sound is repeated exhausted (uhg.zaw.stuhd): very tired explore (uhk.splaw): walk around in an unknown place to learn more about it relieved (re.leevd): no longer feeling worried or tense trembling (trem.buh.luhng): shaking with fear

Chapter 2 • Describing Events

E-Speak 1 Practise at Home Project 2A

Wedding Arya had attended a wedding in a village. Her friend asks, ‘Where was the wedding?’. Listen to her reply and record it.

Project 2B

Wedding Tunes Arya’s friend asks, ‘What kind of music was played there?’. Listen to Arya’s reply and record it.

Project 2C

Wedding Feast Arya’s friend asks, ‘What all was there to eat at the wedding feast?’. Listen to Arya’s reply and record it.

Speak on the Spot Boost Your Speaking A Memorable Experience Imagine your best friend asks you some questions about a wedding that you attended recently. Answer the questions to give details of the wedding.

Whose wedding did you go to? When was it? Where was it? What did you wear to the wedding? What did you eat there? What did you enjoy the most at the wedding?

Recently, I attended the beautiful wedding of … The wedding was on … The wedding was in … For this special occasion, I wore … The wedding feast included … The part of the wedding that brought me the most joy was … The place was nicely decorated with …

Speak clearly and loudly. Use describing words to give details. You can add more sentences while sharing your experience.

Chapter 2 • Describing Events

E-Speak 2 Project 2D

Practise at Home

A Special Memory We all like to spend time with our best friend and create memories which we can cherish. Share your special memory or experience with your best friend. Talk about it in 4-5 lines.

Gaming Zone Have You Experienced?

It’s Fun Time

Circle the things given below that you have experienced.

Plan and Speak The Final Show Laugh Out Loud Think of a funny incident that happened in your life. Write what happened and present it to the class.

Think about a funny incident. Then, think of the given questions. What happened? Who was with you?

Where did the incident happen?

How did you feel?

Write: Describe what happened. Follow the hints.

(start with greetings)

(mention where it happened, when it happened and who you were with)

(describe what happened in 2-3 lines)

. . (closing greetings)

Chapter 2 • Describing Events

3 4

Practise: Share your experience with your family and friends.

Present: Now, it’s time to share the funny incident with your classmates.

Speak clearly and with feeling. Enact the experience, if you can. Use props to share your experience, if possible.

Notes Corner

Chapter 3

Ask and Answer

Asking questions and responding to them

The Little Shepherd Boy

Once upon a time, there was a little shepherd boy who lived in a small village. He was known for his wise answers. Tales of his wisdom also reached the King. The King wasn’t convinced that a simple boy could be so intelligent, so he invited the boy to his court.

When the boy arrived, the King said, “If you can give me the answer to each of the three questions that I ask, you shall be greatly rewarded.”

The boy readily agreed and said, “What is your first question, your majesty?” The King contemptuously asked, “How many drops of water are there in the sea?” The boy smiled and replied, “Your majesty, in order to answer this question, I will need to make a

humble request. Could you please ask your ministers first to stop all the water from flowing into the sea? That is, only until I have counted all the drops in the sea. Then, I will tell you how many drops there are in the sea!” 18

Talking Book

The King was surprised by the boy’s clever answer. He knew that no one could stop water from

flowing into the sea. It was impossible to do so! He decided to test the boy’s intelligence further. He said mockingly, “How many stars are there in the sky?”

The boy calmly said, “I will need a large sheet of paper and a pin to answer this question.” Everyone

watched in wonder as the boy proceeded to make minute holes in it. After this, the boy said, “I have made as many holes in this paper as the number of stars in the sky! I humbly request any of your ministers to count them.”

Chapter 3 • Ask and Answer

All the King’s ministers took turns trying to count the holes, but none of them could do it. There were so many tiny holes in the paper that they dazzled whoever looked at them.

The King was a little impressed by the boy now. So, he decided to ask one of the most difficult questions that he could think of. He said, “How many seconds are there in eternity?”

Everyone waited anxiously for the boy’s answer. They all were convinced that no one could answer such a strange question. However, the boy thought for a moment and said, “I will try to explain this with an example, if I may?”

The King thought the boy didn’t know the answer, so he agreed. The boy carefully explained, “In our kingdom, there is a huge mountain. A tiny bird comes

once in every thousand years and rubs her beak against it. Now, when the whole mountain

has been rubbed away by the bird’s attempts, then the first second of eternity can be counted.”

Everyone, including the King, was in awe of the boy’s answer. The King was finally convinced of the

boy’s wisdom and said appreciatively, “You have answered all three questions like a wise sage. You shall be allowed to live in my palace!” From that day onwards, the boy was treated with respect by everyone in the kingdom.

anxiously (angk.shuh.slee): in a nervous or worried way convinced (kuhn.vinst): absolutely sure about something eternity (uh.tuh.nuh.tee): time that never ends wisdom (wiz.dm): the ability to use your knowledge to make sensible decisions wonder (wuhn.duh): a feeling of great surprise

Chapter 3 • Ask and Answer

E-Speak 1 Practise at Home Project 3A

Nice to Meet You! Sourav and Raghav meet at a science exhibition. Listen to Sourav as he introduces himself and record it.

Project 3B

Rainwater Harvesting Raghav responds to Sourav’s question about his school and his topic. Listen and record it.

Project 3C

Science Exhibition Raghav asks Sourav about what he likes at the exhibition. Listen to Sourav’s response and record it.

Speak on the Spot Boost Your Speaking Know Your Friends Better Ask a question to your classmates to know more about them. Ask as many classmates as you can.

You can use WH- question words to form your question. What

Where

When

Which

How

Why

You can ask questions on any one topic. favourite festival

favourite sport

pet animal

best friend

favourite tourist place

most watched cartoon

superhero you wish to be

favourite book

dream house

favourite food item

hidden talent

favourite film

favourite childhood memory

favourite song

games you like to play

Respond to the question politely and with a smile. Speak in full sentences.

You may ask the question to the next child, only after responding to the question you have been asked.

Chapter 3 • Ask and Answer

E-Speak 2 Project 3D

Practise at Home

My Favourite Actor Imagine that you went to visit a film city. You happen to see your favourite actor there. If you get a chance to interview him/her, what will you ask him/her? Tell us in 4-5 lines.

Gaming Zone It’s Fun Time Find the Answers

Answer the following questions. You can find your answers hidden in the word QUESTIONS.

QUESTIONS What is the opposite of the word ‘noisy ’? Which body part is at the centre of your face? What is finishing with same score at the end of a competition called? What is the opposite of the word ‘stand ’? Which word rhymes with ‘bone ’?

Plan and Speak The Final Show A Blockbuster Interview You are meeting your favourite actor. Note down some questions you would like to ask and how they could be answered. Prepare and present the interview in the class.

Get into pairs.

Student 1 (Interviewer): Student 2 (Actor):

Write: You are visiting the Film City where you get a chance to interview your favourite actor. Together, complete the interview script.

food

dislikes

hobbies

home

school

education

competition

grandparents

siblings

birthplace

challenges

message

parents

time spent in shooting films

upcoming projects

fun parts

childhood memories

box office hits

flops

Interviewer: Hello, I am so pleased to meet you! I still can’t believe my eyes! Is it really you (write the actor’s name)

Actor: Yes, you are right! I am equally happy to meet you. Interviewer: Great! So, let’s begin! Actor: Interviewer:

(ask the first question)

(answer the first question)

(ask the second question)

. . . (continued...)

Chapter 3 • Ask and Answer

Actor:

(answer the second question)

Interviewer:

(ask the last question)

Actor:

(answer the last question)

Interviewer: Thank you so much for

Actor: It was my pleasure to

Interviewer: Now, can we take a selfie, please? Actor:

3 4

Practise: In pairs, prepare for your parts. Enact the conversation with expressions and body language.

Present: Now, it’s time to present your blockbuster interview to the class. Use the following tips to make your presentation interesting. Speak with appropriate expressions and gestures. You can use some props to get into the character of the actor or the interviewer.

Notes Corner

Chapter 4

Twisty Tales!

Telling a folktale with a twist

The Biggest Fool

Anika, a twelve-year-old girl, was fond of listening to her grandmother’s tales. She would travel to the enchanting world of stories in her sleep. One day at school, Ms Meenal, her English teacher, made an announcement, “Tomorrow is a day with a twist. You will all come prepared for a story narration. The theme is Folklore with a Twist.” On the day of the presentation, the classroom was filled with a buzz of excitement. Children eagerly waited for their turn. When Anika’s name was called out, she confidently stepped forward and began her version of the folktale that she had heard from her grandmother. Anika began, “Once upon a time, there lived a famous king named Krishna Deva Raya. In his court, he had many wise ministers, but none could rival the brilliance of Tenali Raman. One day, a horse trader came to Krishna Deva Raya’s court. He had brought a horse with him. The king was amazed at the sight of the mighty horse. The horse trader made a promise to provide five such majestic horses within two days. He asked the king for an advance payment of five thousand gold coins. The king readily agreed to give him the coins. After two days, the horse trader came with the horses. The king was glad to see the horses. But little did the king know that one of the horses was just a cleverly disguised dummy. A man had put on a horse’s costume and entered the court with the cunning trader, hatching a plan to loot the palace at night. When the palace had fallen asleep, the man in the horse costume slipped out of the stable. Just as they were about to break into the treasury, Tenali Raman caught them and took them to the king. The king punished the two men.

Talking Book

The next morning, the king noticed Tenali Raman engrossed in writing on a piece of paper. He asked Tenali Raman, ‘What are you writing, Raman?’ ‘Maharaj, I am making a list of the biggest fools.’ The king peered at the list and felt a sudden wave of anger, questioning, ‘Why is my name at the top of the list?’ Tenali Raman replied with a grin, ‘Maharaj, only a fool trusts a stranger.’ The king realised his mistake and thanked Tenali Raman.” When Anika finished her story, she saw that her classmates were quite amused to hear it. They loved the story’s unique plot and gave her a huge round of applause.

a buzz of excitement (a buhz of uhk.site.muhnt): a feeling of joy amused (uh.myoozd): entertained

dummy (duh.mee): a model of something eagerly (ee.guh.lee): excitedly or curiously hatching (ha.chuhng): thinking a plan

Chapter 4 • Twisty Tales!

E-Speak 1 Practise at Home Project 4A

The Four Friends Kanika is reading the story ‘Four Friends and The Hunter’. Listen to the beginning of the story and record it.

Project 4B

What Happened Next? Kanika continues to read the story to find out what happened to the four friends. Listen and record it.

Project 4C

Help Tortoise Kanika is curious to know how the friends will help the tortoise. Listen to the ending of the story and record it.

Speak on the Spot Boost Your Speaking Add Your Twist! Think and change a part (beginning, middle or end) of the story to create your own version of it. Narrate the complete story with the twist. Look at the example given below. The Shepherd and the Wolf! Once, there was a shepherd who took his flock of sheep out to graze every morning. He would patiently sit under a tree, watching the sheep graze on the lush green fields. After they were done, he would gather them together and head home. One fine morning, the shepherd saw a wolf wandering in the nearby field. The wolf saw the sheep and stared at them from a distance. The shepherd was alerted to the presence of the wolf. For the next few days, the wolf would sit on the rock at a distance while the sheep grazed on the fields. It did not make any effort to come near them. Soon, the shepherd realised that the wolf had no plans of attacking the sheep, and so he let his guard down. One morning, the shepherd had to rush back home due to an emergency. He left the sheep alone, thinking that the wolf would not attack them. But when he returned, he was shocked to see that a great misfortune had befallen him. The wolf had attacked the sheep while he was gone, and they were lying dead. The shepherd lost his sheep and realised his grave mistake.

Beginning: You can add a new character, like: The shepherd also took a dog along with him to guard his sheep. Middle: You can change the scenario, like: One day, a wolf attacked the sheep. The shepherd heard the screams and rushed to save the sheep. Ending: You can change the ending and make it a happy one, like: When the wolf attacked the sheep, a nearby dog rushed to the field and barked loudly. Hearing the dog’s bark, people ran to the field and saved the sheep.

You can add your own twists to the story. Narrate the complete story with expressions. Make it as amusing and creative as possible.

Chapter 4 • Twisty Tales!

E-Speak 2 Practise at Home

Project 4D

My Favourite Folktale! Your teacher wants you to talk about your favourite folktale. Tell him/her the name, the characters and the plot of the folktale, in 4-5 lines.

Gaming Zone It’s Fun Time Guess the Character! Write the names of the characters in the crossword. 1. This famous character wears a pair of glass sandals to the ballroom dance. 2. This bird drops stones into a pitcher to drink water. 3. This popular character lives with seven dwarfs in a small cottage. 4. This character is a wise minister in a Mughal emperor’s court. 1.

Plan and Speak The Final Show Twist Your Tale! Choose any ONE folktale that you find interesting. Change a part of the tale—beginning, middle or end, and narrate it with the twist.

SNOO PY

Write: Complete the story.

Hello, friends! I am going to narrate the story

(name)

Originally, the story is about

(plot of the story in 3-4 lines)

Now, listen to my twist to the story. Beginning: . Middle: . End:

Once upon a time

Chapter 4 • Twisty Tales!

Finally,

Now,

Then,

A long time ago,

It so happened that

2 3

Practise: Practise narrating your story to your family members.

Present: Share your twisted story in the class with expressions.

Use adjectives and adverbs to describe events and emotions.

Add details about the appearance of characters and their personality. Narrate your story with expressions.

You may use the phrases/words to connect the beginning, middle and end of your story. You may bring props to make your narration captivating.

Notes Corner

Chapter 8 5

Group Discussions Participating in group discussions

Holiday Homework

Teacher: The holidays are around the corner. Are you excited? Sujata:

Yes, Ma’am! It’s a long holiday so we’ve planned a lot of things for ourselves.

Teacher: I’m sure you have. But I also want you to use this time to learn something new. So, I will be giving you some holiday homework. I want you to decide what type of homework you want. Niharika: Ma’am, that’s a great idea but how will we decide? Teacher: You can discuss in groups of four and present your ideas. Aarav:

Yes, Ma’am!

Sujata:

I think regular school homework like reading chapters or solving questions from our textbooks is good holiday homework.

Aarav:

I don’t agree with that. We anyway do that every day. Why not do something creative during the holidays? Like reading about something that we find interesting and writing an essay on it. Or maybe we can do some creative writing.

Ritwik:

I think we shouldn’t have any homework at all! Holidays should be a time for rest and enjoying with family and friends. We should get to play and do whatever we want.

Niharika: I would like to work on a project; something that is related to the real world. I like learning about new things. So, I would love to gather information on something relevant and make a presentation on it.

Talking Book

Sujata:

That sounds interesting. We could make a project and decide what each person’s role could be. What do you think is a fun topic?

Aarav:

What about our school trips? Should we write about which one was a favourite and why?

Niharika: Umm… not everyone goes on school trips so it wouldn’t be fair to them. Let’s think of something else. Sujata:

You’re right. What about doing a project on the upcoming festivals? We could read different magazines on festivals and talk to people about how they celebrate it.

Ritwik:

That sounds like a fun idea. If we get to know more about the festival, we can enjoy it even more. What do you think, Niharika?

Niharika: I also think that could be a fun project. I could research about the festival’s origin and historical background! Ritwik could help me with that. Aarav:

That’s brilliant! I would like to interview different families. Each family celebrates the festivals differently. For example, in my family, we share gifts with all the relatives on the day of the festival.

Sujata:

You are right! My family usually makes sweets, cakes or other dishes; and shares them with our friends and neighbours. Aarav, I can help you interview the families.

Niharika: That sounds fantastic! Then, let’s suggest that we want to do a project on festivals. [They share the idea with their teacher.] Teacher: Well, that’s interesting! I am so glad that you had a fruitful discussion with the group and came up with such creative solutions.

around the corner (uh.rownd duh kaw.nuh): very near discussion (dis.kuh.shn): to talk about something in a group to reach a decision fruitful (froot.ful): good and result driven historical (his.taw.ruh.kl): related to events in the past presentation (preh.zuhn.tay.shn): to explain something to an audience through a speech or performance

Chapter 5 • Group Discussions

E-Speak 1 Practise at Home Project 5A

I Think

Saksham, Bhuvan and Keerthi are discussing the people whom they consider real heroes in their school. Listen to Saksham’s response and record it.

Project 5B

I Believe Bhuvan shares his response on who the real heroes are in his view. Listen to him and record it.

Project 5C

In My View Keerthi adds to the discussion by giving her opinion about the real heroes in the school. Listen to her and record it.

Speak on the Spot Boost Your Speaking Real-life Heroes You have to share your views on the topic ‘Real-life Heroes’ with the class.

Good morning, everyone! Today, I will talk about real-life heroes. In my opinion, … doctors

policemen

soldiers

firefighters

sweepers

teachers

garbage collectors

nurses

I think so because they … They also … protect us from danger

fight for the nation

keep our surroundings clean

build the nation

they save our lives

work for betterment of society

are very hard-working

help to recycle waste

help us grow and build our future

protect us from thieves

are very selfless

take care of us when we are sick

Thank you.

Speak clearly and confidently. You can give your own answers. Treat everyone’s viewpoints with respect.

Chapter 5 • Group Discussions

E-Speak 2 Practise at Home

Project 5D

In My Opinion You just heard an article on increasing health concerns among children. You decide to discuss the topic with your parents. Share your views on the topic in 4-5 lines.

Gaming Zone It’s Fun Time

Word Search

Search and circle five or more discussion-related words.

Plan and Speak The Final Show Voicing Our Views You have to present your views in the class on the topic ‘Children Eat A Lot of Junk Food These Days’. Write your notes and practise saying it. Finally, present your views.

Write: Complete your notes. You may refer to the phrases on the next page.

Topic

Why do we eat junk food?

What are the harmful effects of eating junk food? How can we improve the situation? Are there any healthier options available?

Chapter 5 • Group Discussions

You can use the following phrases while discussing as a group: I agree with you …

I disagree with you … I would like to add …

I think …

2 3

Well, that’s one way of looking at it but … In my opinion …

Practise: Practise your lines at home with your friends and family.

Present: Participate in the group discussion.

Engage in a polite discussion with your classmates. Look at each other when you discuss the topic. Treat everyone’s viewpoints with respect.

Notes Corner

However, in my experience …

I would also like to suggest …

Chapter 6

Let Me Guide You

Giving instructions

Do Not Waste Paper! Do Not Waste Paper! Let’s Let’sRecycle Recycle It!It! “Isn’t the title catchy?” asked Pranav excitedly!

Do Do Not Not Waste Waste Paper! Paper! Let’s Let’s Recycle Recycle It! It!

“Isn’t the title catchy?” asked Pranav excitedly!

“Oh“Oh yes! great article!” yes!ItItdoes does sound sound great forfor ourour article!”

exclaimedGurpriya. Gurpriya. Both the friends had put exclaimed The friends had put their old notebooks to good

their old notebooks to use and made a beautiful use and made a beautiful object out of them. If you

object out oflike them. If you also like to or make would also to make usewould of any waste paper

“Isn’t “Isn’tthe thetitle titlecatchy?” catchy?”asked askedPranav Pranavexcitedly! excitedly!

old notebooks, keep your eyes glued to what’s useyour of any waste paper“Oh oryes! your oldsound notebooks, It does great for our article!”

“Oh yes! It does sound great for our article!” coming next. exclaimed Both the keep eyes glued toexclaimed what’sGurpriya. coming next. Gurpriya. Both thefriends friendshad hadput put So, your let’s begin.

So, let’s begin.

their theirold oldnotebooks notebooksto touse useand andmade madeaabeautiful beautiful object out of them. If you would also like to object out of them. If you would also like tomake make

Follow the instructions carefully, andoror soon your new recycled object will be ready! use waste your useofofany any wastepaper paper yourold oldnotebooks, notebooks,

Follow the instructions carefully, and soon your new recycled object will be ready! keep keepyour youreyes eyesglued gluedto towhat’s what’scoming comingnext. next. Step 1:

So, So,let’s let’sbegin. begin.

Firstly, tear the waste paper into small pieces.

Follow Followthe theinstructions instructionscarefully, carefully,and andsoon soonyour yournew newrecycled recycledobject objectwill willbe beready! ready!

Step 1: Firstly, tear the waste paper into small pieces. Step 2:

Next, add these pieces to a bowl of water.

Step Step1:1: Firstly, Firstly,tear tearthe thewaste wastepaper paperinto intosmall smallpieces. pieces.

Rub and thepieces wet pieces properly Step Step 2:2: Next, to bowl ofofwater. Step Next, add these pieces toaayour bowlhands water. Step 2:3: Next, addmash these toadd a these bowlpieces ofwith water. for about 20 minutes or until the mixture becomes very smooth and pulpy.

Step 3:

Step Step3:3: Rub Ruband andmash mashthe thewet wetpieces pieceswith withyour yourhands hands properly for about 20 minutes or until the properly for about 20 your minuteshands or until themixture mixture Rub and mash the wet pieces with becomes very smooth and pulpy. becomes very smooth and pulpy.

After that, 1 cup flour andor1 cup of the water. Step 4: properly for take about 20 ofminutes until mixture Mix them together in another bowl.

4:4: After take becomes veryStep smooth andthat, pulpy. Step After that, take1 1cup cupofofﬂour ﬂourand and1 1cup cupofofwater. water. Mix Mixthem themtogether togetherininanother anotherbowl. bowl.

Step 4: After that, take 1 cup of ﬂour and 1 cup of water. Then, add together 1 teaspoon of another salt and some water. Step 5: Step add Mix them inThen, bowl.ofmore Step5:5: Then, add1 1teaspoon teaspoon ofsalt saltand andsome somemore morewater. water. Mix well until the mixture smooth. Mix wellisuntil the mixture is smooth.

Mix well until the mixture is smooth.

Step 5: Then, add 1 teaspoon of salt and some more water.

Step 6: Next, put the paper pulp into the flour mixture. Next, put the paper pulp into the flour mixture. Step 6: Next, put theand paper pulp into theflour flour mixture. Mix itand well it toa the make a dough. Mix itNext, wellput knead itknead to make dough. Step 6: the paper pulp into mixture. Mixit itwell welland andknead kneadit ittotomake makea adough. dough. Mix

Step 6:

Talking Book Talking Talking Talking Book Book Book

Step 7: Then, take a bowl and tightly cover its Step7:7: Then, Then, takeside bowl and tightlycling cover reverse withand a plastic film Step take a abowl tightly cover itsitswrap. Then, take a bowl and tightly cover its Step 7: reverseside sidewith witha aplastic plasticcling clingfilm filmwrap. wrap. reverse reverse side with a plastic cling film wrap.

Step 8: After that, spread the dough over the plastic-covered Step8:8: After After that, spread thedough over theplastic-covered plastic-covered surface ofspread the bowl todough formover a thick layer. Step that, the the Step 8: After that, spread the dough over the plastic-covered surfaceofofthe thebowl bowltotoform forma athick thicklayer. layer. surface surface of the bowl to form a thick layer.

Step 9: Lastly, keep it aside and let the layer dry for 2 days. Once completely

Step 9: Lastly, set it aside and let the layer dry for 2 days. Once completely dry and hard, Step9: 9: itLastly, keep itaside aside thethe layer dryforfor days.Once Oncecompletely completely dry hard, pull itand out from plastic cling wrap carefully. Step keep itthe and letlet the dry 2 2days. pull Lastly, awayand from plastic cling wraplayer carefully.

dryand andhard, hard,pull pullit itout outfrom fromthe theplastic plasticcling clingwrap wrapcarefully. carefully. dry

Your beautiful waste paper Recycled Bowl is ready for use!

Your beautiful waste paper Recycled Bowl is ready for use! Your Recycled Bowl ready use! Yourbeautiful beautifulwaste waste paper paper Recycled Bowl isis ready forfor use! “I will keep my lovely new bowl on my desk! I will keep my crayons in it,” said a

“I will keep my lovely new bowl on my desk! Imy will keep my crayons said thrilled Pranav. “I will“Ikeep my lovely new bowl on my on desk! I will keep crayons in it,” said in ain thrilled Pranav. will keep my lovely new bowl my desk! I will keep my crayons it,”it,” said aa thrilled Pranav. “Good idea! I’ve decided to gift mine to my sister,” shared Gurpriya proudly. “Good idea! I’ve decided to give mine to my sister,” said Gurpriya proudly. thrilled Pranav. “Good idea! I’ve decided gift mine my sister,” shared Gurpriya proudly. “Good idea! I’ve decided toto gift mine toto my sister,” shared Gurpriya proudly. . . your eyes glued (keep yaw ize glood): to watch something very closely for a long time . keep knead (need): to press and stretch dough or clay with your hands pulpy (puhl.pee): something that is soft, smooth and wet recycled (ree.sai.kld): use again something that has been used already thrilled (thrild): extremely excited about something

Chapter 6 • Let Me Guide You

E-Speak 1 Practise at Home Project 6A

First Time Suhani is going to the market alone for the first time. Listen to her grandmother’s instructions for her and record it.

Project 6B

More Tips Suhani’s grandmother further suggests what she should do when she is in the market. Listen and record it.

Project 6C

You Should Not Suhani’s grandmother suggests a few things that she should not do while she is in the market. Listen and record it.

Speak on the Spot Boost Your Speaking Sharing Tips We all follow some dos and don’ts while preparing for our examination. Share TWO dos and ONE don’t that you should follow while preparing for the examination.

Hello friends! While preparing for exams we should … We should also, … We should never … Thank you.

make a timetable

stay up too late

get worried

ask for help

revise the topics

take short breaks

take stress

make notes

sleep properly

eat healthy

eat less

exert ourselves

disturb sleep cycle

eat unhealthy food

Speak loudly, clearly and with confidence. You can add answers of your own.

Chapter 6 • Let Me Guide You

E-Speak 2 Practise at Home

Project 6D

Sending an Email Your friend has to send an email to their project partner. Guide your friend by telling them 4-5 easy steps to send the email.

Gaming Zone It’s Fun Time

How Do I Get There?

Look at the map and follow the directions to guess the places. One has been done for you. School

toy shop

bakery

library

museum

resturant

Bus

You are here

post office

pet shop

East Road

bank

West Street

book shop

Centrak Park

Middle Road

Main Road

Stop

Bus

Stop

Station Road

Bus

train station

Go straight along the Main Road. Turn towards the south at the West Street. Then, turn west at the Station Road. It’s next to the bookshop. You’ve reached the b a n k

2. Go straight along the Main Road. Turn south on the Middle Road. Then, turn west towards the Station Road. It’s next to the Post Office. You’ve reached the p

3. Go straight along the Main Road. Go past the bakery and the toy shop. It’s at the end of the road, opposite the red house. You’ve reached the s

Plan and Speak The Final Show That’s the Way! Pick any ONE option and write the step-by-step instructions to do the task. Share it in the classroom.

Tick (ü) any ONE of the options of your choice.

Search for a song on the internet

Attach a file on an email

Download a file from email

Write: Complete the instructions. You can write your own instructions too.

Hello, friends! Today, I will tell you how to First,

(write the topic chosen)

Then,

Finally,

Thank you. open the file go to search engine click on compose email

Chapter 6 • Let Me Guide You

click on the pin icon click on attach click on downward arrow

listen to the song write the name in the search bar select the file

open your email file with email tap in the search bar

3 4

Practise: Say these instructions aloud to your family members and friends. Practise saying the instructions clearly and loudly.

Present: In class, tell the option you chose. Share the instructions that should be followed to perform the task.

Speak loudly and clearly. You can add more steps, if needed. You may use words/phrases like ‘next’, ‘now’, ‘in the end’ and so on.

Notes Corner

Chapter 7

Empowering Speech Giving a short speech

What a speech!

Stay strong! Y e s, we can! 51

The Missile Man of India

Today at school, the children saw a short film on India’s 11th President, Dr A.P.J. Abdul Kalam. “Children, when Dr Kalam was only ten years old, he sold newspapers to help his family. Do you help at home? You should,” said the school principal to the students, encouraging them. Inspired by the principal, Ira was dusting the bookcase at her home. She was dusting off the last shelf when, lo and behold, she discovered a book, Wings of Fire, with Dr Kalam’s picture on it. “It’s Dr Kalam’s autobiography, dear,” her mother said. “Hard work and big dreams give you ‘Wings of Fire’! That’s how the Missile Man of India, Dr Kalam, born in the small fishing village of Rameswaram, became our president. He received many prestigious awards, including Bharat Ratna and Padma Bhushan.” “Dr Kalam liked science—just like you, Ira! He was an aeronautical engineer and worked at some of our country’s top institutes. He worked at the DRDO (Defence Research and Development Organisation) and the ISRO 52

(Indian Space Research Organisation). He worked on India’s missile projects, ‘Prithvi’ and ‘Agni’.” “And Mother, Dr Kalam was a teacher and a poet too!” added Ira.

Talking Book

“Yes, Ira, he loved to read and write books. He did not accept any gifts except for books! And he loved learning and teaching. After his term as president, he was also a visiting professor. He said that F.A.I.L. just stands for ‘First Attempt In Learning’!” “So mother, the next time you say N.O. for ice cream, I will just wait for the ‘Next Opportunity’! That’s what he said about N.O.!” Ira laughed.

autobiography (aw.tuh.bai.o.gruh.fee): the story of a person’s life, written by the person himself/herself encouraging (en.kuh.ruh.jihng): giving someone support, courage and hope missile (mi.sile): a weapon that is sent through the air to strike or attack something opportunity (o.puh.choo.nuh.tee): a particular situation where it is possible to do something prestigious (pruh.sti.juhs): having a high reputation or honour

Chapter 7 • Empowering Speech

E-Speak 1 Practise at Home Project 7A

Mahatma Gandhi Tanuj has just finished reading a book about Mahatma Gandhi. Listen to him as he talks about what he learnt and record it.

Project 7B

Gandhiji Inspires Many Tanuj talks about the big role that Gandhiji played in India’s independence. Listen to him and record it.

Project 7C

My Inspirational Guide Tanuj decides to give his own title for Gandhiji. Listen to him and record it.

Speak on the Spot Boost Your Speaking A Title for You Think of a title that you would like to give to any one of the following. Give TWO reasons for your choice.

My Mother

My Father

Hello friends! I would like to give my ... the title ... This is because ... She/He also ... Thank you! respectful and helpful smart and hard working

handles problem with calmness spends time with family

takes care of everyone’s happiness

can do any kind of chores good storyteller

adventurous and fun loving

Speak loudly and confidently. Look at your class while giving the speech. Give interesting and creative titles.

Chapter 7 • Empowering Speech

E-Speak 2 Project 7D

Practise at Home

I Dream Big! Having an ambition and working towards it makes us more focused and determined. Tell us in 4-5 lines what you want to be when you grow up and why. Give reasons for your choice.

Gaming Zone It’s Fun Time Match Me Up!

Match the names of famous personalities to the titles given to them.

The Iron Lady of India

Sachin Tendulkar

The Little Master

Rani Lakshmi Bai

The Nightingale of India

Shah Rukh Khan

King Khan

Lata Mangeshkar

Jhansi ki Rani

Indira Gandhi

Plan and Speak The Final Show Dreams Come True You have to plan and present a powerful speech on ‘My Dreams and Goals in Life’. Complete your notes and practise saying it at home. Now, present your speech confidently in the class.

Write: What are your dreams and goals in life? Write about them below. teacher

singer

painter

actor

astronaut

sportsperson

engineer

author

farmer

doctor

police officer

photographer

chef

architect

director

YouTuber

social worker

make-up artist

Step 1: Title of my presentation Step 2: My Dream—What do I want to be/do?

Step 3: Why? What inspires me?

Step 4: How will I achieve my dream?

Step 5: Conclusion

Chapter 7 • Empowering Speech

. 57

2 3

Practise: Present your speech to the family. Refer to the tips below to make it more interesting. Practise many times.

Present: Give a short and engaging speech to talk about your dreams.

Speak clearly and with expressions. Make eye contact with your audience. Use an enthusiastic tone of voice and body language to keep the audience engaged. In the end, you may ask the audience if they feel inspired.

Notes Corner

Chapter 8

Expressing Feelings

Expressing personal feelings and emotions

Standing Up for Yourself

“Dad, will you take me to the market, please? I need some new pens and pencils,” Tanmay asked shyly. “Wait a minute—didn’t we buy all these things just last week? Have you lost them?” asked Dad. “Umm… no… I just…,” mumbled Tanmay, looking really upset. “What happened, Tanmay? Tell me. Is everything okay?” “There is a boy in my class named Akshay. Since last week, he has been taking my stationery every day. I try to stop him, but he runs away with my things and hides them.” Dad looked worried. “Have you told your teacher?” “When I said that I would complain to the teacher, Akshay started making fun of me. He said that I was a scaredy-cat. Dad, I don’t know what to do,” sighed Tanmay. “It’s okay, Tanmay. Come here. I am glad that you shared,” Dad hugged Tanmay. “Do you know that the same thing happened to me as well? When I was a child, a boy in my class used to steal my lunch.” “Really, Dad? How did you stop him?” ”Well, I realised that if I didn’t defend myself, no one else would.” Dad paused for a second. “You have to stand up for yourself, Tanmay. I am always here to help you, but you have to help yourself first.” 60

The next day, Tanmay gathered all his courage as he saw Akshay coming towards him. “No, Akshay! You must stop this!” he said. Akshay laughed and said, “Oh, come on, Tanmay! It is just a little joke. Don’t be so serious!”

Talking Book

“It might be funny to you, but I don’t like it when you take my things,” said Tanmay. “But I do the same with Lalit and Kavya! They don’t seem to mind,” said a confused Akshay. Kavya stood up and said, “Akshay, we don’t like it when you hide our crayons or pens.” “We wish you would stop,” Lalit agreed. Akshay now realised that only he found this joke funny. The others did not like it. “I am so sorry, guys! I never thought of it from your point of view,” said Akshay. “It is okay. If you ask our permission, we will gladly share our things. But if you take them away again, we will have to tell the teacher,” said Tanmay. “Never again!” Akshay crossed his heart. Thanks to Tanmay’s bravery, Akshay never bothered anyone else again.

bothered (baw.dhuhd): annoyed, worried or upset somebody defend (duh.fend): to protect oneself point of view (poynt of vyoo): opinion or way of thinking scaredy-cat (skair.dee.kat): someone who is easily scared shyly (shai.lee): to speak in a nervous, fearful or uncomfortable way

Chapter 8 • Expressing Feelings

E-Speak 1 Practise at Home Project 8A

An Unpleasant Experience Antara is upset about people throwing garbage out of their cars. She describes what she saw. Listen and record it.

Project 8B

Antara’s Feelings Antara saw people throwing garbage on the road. Listen to how she felt and record it.

Project 8C

Cleanliness Is a Responsibility Antara’s friend, Zaheer, also agrees with her. Listen and record it.

Speak on the Spot Boost Your Speaking How She Felt? Read about Wamiqa’s experience at the book fair. Share Wamiqa’s feelings on any ONE of the situation with the class. Last Sunday, Wamiqa went to a book fair with her parents. She wanted to buy new books. The book fair had hundreds of stalls and people dressed up as famous book characters. From a distance, she saw a man dressed up as Harry Potter. She quickly ran towards the stall without realising that she had separated from her parents. After meeting the man, she turned back and found herself lost. Wamiqa started looking for her parents. After a few minutes, she looked over at the stage and saw her father. Now, share with the class how Wamiqa would have felt at the book fair. went to the book fair

found new books

ran towards her favourite character

saw famous book characters

separated from parents

saw her father

Hi friends! I think that Wamiqa must have felt … when she … Also, She must have felt … when she …. Thank you! relieved

helpless thrilled

overjoyed frightened

nervous delighted

anxious concerned

Speak loudly and clearly. You can add your own answers.

Chapter 8 • Expressing Feelings

E-Speak 2 Project 8D

Practise at Home

My Feelings! Students are exposed to many tests and competitions in school. How do you feel when you do well in a test or a competition? Express your feelings in 4-5 lines. 2

Gaming Zone It’s Fun Time How Would I Feel? How would you feel in the given situations? Tick (ü) the feelings that match the situation. You helped someone in your class.

You had a fight with a friend.

proud

thrilled

pleased

angry

You gave a friend their favourite book as a gift.

You won the first prize.

proud

satisfied

delighted

honoured

Plan and Speak The Final Show Say How You Feel Imagine yourself in any ONE of the situations below. Write how you would feel and what you would say in that situation. Then, share it with the class.

Look at the situations given below. Tick (ü) any ONE situation that you want to talk about.

someone gave you a surprise

you gave someone a surprise

excited

happy

inspired

proud

motivated

great

focused

valued

loved

organised

caring

thrilled

Write: Now, describe your feelings. It could be an imaginary event.

Chapter 8 • Expressing Feelings

Hello everyone! Today I will talk about the time when It was on I felt

(write the situation) (occasion)

because

(write how you felt)

(write why you felt that way)

. . . .

(share a bit more about your feelings and the event)

Thank you.

3 4

Practise: Say these lines in front of an elder or a friend. Speak with appropriate expressions.

Present: It’s time to present! Tell your friends how you felt in the given situation.

You can read from the book. Speak with expressions and actions when you talk about your feelings.

Notes Corner

Chapter 9

Hear My Slogans Saying slogans

More Sports Periods? Rhea, Tanya and Varun were excited about the group Speech-Slogan Competition! They had chosen the topic: More Sports Periods in Schools! Rhea began confidently. “Sports is where you find A healthy body with healthy mind. With sports we all unite, More sports is what we’d like! She continued, “We believe that playing sports can help us stay healthy and fit. It helps to boost our self-esteem. I gained more confidence when my team won the Inter-School Football Championship. Sports also teaches us teamwork. I never thought I could work with others, but after playing with the football team, I realised how important teamwork is. Now we are such a strong team.” “I support that fully,” said Tanya. “I believe sports teaches us how to work together. We can brainstorm ideas and strategies together. We came up with a brilliant plan together for our last football match. And we won the match! Working in a team helps us solve problems easily too.” “Last, but not the least, playing more sports can help us become more focused. We keep trying until we succeed,” added Varun excitedly. “Sports has taught me to believe in myself and put in my best efforts in whatever I do. I enjoy playing basketball a lot. I’m always excited about practice and 68

of course, the next match. I wish there were two or three sports periods in a week. I could play more often and develop my skills. “I conclude the speech with this last thought–If we have two or three sports periods in a week, we can be healthier. So, do you say yes to more fitness?”

Talking Book

The three friends ended their speech by chanting together: Please increase our sporty fun, More sport for everyone! Together we practise and play, More sport is the best way! When Rhea, Tanya, and Varun glanced up at their audience, their sports teacher was clapping the loudest!

boost (boost): uplift or encourage brainstorm (brayn.stawm): to suggest or discuss ideas in a group glanced (glaanst): took a quick look self-esteem (self uh.steem): respect for oneself strategies (stra.tuh.jeez): plans to achieve a goal

Chapter 9 • Hear My Slogans

E-Speak 1 Practise at Home Project 9A

I Like Gardening Sanchit’s favourite hobby is gardening. Listen to his slogan on gardening and record it.

Project 9B

Pooja Loves Plants! Pooja too shares a slogan on her favourite hobby. Listen to her and record it.

Project 9C

Bloom Bloom Raghav loves to garden with his sister. Listen to his slogan and record it.

Speak on the Spot Boost Your Speaking Make a Slogan Read these slogans on different hobbies. Now, make a short slogan on your favourite hobby and present it in the class. Sports is where you find

Painting nature and daily objects

A healthy body with a healthy mind.

Is a fun thing to do.

With sports we all unite,

The colours bring alive

More sports is what we’d like!

So many beautiful views!

reading books

cooking

learning music

playing sports

singing

dancing

cycling

writing stories

photography

Use rhyming words to write the slogans. Chant the slogan with expressions.

Chapter 9 • Hear My Slogans

E-Speak 2 Project 9D

Practise at Home

Cleanliness Is Key! We all like to study in a neat and clean environment. You want to raise awareness on keeping the school clean. Make a slogan on ‘Keeping the School Clean’, in 4-5 lines. Present it with expressions.

Gaming Zone Guess the Slogans

Match the slogans with pictures.

We have only one Earth. Save it!

No Water, No Life!

There’s no fee for saving a Tree!

Pollution means ‘Death by Breath’!

It’s Fun Time

Plan and Speak The Final Show Awareness Through Slogans You have to make a slogan on a theme ‘Being Kind to Animals’. Practise saying it with expressions, at home. Finally, present your slogan in the class.

Write: Write your slogan in the space provided below.

Hello everyone, my name is

Today, I want to bring your attention to a very important topic on I would like to say

Thank you.

(topic)

(write your slogan in 3-4 lines)

sensitive

loving eyes

do not hit them

living being

do not scare

food

feed

lonely and in despair

streets

neighbourhood

roadside

treats

clothes

share and care

need

homely

Chapter 9 • Hear My Slogans

2 3

Practise: Say the slogan at home in front of your family using actions and expressions.

Present: Now, it’s time to share your slogan with the class.

Speak loudly and clearly. Use actions and expressions while presenting your slogan. Modulate your voice to make your slogan more interesting.

Notes Corner

Chapter 10

Explaining What and Why

Stating cause and effect

Traffic Trouble Nikhil was very excited about going to the family dinner. He was waiting for his father to return from the office. Eight o’clock became nine o’clock, but his father didn’t return home. Nikhil asked his mother, “Why is Dad so late? Do you think he left the office late again?” Just then, his father walked in. “I am sorry I couldn’t return on time, Nikhil. There was so much traffic on the way. I was stuck in a traffic jam for a long time,” said Nikhil’s father. “Oh, no. You must have left after 6 p.m. Whenever you do that, you always get stuck in traffic,” Nikhil said. “No, no. I left on time. I arrived late because the traffic light at the crossroads was not working. There was traffic coming from all four sides,” said Nikhil’s father, exasperated. “Oh, that is surprising. How do we manage traffic without traffic lights?” “Yes, there was complete chaos. No one was willing to wait. Everyone was trying to go first. For this reason, there were also many arguments among the drivers.” “Oh, what happened next?” asked Nikhil. “The traffic police eventually arrived and instructed the drivers to move using hand signals. 76

Soon, all the roads were cleared,” said Nikhil’s father. “I have noticed traffic lights on my way to school. I know why they are needed, but now I realise that the traffic police also play a crucial role in traffic management,” said Nikhil.

Talking Book

“Yes, that is so true. We must all follow and respect traffic rules. All right, now let’s go for dinner, or we will be even more late,” said Nikhil’s father.

chaos (kay.os): a state of confusion crossroads (kros.rowdz): a place where two roads meet and cross each other crucial (kroo.shl): very important or necessary eventually (uh.ven.chuh.lee): in the end, especially after a long time exasperated (uhg.zaa.spuh.ray.tuhd): very annoyed

Chapter 10 • Explaining What and Why

E-Speak 1 Practise at Home Project 10A

I Am Sick Ashima is feeling sick. She describes her feeling. Listen to her and record it.

Project 10B

Why I Got Sick Ashima shares the reason for her sickness. Listen to her and record it.

Project 10C

Missing the School Picnic Ashima shares how her sickness has impacted her plans. Listen and record it.

Speak on the Spot Boost Your Speaking Any Other Reasons? Preeti feels very tired in school today. She keeps yawning a lot. State any TWO reasons for this and share them in the class. One has been done for you.

Hello friends! Preeti looks very tired. I think she might be feeling tired because she celebrated her birthday yesterday. It could also be because she went to bed late last night. Thank you!

Look at the pictures for hints. You can give other logical reasons too. Speak in complete sentences.

Chapter 10 • Explaining What and Why

E-Speak 2 Practise at Home

Project 10D

What’s Your View? Recess or lunch break is when everyone eats and enjoys together. Tell us, in 4-5 lines, what you think will happen if schools did not have recess.

Gaming Zone Can You Predict?

It’s Fun Time

Predict what can happen next in the following series of pictures. Fill in the blanks. One has been done for you. 1 A

The plant was planted.

The plant was watered regularly.

The sun is shining brightly.

Tarun is feeling hot.

Add detergent to water.

Wash the dirty clothes.

4 PM

It is 11 p.m.

Kanu is feeling sleepy.

The plant will grow.

Plan and Speak The Final Show Think It Through! Choose a situation and write what can happen if it was true. Practise saying it and share your thoughts in the class.

Choose any one situation.

If English is not taught in schools

If Mathematics is not taught in schools

Write: Now, write what can happen.

Hello friends! If

, then

(situation you choose)

(any three effects of the situation)

In my opinion,

(give a concluding statement)

Thank you! confusing

life will be challenging

speaking skills

needed in everyday life

impact work opportunities

need to know for travel

understand films and stories

Chapter 10 • Explaining What and Why

calculate total

3 4

Practise: Say these lines aloud a few times in front of an elder or a friend.

Present: Finally, share your thoughts with everyone in the class.

Speak in complete sentences. You can add your own answers. Speak loudly with expressions.

Notes Corner

Chapter 11

Hear Me Present Making a short presentation

Plastic: A Danger to Marine Life

Srishti is a sixth-grader at Rainbow Public School. She gets to be a part of an exciting adventure every week during the ‘Explorers’ period. In this period, all the students become fearless explorers, pick any topic they like, research it, and then share their newfound wisdom in a speech or presentation. Ms Jaya, their Explorers teacher, announced, “Students, you have to present your research as a speech in the next class.” Srishti immediately remembered a headline she saw a few days ago: “More Plastic in the Ocean than Fish by 2050.” The headline had stayed with her. On the day of her presentation, she first showed her classmates a chart of the amount of plastic in the oceans. Then, she began her speech on the topic, Impact of Plastic Waste on Aquatic Life. Have you ever wondered what would happen if, someday, plastics outnumbered fish in our oceans? Sadly, this will soon become our ugly reality. Good afternoon, everyone. I am Srishti Raghav, and I am here to talk about this serious problem. Many studies show that if we continue to produce and use plastic at the current rate, then, by 2050, there will be more plastic in our oceans than fish. We all know that plastic takes hundreds of years to decompose. This can be dangerous for every form of life. For marine animals, the situation is even more serious. Nearly 80% of the total waste

that is found in the oceans is plastic. The main sources of plastic waste found in the oceans are sewer overflows, littering on the beaches, and factories and construction sites disposing of their waste in the seas. It has been reported that marine animals like turtles, seabirds, whales, and fish choke on plastic waste. Thousands of ocean creatures have lost their precious lives because of the pollution we are causing.

Talking Book

After looking at these alarming facts, the question that arises is, ‘What can be done to stop this?’ Although efforts are being made at the global level to limit the use of plastic, there is a need to realise the seriousness of the issue at the individual level as well. All members of the community need to come together to reduce the use of plastic and contribute to the cause. It is time that we begin to reduce, reuse and recycle our plastic waste. When Srishti finished her speech, the classroom erupted in applause. Her powerful words had made a mark in everyone’s hearts. And this was just the beginning, Srishti’s first step in her battle against marine pollution.

decompose (dee.kuhm.powz): destroy or decay gradually by natural processes erupted (eh.ruhp.tid): burst out suddenly explorers (uhk.splaw.ruhz): people who want to know about unknown things individual (in.duh.vi.joo.uhl): a single person outnumbered (owt.nuhm.buhd): to be greater in number than somebody/something

Chapter 11 • Hear Me Present

E-Speak 1 Practise at Home Project 11A

Deforestation Taran tells his friends about the impact of deforestation on climate change. Listen and record it.

Project 11B

Pollution Taran talks about how pollution leads to climate change. Listen and record it.

Project 11C

Improper Waste Management Taran tells his friends how improper waste management impacts climate change. Listen and record it.

Speak on the Spot Boost Your Speaking Effects of Climate Change Give a short presentation in the class on ‘Extreme Weather Conditions: An Effect of Climate Change.’

Good morning, everyone! I am … (name) Today, I am going to present my views on the topic … Extreme weather conditions are a result of … climate change

deforestation

urbanisation

greenhouse emissions

pollution

poor waste management

hurricanes and cyclones

dangerous heatwaves

It can lead to … heavy rainfall and floods droughts wildfires

a rise in sea levels due to melting of ice a shift in weather patterns

the loss of plants and animals

We can help reduce the effects of extreme weather by … turning off appliances when not in use planting more trees

using public transportation

participating in activities to protect the environment

conserving natural resources and using them wisely

following ‘Reduce, Reuse, Recycle’

Speak clearly and confidently. You can add your own answers. Look at your teacher and friends while you give the presentation.

Chapter 11 • Hear Me Present

E-Speak 2 Project 11D

Practise at Home

Aditya-L1 Rohan gives a small presentation on ISRO’s space mission—Aditya-L1. Listen to his presentation and ask any TWO questions about it.

Gaming Zone Words Within a Word

It’s Fun Time

Make SIX words of four or more letters from the word PRESENTATION.

Plan and Speak The Final Show Chandrayaan-3 You have to give a small presentation on India’s lunar mission, Chandrayaan-3, in the class. Make your notes and practise saying it. Finally, present about it in the class.

Write: Complete the presentation.

Good morning, everyone! Today, I am going to tell you about the historic space mission of India, Chandrayaan-3. It was launched on

(date of launch)

India landed on the moon on

(date)

India became the first country to land on the

(place of launch)

. (which part of the moon)

It is a huge achievement for

(share 2-3 lines, on this mission)

Chapter 11 • Hear Me Present

2 3 4

Practise: Practise saying your lines in front of your family members, at home.

Present: Give a short and engaging presentation on the topic in the class.

Respond to the questions of your classmates after your presentation.

You Can Ask: What is the name of Chandrayaan-3’s lander? Why was Chandrayaan-3 important? When did Chandrayaan-3 reach the moon? Be confident while speaking. Make eye contact with your audience. Respond politely to the questions posed by the audience. You may ask your question to the presenter based on their presentation.

Notes Corner

Chapter Chapter 12 3

Can You Convince? Speaking persuasively

The Latest in Smartphones

Who would not love to have a brand-new smartphone equipped with built-in apps, such as a calendar, maps, clock, and weather? Today we can hardly imagine a time when we did not have smartphones. How did we cope before we could call our parents from school or anywhere else? What did we do to keep in touch with our friends? We come across several advertisements for smartphones, and every year they seem to come out with more capacity, more games, and more choices of apps. Although there are many types of smartphones available in the shops and online, they all have the same basic features. Most of them have: Internet connectivity and email capability. The ability to run apps. A camera that can take photographs and record videos. Plenty of storage space for photos, videos and music. A long battery life. Now that you have learnt about the basics of a smartphone, let’s look at some of its advantages. The millions of apps available on your smartphone can make your life much easier and help you manage your time better. For example, you can set alerts and reminders on your smartphone calendar to keep track of all your upcoming classes, projects, tests, 92

and other events. You can also access information on the internet to help you with assignments or tasks and stay upto-date on the latest news from around the world. Further, if you have missed school, you can easily call your teacher or a friend to find out what homework you need to do. In addition, a smartphone is also great for providing security and peace of mind (even for your parents). You can use your smartphone to call your parents if the sports practice has been cancelled or if you are in any kind of trouble. Moreover, you need never get lost, as the GPS and directions will help you get home safely.

Talking Book

A smartphone also has disadvantages. You can spend hours playing games or following people on social media instead of taking part in physical activities. You may even become addicted and start feeling left out if you do not see what people are posting on social media all the time. It is dangerous to share personal details about yourself and your movements during the day. You may also become a victim of cyberbullying when people post negative things about you on social media. If this happens, tell your parents or your teacher about it immediately! In a nutshell, what you can do with your smartphone has almost no limit. Your device, however, can only be as smart as you allow it to be. So, use your smartphone wisely, keep track of your screen time, and avoid mindless scrolling.

apps (aps): short for applications, which are programs you can download on your smartphone for additional functions capacity (kuh.pa.suh.tee): the ability to do something features (fee.chuhz): some important or interesting qualities to perform a task nutshell (nuht.shel): to explain something clearly using few words smartphone (smaat.fown): a mobile phone that you can use to call, take pictures and record videos and access the internet

Chapter 12 • Can You Convince?

E-Speak 1 Practise at Home Project 12A

Using a Calculator Sakshi shares her opinion on using a calculator at school. Listen to her and record it.

Project 12B

Avoid Using Calculators Sakshi tells us why we should not use a calculator. Listen and record it.

Project 12C

Say No to Calculators Sakshi gives another reason for not using a calculator. Listen and record it.

Speak on the Spot Boost Your Speaking To Have or Not to Have? Do you think children should have access to laptops from an early age? Share your thoughts in the class and give two reasons to support your opinion.

Advantages

Disadvantages

Educational purpose

Can strain your eyes

Preparation for future

Technology addiction

Keep track of assignments and deadlines

Expensive product

Online education during emergencies

Risk to child’s safety online

Interactive learning through quizzes and

Distraction through non-educational

Connect with friends in home environment

Lazy/Lack of physical activity

games

content

Hello friends! Today I will talk about having an access to laptops from an early age. In my opinion, … This is because … I also think that … So, we should …

Use facial expressions and hand gestures while presenting your thoughts. Speak in complete sentences.

Chapter 12 • Can You Convince?

E-Speak 2 Practise at Home

Project 12D

I Prefer… People have become more aware and prefer using environment friendly products. You have to share whether you like to use cloth bags or paper bags. Tell us your preference in 4-5 lines. Give reasons to support your choice.

Gaming Zone It’s Fun Time Gadget Gurus Read the sentences and tick () the opinion that you feel is the most appropriate. Watching television can help us learn about new things. Strongly disagree

Disagree

Agree

Strongly agree

Playing games on smartphones can make us an addict. Strongly disagree

Disagree

Agree

Strongly agree

Watching shows on the computer is better than reading books. Strongly disagree

Disagree

Agree

Strongly agree

Plan and Speak The Final Show Which Bag Should I Use? You have to make a choice between cloth bags and paper bags. Think and write the advantages of your choice and the disadvantages of the other product. Then, present your thoughts in the class.

Cloth Bags

Paper Bags

Write: Complete the sentences.

Hello everyone! In my opinion,

are great because

(give any two advantages of the chosen product)

On the other hand,

are not as good because (give any one disadvantage of the other product)

Therefore, I prefer to use

Chapter 12 • Can You Convince?

over

. .

Practise: Practise saying your lines in front of an elder, at home.

Present: Share your opinion with the class.

Be confident and loud while speaking. You can bring the type of bag that you have chosen to show in the class. Speak in complete sentences.

Notes Corner

About the Book This Conversations book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focuses on building specific English language competencies and weaves together activities that are research-based, age-appropriate, contextual, experiential and joyful. The activities adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR), which has been endorsed by the NEP, 2020 and the NCF, 2023. Through the series, learners receive dedicated time and space within the classroom to express themselves in English which helps them in becoming confident speakers of the language.

Special Features • Activity-based Learning: The book offers joyful experiential activities that build English communication competencies. • Texts per the NEP 2020 Themes: The book has exciting and stimulating texts that pave the way for English communication activities. • Tech Integration: The book works in sync with the digital world, where various other activities and projects are undertaken. Learner outputs are evaluated through an AI-based speech recognition engine. • Teachers’ Manual: The book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia and the Middle East.

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