IGNITE
Unlocking Language Skills
English Teacher Manual
Ignite
English Teacher Manual
Acknowledgements
Academic Authors: Anuj Gupta, Melanie Grobler
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh, Tauheed Danish, Amisha Gupta
Project Lead: Chandani Goyal
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First impression 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Ignite English Teacher Manual 1
ISBN: 978-81-983195-2-4
Published by Uolo EdTech Private Limited
Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Foreword
Teaching English to young learners is both a privilege and a responsibility as it lays the foundation for literacy, critical thinking, and confidence in young learners. The Ignite Teacher Manual has been developed to support educators in delivering effective and meaningful English lessons for Grades 1 to 5. This manual provides lesson plans that are accurately designed to align with the learning objectives of the English coursebooks. These plans are designed to provide invaluable help to educators to encourage active participation from learners and promotes scaffolded learning to help learners gradually build their LSRW skills.
The lesson plans have also been structured in such a way that it allows the teacher to align their pedagogy to the principles of the National Education Policy (NEP) 2020 and the latest National Curriculum Framework (NCF), ensuring that English language instruction is engaging, competencybased, and rooted in real-world application.
The NEP 2020 emphasises multidisciplinary learning, foundational literacy, and interactive pedagogy, all of which are reflected in the lesson plans provided in this manual. Furthermore, the NCF’s focus on joyful learning, conceptual understanding, and skill development is incorporated through carefully structured activities that foster critical thinking, communication, and creativity. By integrating activity-based learning, differentiated instruction and formative assessment strategies, this manual empowers teachers to deliver lessons that cater to diverse learning needs while maintaining academic rigour and linguistic proficiency.
Teachers will find useful guidance on classroom activities, discussion prompts, and strategies to foster engagement. The plans are flexible, allowing teachers to adapt them based on the needs of their learners. In addition, answer keys are provided to support accurate assessment and to ensure that both teachers and learners can measure progress effectively.
We recognise that classrooms are diverse, and no single approach works for every learner. This manual is not just a set of instructions but a resource meant to inspire. Teachers are encouraged to bring their creativity into lessons, modify activities to suit their classroom dynamics, and use the manual as a springboard for fostering a love for the English language.
We hope that the Ignite Teacher Manual serves as a valuable companion in your teaching journey, equipping you with the tools and confidence to make every lesson enriching. Thank you for your dedication to shaping young minds and nurturing a lifelong love for language and learning.
Theme 1: Self and Family
1 The Picnic
Learning Objectives
Students will be able to:
read and understand a story on the importance of family.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise CVC words with the /a/ sound.
correctly use vocabulary from the text.
learn common and special naming words.
listen to a text and colour pictures according to that.
talk about their family.
complete a simple paragraph.
Period 1: Reading
Get Set
CB page 1
Introduce the theme to the learners and ask them general questions, such as: Who is there in your family? Do you love your family?
Draw their attention to the title of the story. Ask: Do you like going on a picnic? What do you do when you go on a picnic with your family?
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 1–4
Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
CB pages 3–4
Once the reading is complete, ask a few general questions to recap the story, such as: Who is going for a picnic? How many family members does Rishika have?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Ask them to mark the correct answer in the CB.
Then, ask them to attempt Q3 on their own. Read out the answer once the learners finish the exercise. Let the learners check their own answers.
Homework
CB page 1
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Ask them to stick their family picture on page 1 to complete the Get Set activity. They may draw and paste a picture of their family if they do not have a photo.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who is going on a picnic? With whom is Rishika going on a picnic? to recap the story.
Let’s Read
CB pages 2–4
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them on pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as:
⸰ Do you think Rishika enjoyed the picnic? Why?
⸰ Do you think having fun together as a family is important? Why? to gauge the learners’ depth of understanding.
Read and Respond
Discuss Q2 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 5
CB page 6
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who is the main character in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 6–7
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to show the class the drawing they made. Appreciate them for their effort.
Homework
WB pages 1–2
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘The Picnic’? What is the story ‘The Picnic about? to recap the story.
Pronounce Well
Write a few /a/ sound CVC words, like ‘bat’, ‘cat’, ‘rat’, ‘hat’ on the board.
CB page 7
Draw the learners' attention to the words. Then, read out the words once. Say: In these words, the letter ‘a’ will be pronounced as /a/ in apple. Then, break down each word and read them out to the class: b-a-t, bat.
Ask learners to open page 7 and read the words aloud. Ask them to repeat after you. Read each word multiple times.
Ask them to do the gap-filling exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB page 8
Ask learners to attempt Q1. Pointing at the word ‘duck’, tell them that one has already been solved for them. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
After that, ask learners to attempt Q2. Tell them that each question has two answers. They must tick the correct answers.
Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB page 3
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Naming Words
CB page 9
Tell the learners: Today we will learn about naming words. You may write ‘Naming Words’ on the board. Then, point at objects that they would know the name of by common knowledge and ask what those objects are called. For example:
⸰ (pointing at the ceiling fan) What is the name of that? Fan!
⸰ (pointing at a water bottle) What is the name of this? Bottle!
Then, say: Everything around us has a name. I have a name. Even you have a name. Words that name things are called naming words.
Help them open to page 9 in the CB. Explain the definition and go through the examples. Name other everyday objects that the learners would relate to and use mixed/home language for clarity. For example, you may relate the word ‘bird’ to the vernacular for ‘bird’.
Ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
You may play a game of naming words. Divide the class into groups and name an object in its vernacular and the learners guess its English name and vice-versa.
Encourage them to make a list of words for the objects around them at home. For example, fridge, table, stool, pillow, etc. They can keep this as their own list of naming words.
They may also list words that they do not know the English name for which they can ask you in their next class.
Homework
WB page 4
Ask the learners to attempt Q1 in their WB page 4. They need to submit their WBs to you for checking on the next day.
Recap
Ask learners what naming words are. You may point to things in the classroom and ask learners to name them.
Go Grammar: Common and Special Naming Words
CB pages 10–11
Begin the class by saying: Naming words can be of two types: common and special. I am a man/woman. The word ‘man’/’woman’ can be anyone who is a man/woman. However, I am also Rohan sir (or your own name), which is my special name.
Ask each learner to stand and say his or her common and special names. Help them whenever necessary. Ask the learners to go to page 10. Read the definition and the examples to them. Then, ask them to attempt Q2 and Q3.
Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
You may end the class by playing a game of Name Place Animal Thing.
⸰ Have learners write these words as headings on a blank page. Give them any random letter and ask them to write the naming word for each category.
⸰ For example, if you say D, then the learners should write a person’s name, a place’s name, an animal and a thing starting with D, such as Dilip, Delhi, Dog and Desk.
⸰ Give them 4 points if all four categories have been named correctly for each letter. Learners with the highest score may be appreciated with an applause.
Homework
WB pages 4–5
Ask the learners to attempt the exercises the types of naming words given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 11
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to colour the pictures while listening to the text the second time.
Appreciate the learners for their effort.
Speak Well
Begin this section by telling learners that they will learn how to talk about their family in a few lines.
CB page 12
Give your own example: Hi! I am Rohan sir. I have four people in my family. My father’s name is Raman Iyer. My mother’s name is Neetha Iyer. My brother’s name is Vijay Iyer. Thank you!
Then, ask them to turn to page 12. Read the example to them. Read and explain the Tips to them.
Give each learner a few minutes to practise. They may write these lines as well. Ask them to come to the front and tell the class about their family.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to Speak Well projects to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
WB page 6
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well CB page 12
Ask learners to open to page 12 in their CB. Tell them that they must fill in the blanks in the given paragraph, using the words from the Hint Box and referring to the image beside each blank for clues. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB page 7
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
2 Rani’s First Day at School
Learning Objectives
Students will be able to:
read and understand a story on the first day of school.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise CVC words with the /e/ sound.
correctly use vocabulary from the text, and the concept of singular–plural.
learn doing words.
listen to a text and perform an action.
name a few things from a picture.
complete a conversation.
Period 1: Reading
Get Set
CB page 13
Introduce the theme to the learners and ask them general questions, such as: What is your school name? Who drops you to school? How do you come to school?
Draw their attention to the title of the story and the name of the author. Ask: Whose first day is it at school? How do you think Rani feels/would feel on her first day at school? to facilitate a short discussion that broaches the central emotion of the story.
Ask the learners to do the Get Set exercise. Ask a few of them to share their answers with the class.
Let’s Read
CB pages 13–16
Read the story brief, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Read and Respond
CB page 17
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Did you feel the same way on your first day at school?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Ask them to mark the correct answer in the CB.
Then, ask them to attempt Q2 on their own. Read out the answer once the learners finish the exercise. Let the learners check their own answers.
Homework
CB page 17
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Ask them to attempt Read and Respond Q3. Advise them to go through the tips given in the Tips box before attempting to write the answer.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? Whose first day of school is it? to recap the story.
Let’s Read
CB pages 14–16
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: Did the story have a happy ending? When the school is over, who will Rani see waiting for her? to gauge the learners’ depth of understanding.
Read and Respond
CB page 17
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 18
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who is the main character in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB page 18
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: We read a story about Rani. It was first day of school. First, she was sad and afraid. She did not want her mother to go away. Then her teacher came and welcomed her with a smile. Her mother also said that she would be waiting there for her. This makes Rani run inside happily.
Ask learners to go to page 19 in the CB. Then, ask them to notice the pictures in Q1. Tell them: These pictures are from the story and they need to be arranged correctly. One is already done for you. Guide them to correctly sequence the pictures.
After this, ask the learners: Do you think Rani will be happy or sad to see her mother waiting for her? Why? Listen to their answer. Then, ask them to attempt Q2.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to show the class the drawing they made. Appreciate them for their effort.
Homework
WB pages 8–10
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: Do you remember the story about Rani—what was it about? Who wrote it? to recap the story.
Pronounce Well
CB page 19
Write a few /e/ sound CVC words, like ‘leg’, ‘bed’, and ‘get’ on the board. Draw the learners’ attention the words. Then, read out the words once. Say: In these words, the letter ‘e’ will be pronounced as /e/ in egg. Then, break down each word and read them out to the class: b-e-d, bed. Ask learners to open page 19 and read the words aloud. Ask them to repeat after you. Read each word multiple times.
Explain the exercise and them to attempt it. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB pages 19–20
Ask learners to attempt Q1. Tell them that the correct answer to each question is one of the keywords they have studied in the chapter. Ask them to refer to the story section. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Vocabulary: One or Many
CB page 20
Use everyday classroom objects like chalks or books to explain the concept of One and Many. Show learner one book and say: This is one book. Then, show them two books and say: These are more than one. Therefore, we will say that these are two books. Stress on the /s/ sound at the end.
Give more examples, such as chalk – chalks, boy – boys, etc. Ensure that you avoid using words that have the ‘es’ spelling in the plural form.
Ask learners to open page 20. Read the definition and the examples given. Then, ask them to attempt Q2. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB pages 10–11
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Doing Words
CB page 21
Tell the learners: Today we will learn about doing words. You may write ‘Doing Words’ on the board. Then, stand in front of them and ask: What am I doing? Wait for a few learners to guess, and then say: I am standing. All of you are sitting.
Then, say: We are always doing something. We are sleeping, eating, even breathing. Words that tell us what we do are called doing words.
Ask them to open to page 21. Explain the definition and go through the examples. Then, ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Then, explain the rule for adding ‘s’ in doing words. You may give more examples and encourage learners to guess what the doing word would be if the action is performed by either one or many people or things.
Lastly, ask them to attempt Q2 and Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 12–13
Ask the learners to attempt Q1, Q2 and Q3 in their WB. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB pages 22–23
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to tick the box while listening to the text the second time.
Let them review their own work while you call out the answers. They may mark the corrections, if any, in pencil.
Speak Well
CB page 23
Explain the exercise to the learners. Give them a few minutes to practise. Ask them to come to the front and tell the class three things that they have spotted in the picture. Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
WB pages 14–15
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
WB page 14
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
CB page 24
Explain the activity to the learners. Tell them that they must complete the conversation given on the page. Show them that one line is already done for them. Then, let them attempt the exercise. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB page 15
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 2: School
3 We Come to School Five Days a Week
Learning Objectives
Students will be able to:
read and appreciate a poem on school.
practise their reading and comprehension skills for a poem.
correctly use vocabulary from the text and doing words.
identify rhyming words.
Period 1: Reading
Get Set
CB page 25
Begin the class by asking learners what they like to do at school. Let each learner get an opportunity to express themselves. Help them answer in complete sentences.
Draw their attention to the title of the poem. Ask and answer: For how many days do we come to school? Five! Ask again and encourage learners to answer with you.
Let’s Read
CB pages 25–26
Read the brief of the poem, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the poem aloud to the class, twice, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.
Homework
CB page 27
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced.
Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB page 26
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand.
You may even ask learners to read a stanza each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: How did you like the poem? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB page 27
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Discuss Q3 of Read and Respond. Help learners to refer to the correct stanza/s in the poem to answer these questions.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework
CB page 27
Ask the learners to write the answers to Read and Respond Q3 in their notebooks. They need to submit their notebooks to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Vocabulary
CB page 28
Tell the learners that they will do a gap-filling exercise. Ask learners to go to Q1. The learners may refer to the keywords section in the poem to know the meaning of the words in the Hint Box.
Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil. Then, explain Q2 to the learners. Say: Look at the pictures, choose the correct doing word, and then write it in the blank.
Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
Ask the learners to open page 26 and look at the last word in each line.
CB pages 26, 29
Draw their attention to the fact that the last word in sentences 2 and 4 rhyme with each other. Tell them that this pattern is followed in each stanza in the entire poem.
Then, ask learners to go to page 29 to the Poetry Appreciation section. Explain the exercise and let them attempt it. Instruct the rest of them to mark their own work and write the corrections, if any, in pencil.
Follow the same exercise for Q2.
Homework
You may ask learners to write 2 pairs of rhyming words and share that in the next class.
4 Who Is Our Friend?
Learning Objectives
Students will be able to:
read and understand a story on the importance of friendship.
practise their reading and comprehension skills with an in-depth reading.
pronounce and practise CVC words with the /i/ sound.
correctly use words to express feelings.
use has and have, as well as describing words, correctly.
listen to a text and draw pictures according to that.
talk about their best friend.
complete a rebus story.
Period 1: Reading
Get Set
CB page 30
Introduce the theme to the learners and ask them general questions, such as: Name your best friend? Why is he or she your best friend? What do you like about him or her?
Tell the learners to write the name of the story and its author in their notebooks. Then, ask them to do the Get Set exercise. Help them trace the lines, if required.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 30–33
Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help the learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
CB page 34
Once the reading is complete, ask a few general questions to recap the story, such as: Name the five best friends. / How does Zubu the zebra look like? Who helped Giffy to scratch his neck?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Ask them to mark the correct answer in the CB.
Then, ask them to attempt Q2. Tell them the answer once they finish the exercise. Let them check their own work.
Homework
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who were the five best friends? Who helps all the other friends? to recap the story.
Let’s Read
CB pages 31–33
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 35
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 35
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer questions.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who are the characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 35–36
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt the two questions. Ask a few learners to share their answers.
Help them to speak and write in complete sentences, I required. Appreciate them for their effort.
Homework
WB pages 16–17
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘Who Is Our Friend’? What is the story about? to recap the story.
Pronounce Well
Write a few /i/ sound CVC words, like ‘bit’, ‘fit’, ‘kid’, and ‘dim’ on the board.
CB pages 36–37
Draw the learners’ attention to the words. Then, read out the words once. Say: In these words, the letter ‘i’ will be pronounced as /i/ in ink. Then, break down each word and read them out to the class: b-i-t, bit. Then, read the words aloud in Pronounce Well Q1. Ask them to repeat the words after you. Read each word multiple times.
Ask them to attempt Q2. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
Draw the learners’ attention to the emoticons on page 37.
CB page 37
Explain to them that they each of them stand for a feeling. For example, the smiling face stands for happy. Go through all 5 emoticons. Ensure that learners have understood the concept by asking them to share when they may feel any of those emotions.
After that, ask learners to attempt the exercise. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB pages 18–19
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5:
Grammar
Go Grammar: Has and Have
CB page 38
Tell the learners: Today we will learn about using ‘has’ and ‘have’ correctly. You may write ‘has’ and ‘have’ on the board.
Then, explain the definition and go through the examples. Ask a few learners to try and make a sentence with ‘has’ and ‘have’. Help them form complete sentences and appreciate them for their effort. Ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB page 19
Ask the learners to attempt the exercise on ‘has’ and ‘have’ in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6:
Grammar
Recap
You may begin the class by revising the words on feelings. Draw the emoticons on the board and ask learners to first emotion and then say one sentence on when they feel that emotion.
Give your example: I am Neeta. The smiley face means happy. I am happy when I have a cake. Help them form complete sentences, if required. Appreciate them for their effort.
Go Grammar: Describing Words
CB pages 39–40
Write the word ‘grass’ on the board. Then, say: We know that ‘grass’ is a naming word. Then, ask: What is the colour of grass? Green! So, ‘green’ tells us about grass. It describes how the grass looks.
Then, read the definition and examples of Describing Words given on page 39. Ensure comprehension by asking learners to describe objects in the class. Then, ask them to attempt Q2 and Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 20–21
Ask the learners to attempt the exercises the types of naming words given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 41
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text. Play the audio or read the text again. Ask the learners to draw while listening to the text the second time. Appreciate the learners for their effort.
Speak Well
CB page 41
Begin this section by telling learners that they will learn how to say a few lines to describe their best friends. Read the example to them. Explain the Tips to them.
Give each learner a few minutes to practise. They may write their lines, if they wish.
Then, ask them to come to the front and tell the class about their family.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
CB page 41, WB pages 22–23
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well
Show the picture and ask learners to name one thing that they see in the picture. Then, ask them what the various animals are doing in the picture. Ask them to attempt the exercise and help them form complete sentences.
Homework
CB page 42
WB page 22
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
5 Fun Time with Friends!
Learning Objectives
Students will be able to:
read and appreciate a poem on friendship.
practise their reading and comprehension skills for a poem.
use has, have and describing words.
identify rhyming words.
Period 1: Reading
Get Set
CB page 43
Begin the class by asking learners how they feel on weekends when they don’t meet their school friends. Let each learner get an opportunity to express themselves. Help them answer in complete sentences. Draw their attention to the title of the poem. Ask: Do you have fun time with your friends? What do you do together to have fun?
Let’s Read
Read the brief of the poem, at the bottom of the page, with proper pauses and expression.
CB pages 43–45
Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.
Homework
Period 2: Reading Theme
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced.
CB page 46
Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB pages 44–45
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand.
You may even ask learners to read a stanza each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: How did you like the poem? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB pages 46–47
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Discuss Q3 of Read and Respond. Help learners to refer to the correct stanza/s in the poem to answer these questions.
Explain the Big Idea activity. Ask them to use the tip. Then, ask them to attempt the activity on their own. Once they finish it, ask a few of them to share their answers with the class.
Homework
CB page 46
Ask the learners to write the answers to Read and Respond Q3 in their notebooks. They need to submit their notebooks to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Vocabulary
CB pages 47–48
Tell the learners that they will do a gap-filling exercise. Ask learners to attempt Q1. Call out the answers and let them mark their own work in pencil.
Then, explain Q2 to the learners. Say: You need to match the describing words on the upper line to their opposites in the lower line.
You may associate the pictures with the words for better comprehension of the learners. Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
CB page 48
Explain the exercise and let them attempt it. Instruct the rest of them to mark their own work and write the corrections, if any, in pencil.
Homework
You may ask learners to write 2 pairs of rhyming words and share that in the next class.
Theme 4: Neighbourhood
6 Laundry Day
Learning Objectives
Students will be able to:
read and understand a story on the people in one’s neighbourhood.
practise their reading and comprehension skills with an in-depth reading.
pronounce and practise CVC words with the /o/ sound.
correctly use words for professions.
use words in place of naming words.
use words that help doing words.
listen to a text and search for objects in a picture.
talk about what one does every day.
complete a story by writing a new ending.
Period 1: Reading
Get Set
CB page 50
Introduce the theme to the learners and ask them general questions, such as: Where do you live? Say any two things about your neighbourhood.
Tell the learners to write the name of the story and its author in their notebooks. Then, ask them to do the Get Set exercise. Talk to them to help them correctly identify which of the things shown are around the place where they live.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 50–53
Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help the learners to focus on the correct place in the story.
Read and Respond
CB page 54
Once the reading is complete, ask a few general questions to recap the story, such as: What is the brother and the sister’s name? Where are they going? Who did they meet first? Who did they meet last? to recap the story. Then, do Read and Respond Q1 in class. Help them circle the correct answer. Then, ask them to attempt Q2. Tell them the answer once they finish the exercise. Let them check their own work.
Homework
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who do Mary and Ray meet in their neighbourhood? to recap the story.
Let’s Read
CB pages 51–53
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions such as: What is this story about? Do you have people who help you in your neighbourhood? to gauge the learners’ depth of understanding.
Read and Respond
CB page 54
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 55
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer questions.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who are the characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 55–56
Discuss the Think and Answer questions with the class. Help them match the people to what they do correctly for the first exercise. For the second exercise, let them draw freely. Appreciate them for their effort.
Explain the Big Idea activity. Then, ask them to attempt the two questions. Ask a few learners to share their answers.
Help them to speak and write in complete sentences, if required. Appreciate them for their effort.
Homework
WB pages 24–26
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘Laundry Day’? What is the story about? to recap the story.
Pronounce Well
Write a few /o/ sound CVC words, like ‘cot’, ‘hot’, ‘lot’, and ‘pot’ on the board.
CB page 56
Draw the learners’ attention to the words. Then, read out the words once. Say: In these words, the letter ‘o’ will be pronounced as /o/ in orange. Then, break down each word and read them out to the class: c-o-t, cot. Then, read the words aloud in Pronounce Well. Ask them to repeat the words after you. Read each word multiple times.
Ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB page 57
Tell learners that for Q1, they need to circle the correct spelling for the name of the picture. Show them how it is done through the solved example given.
After that, ask learners to attempt the exercise. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Tell learners that for Q2, they need to circle the correct name of the person who helps us. Show them how it is done through the solved example given.
After that, ask learners to attempt the exercise. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
You may convert both the exercises as a class participation activity.
Homework
WB pages 26–27
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Words Used in Place of Naming Words
CB pages 57–58
Tell this story to the learners: Neeta is a good girl. Neeta eats every vegetable. Neeta packs her own bag. Neeta does not run in the corridor. Neeta is polite and kind.
Ask learners how they felt hearing ‘Neeta’ being repeated multiple times. Then, say: We do not repeat the same naming word. We use other words in its place.
Then, go through the table on pages 57–58. Ask a few learners to try and make a sentence with using the words. Help them form complete sentences and appreciate them for their effort.
Ask them to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 27–28
Ask the learners to attempt the exercise in their workbook. They need to submit their WBs to you for checking on the next day.
Period
6: Grammar
Go Grammar: Words that Help Doing Words
CB pages 58–59
Begin the class by writing this sentence on the board, and highlight ‘am’: I am eating lunch. Then, say: Look at the word ‘am’. In this sentence, it is helping the doing word ‘eating’. Then, read the definition and examples given on page 58.
Ensure comprehension by asking learners to identify the helping word in some more sentences. Then, ask them to attempt Q2 and Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB page 29
Ask the learners to attempt the exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 59
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to circle while listening to the text the second time. Call out the answers and let learners check their own work. Appreciate them for their effort.
Speak Well
Begin this section by reading the example given.
Explain the activity and the Tips to them.
Give each learner a few minutes to practise. They may write their lines, if they wish.
Then, ask them to come to the front and tell the class about what they do every day.
CB pages 59–60
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
CB pages 59–60, WB page 30
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 8: Writing
Speak Well:
Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well
Show the picture to the learners and ask them to listen to you while you read out the story.
CB page 60
Then, ask them to think about how the story can end. Give them a few minutes or you may discuss different conclusions as a class activity.
Ask them to attempt the exercise and help them form complete sentences.
Homework
WB page 31
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
7 Birbal and the Magic Donkey
Learning Objectives
Students will be able to:
read and understand a folktale.
practise their reading and comprehension skills with an in-depth reading.
pronounce and practise CVC words with the /u/ sound.
correctly use similar sounding words.
use a, an and the.
listen to a text and choose the correct answer.
talk about their feelings in a situation.
complete a story with a list of words.
Period 1: Reading
Get Set
Introduce the theme to the learners by telling them the story of the boy who cried wolf.
Tell the learners to write the name of the story and its author in their notebooks. Then, ask them to do the Get Set exercise. Ask learners to share the choice they made.
Discuss the question at the end of the exercise. Listen to the learners’ opinions and help the form complete sentences.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 62–65
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help the learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
CB page 66
Once the reading is complete, ask a few general questions to recap the story, such as: Whose necklace was lost? Who found the thief? Whose hands were clean?
Then, ask learners to attempt Read and Respond Q1. Call out the answers and let them mark their corrections, if any, in pencil.
Explain Q3 to learners. Ask them to attempt arranging the story on their own first. Then, call out the answer once they finish the exercise. Let them check their own work.
Homework
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who lost his necklace? Who did Birbal catch as the thief? to recap the story.
Let’s Read
CB pages 63–65
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions such as: What is the story about? Should we lie or steal? Why or why not? Was Birbal a clever minister? to gauge the learners’ depth of understanding.
Read and Respond
CB page 66
Discuss Q2 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB pages 66–67
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer exercise.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who are the characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 66–67
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to complete the sentences on their own and share their answers.
Help them to speak and write in complete sentences, if required. Appreciate them for their effort.
Homework
WB pages 32–34
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘Birbal and the Magic Donkey’? What is the story about? to recap the story.
Pronounce Well
Write a few /u/ sound CVC words, like ‘bug’, ‘bud’, ‘mud’, and ‘hut’ on the board.
CB pages 67–68
Draw the learners’ attention to the words. Then, read out the words once. Say: In these words, the letter ‘u’ will be pronounced as /u/ in umbrella. Then, break down each word and read them out to the class: b-u-g, bug.
Then, read the words aloud in the Pronounce Well section. Ask them to repeat the words after you. Read each word multiple times.
Ask them to attempt the gap-filling exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB page 68
Draw the learners’ attention to the first picture and the words ‘I’ and ‘eye’. Ask them to notice that they sound the same but mean different things.
Ensure that learners have understood the concept by asking them to think and share a few more such words. After that, ask learners to attempt Q1 and Q2. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB pages 34–35
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: A, An and The
CB pages 69–70
Tell the learners: Today we will learn about using ‘a’, ‘an’ and ‘the’ correctly. You may write ‘a’, ‘an’ and ‘the’ on the board.
Then, explain the definition and go through the examples. Ask a few learners to try and use ‘a’ ‘an’ and ‘the’ correctly. Appreciate them for their effort.
Ask them to attempt all three questions. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 35–36
Ask the learners to attempt the exercise on ‘has’ and ‘have’ in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 70
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to tick the correct answer when they listen to the text the second time.
Appreciate the learners for their effort.
Speak Well
Tell learners: Imagine that you received a gift. How will you feel?
Give your example: I am Maneet. I feel very happy when I receive a gift.
CB page 71
Explain the activity and read the example to them. Read out the Tips and ask the learners to refer to it when doing the exercise.
Give each learner a few minutes to practise. They may write their lines, if they wish. Then, ask them to come to the front and tell the class about the three situations they chose and how they would feel in each of them.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework CB page 71,
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well
Draw the learners’ attention to the picture. Discuss what it is showing.
Ask them to fill the gaps in the story with the words from the Hint Box
Ask them to attempt the exercise. Call out the answers and ask them to check their own work. They may mark the corrections, if any, in pencil.
Homework WB page 38
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
8 The Story of Johnny Appleseed
Learning Objectives
Students will be able to:
read and understand a graphic story.
practise their reading and comprehension skills after an in-depth reading of a story.
correctly use animal movement words, words that sound the same, and words that mean the same.
correctly use sentences and questions.
listen to a text to follow instructions and answer questions.
ask questions to their friends.
phrase questions about a picture correctly.
Period 1: Reading
Get Set
Introduce the theme to the learners by telling them they will listen to a story about a boy from USA.
CB page 73
Draw their attention to the name of the story. Ask them to share what they think about the name ‘Johnny Appleseed’.
Then, ask them to do the Get Set exercise.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 73–76
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help the learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
CB pages 76–77
Once the reading is complete, ask a few general questions to recap the story. Then, ask learners to attempt Read and Respond Q1. Call out the answers and let them mark their corrections, if any, in pencil.
Explain Q2 to learners. Ask them to attempt arranging the story on their own first. Then, call out the answer once they finish the exercise. Let them check their own work.
Homework
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who is the story about? to recap the story.
Let’s Read
CB pages 74–76
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions such as: What is the story about? Why did everyone like Johnny? Do you think the name Johnny Appleseed is a fitting name? What other names can you give him? to gauge the learners’ depth of understanding and for a creative discussion in class.
Read and Respond
CB page 77
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB pages 77–78
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer exercise.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 77–78
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to tick the picture according what they do or can do to help. Then, ask them to share which one they have chosen and say one line as to why they choose that option. Help them to speak in complete sentences. Appreciate them for their effort.
Homework
WB pages 39–40
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of ‘The Story of Johnny Appleseed’? What is the story about? to recap the story.
Vocabulary
Explain Q1 to the learners. Draw its parallels with the animals that Johnny meets in the story.
CB pages 79–80
Ask them to attempt it. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Then, write the word ‘bear’ on the board. Say: We know that ‘bear’ means the animal bear. It also means to carry something. You may use the vernacular word for the animal.
Draw their attention to the fact that both words have the same spelling and sound. Then, say: Some words have the same spelling and sound, but different meanings.
Ensure that learners have understood the concept by asking them to think and share a few more such words.
After that, ask learners to attempt Q2 and Q3. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB pages 40–41
Ask the learners to attempt the exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Sentences and Questions
Tell the learners: Today, we will learn more about sentences. We will also learn about questions. Write samples of each on the board:
⸰ Question: What colour is your bottle?
⸰ Statement: My bottle is yellow.
Then, explain the definition and go through the examples of each.
CB pages 81–82
Divide the class into pairs. Tell them that one of them has to ask a question and the other one has to answer it. Appreciate them for their effort.
Then, ask them to attempt all three questions. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 42–43
Ask the learners to attempt the exercises in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 83
Tell learners: Today, you will listen to something that I read out/play. And then you will do the exercise. Go through the points in the Tips box.
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Ask the learners to say and do, as instructed, when they listen to the text the first time.
Play the audio or read the text again. Ask the learners to answer the questions when they listen to the audio the second time.
Appreciate the learners for their effort.
Speak Well
Divide the class into pairs.
Then, explain the activity.
Read out the Tips and ask the learners to refer to it when doing the exercise. Give each learner a few minutes to practise.
Then, ask them to come to the front and ask the questions to their partners.
Homework
CB page 83, WB page 44
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well projects in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised Speak Well projects to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well
Draw the learners’ attention to the picture. Discuss what it is showing. Ask them to rearrange the words and then write them as questions.
CB page 84
Draw their attention to the solved example to show them how the exercise is done. Ask them to attempt the exercise. Call out the answers and ask them to check their own work. They may mark the corrections, if any, in pencil.
Homework WB page 45
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 7: Health and Hygiene
9 The Friendly Needle
Learning Objectives
Students will be able to:
read and understand a realistic story on the theme of health and hygiene.
practise their reading and comprehension skills with an in-depth reading.
pronounce words with the ‘long e’ sound such as deep and sleep.
correctly use compound words.
correctly use position words and this, that, these and those.
listen to a text and fill in the blanks.
talk about their favourite thing.
rearrange words to make sentences.
Period 1: Reading
Get Set
Introduce the theme to the learners. Talk about visiting the doctor.
Ask learners: When do we visit the doctor? When was the last time you went to the doctor? How do you feel when you have to go to the doctor?
Let them share their experience. Help them form complete sentences, if required. Tell the learners to write the name of the story and its author in their notebooks. Then, ask them to do the Get Set exercise.
Let’s Read
CB pages 85–88
Read the story brief, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help the learners to focus on the correct place in the story.
Read and Respond
CB page 86
Once the reading is complete, ask a few general questions to recap the story, such as: Who was it that spoke to Aman? How did Aman feel before Ned the Needle spoke to him? How did he feel after talking to Ned the Needle?
Then, ask learners to attempt Read and Respond Q1. Call out the answers and let them mark their corrections, if any, in pencil. After that, ask them to attempt Q2. Call out the answer once they finish the exercise. Let them check their own work.
Homework
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? What is the name of the boy/the needle? Why is Aman at the doctor’s clinic? to recap the story.
Let’s Read
CB pages 86–88
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond
CB page 90
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 90
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer exercise.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who are the characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 90–91
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to complete the sentences on their own and share their answers.
Help them to speak and write in complete sentences, if required. Appreciate them for their effort.
Homework
WB pages 46–48
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘Birbal and the Magic Donkey’? What is the story about? to recap the story.
Pronounce Well
CB pages 91–92
Write a few words with the long e sound, like ‘deep’, ‘feel’, ‘keep’, and ‘sleep’ on the board. Even though ‘sleep’ has the blend ‘sl’, you may still use it as it is very common.
Draw the learners’ attention to the words. Then, read out the words once. Say: In these words, the double ‘e’ makes a long ‘eeee’ sound. You may refer to the vernacular vowel of the long e to help the learners understand better.
Then, break down each word and read them out to the class: d-ee-p, feel.
Then, read the words aloud in the Pronounce Well section. Ask them to repeat the words after you. Read each word multiple times.
Ask them to attempt the exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary CB page 92
Ask learners to attempt Q1. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Then, explain Q2 and the solved example to the learners for their better comprehension. Then, ask them to attempt it.
Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB page 49
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Position Words
Tell the learners: Today, we will learn about words that tell us where something is.
CB page 93
Then, explain the definition and go through the examples. Ask learners to use the correct position words for different objects in the classroom or around them.
Ask them to attempt Q1 and Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB page 50
Ask the learners to attempt Q1 in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: This, That, These and Those
Begin the class by revising position words first.
CB pages 94–95
Then, tell the learners: Today, we will learn how to use this, that, these and those correctly. Then, explain the definition and go through the examples. Ask learners to use the correct words for different objects placed near or further away from them in the classroom.
Ask them to attempt Q3 and Q4. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 51–52
Ask the learners to attempt Q2 and Q3 in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to bring their favourite thing from home in the next class.
Period 7: Listening & Speaking
Listen Well
CB page 95
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to fill in the blanks when they listen to the text the second time.
Appreciate the learners for their effort.
Speak Well
CB page 96
Explain the activity and read the example to them. Read out the Tips and ask the learners to refer to it when doing the exercise.
Give each learner a few minutes to practise. They may write their lines, if they wish.
Then, ask them to come to the front and tell the class about their favourite thing. Help them speak in complete sentences, if required.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
CB page 96, WB pages 52–53
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well
CB pages 96–97
Explain the exercise to the learners and draw their attention to the solved example. Ask them to attempt the exercise. Call out the answers and ask them to check their own work. They may mark the corrections, if any, in pencil.
Homework
WB page 54
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 7: Health and Hygiene 10 Fun Day
Learning Objectives
Students will be able to:
read and appreciate a poem on health and hygiene.
practise their reading and comprehension skills for a poem with an in-depth reading.
practise using rhyming words and use words for good habits correctly.
use rhyming words to complete a poem.
Period 1: Reading
Get Set
CB page 98
Begin the class by asking learners a few questions on basic hygiene. Ask: Do you wash your hands before and after meals? Do you brush your teeth at least twice a day? Do you carry a clean hanky?
Draw their attention to the title of the poem. Ask: What would be a fun day for you? What do you think the poem can be about?
Let each learner get an opportunity to express themselves. Help them answer in complete sentences.
Let’s Read
CB pages 98–100
Read the brief of the poem, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book. In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.
Homework
CB page 101
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB pages 99–100
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: What is the poem about? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB pages 101–102
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Discuss Q3 of Read and Respond. Help learners tick the correct answer in each question. Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Period 3: Vocabulary
Vocabulary
CB page 103
Tell the learners that they will do a gap-filling exercise. Ask learners to refer to Hint Box and the hints given in brackets beside each question.
Go through the solved example to make learners understand the exercise very well.
Then, let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.
Then, explain Q2 to the learners. Say: Look at the picture of the girl brushing her teeth. Is that a good habit or a bad? It is a good habit. That is why it has been matched to the ‘Good Habits’ box.
Then, ask them to attempt the exercise. Call out the answers and let them mark corrections, if any, in pencil.
Poetry Appreciation
Explain the activity to the learners.
Ask them to complete each line, with the word that rhymes with the last word in the first line.
Ask them to use the words from the Hint Box
CB page 104
Once they complete the exercise, call out the answers and ask them to mark corrections, if any, in pencil.
Homework
You may ask learners to write all the rhyming words from the poem in their notebooks. They need to submit their notebooks to you for checking on the next day.
11 How the Elephant Got Its Trunk
Learning Objectives
Students will be able to:
read and understand an amusing folktale on animals.
practise their reading and comprehension skills with an in-depth reading.
pronounce and practise words with double consonants.
correctly use words for animal sounds, and words that go together.
correctly use doing words in the simple past (using -ed).
listen to a text and complete a chart.
tell a simple story
write a simple description of a picture.
Period 1: Reading
Get Set
CB page 105
Begin the class with picture cards or drawings of animals such as elephants, giraffes, rhinoceroses or any other large animal which have distinct features.
Have a short talk on these animals and their physical features.
Draw their attention to the title of the story. Ask: Have you ever wondered why the elephant’s trunk is shaped like that? Have a short discussion.
Hear what every learner has to say, and help them speak in complete sentences.
Note: You may allow introverted learners to stand or sit at their desk and express themselves.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 105–109
Play the Talking Book or read the story aloud to the class, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
CB page 110
Once the reading is complete, ask a few general questions to recap the story. Then, do the Read and Respond Q1 in class. Let the learners raise their hands to answer. Ask them to mark the corrections, if any, in pencil.
Then, ask them to attempt Q2 on their own. Read out the correct sequence once the learners finish the exercise. Let them check their own answers.
Homework
Ask them to attempt Read and Respond Q3.
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? How were the elephant’s noses a long time ago? How did their noses become longer? to recap the story.
Let’s Read
CB pages 106–109
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand.
You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as to gauge the learners’ depth of understanding.
Read and Respond
CB page 110
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 111
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story? Who are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB page 111
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to share their answers. Appreciate them for their effort.
Homework
WB pages 55–57
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘How the Elephant Got Its Nose’? What is the story about? to recap the story.
Pronounce Well
Ask learners to go to page 112.
CB page 112
Draw their attention to the words. Say: In these words, the middle consonant is written twice. When the consonants are double, we stress the sound of that letter a little more. Then, break down each word and read them out to the class: l-a-d-d-e-r, ladder. Ask them to repeat after you. Read each word multiple times.
Ask them to do the gap-filling exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB pages 112–113
Ask learners to attempt Q1. Pointing at the cat and the trace the line to the word ‘meow’ to show the word for the sound that a cat makes.
You may make this lesson more fun-filled by mimicking the animal sounds. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
You can continue this exercise by asking learners to name more animal sounds. You may play a game where the children name an animal and you make its sound, and write the word for that sound on the board. After that, explain the concept of collocation words as given on page 113. Draw their attention to the solved example.
Ask learners to attempt Q2. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB pages 58–59
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Simple Past Tense
CB pages 113–114
Tell the learners: Today, we will learn about using doing words to talk about something that happened a long time ago.
You may write ‘Doing Words: Simple Past Tense’ on the board. Then, explain the definition and go through the examples. If required, revise what doing words are by reading its definition in the Remember! box.
Ask them to attempt Q1 and Q2. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Homework
WB pages 59–60
Ask the learners to attempt the simple past tense exercises given in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 115
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to fill in the blanks while listening to the text the second time.
Let them review their own work while you call out the answers. They may mark the corrections, if any, in pencil.
Speak Well
CB pages 115–116
Say: Today, you will learn how to tell a story as a team by looking at a picture. Divide the class into pairs. Ask them to look at the picture for a few minutes, thinking of it as a story.
Ask them to prepare by writing the lines of the story in rough page first, and then in their CBs. Finally, ask them to come to the front and tell the class their version of the story. Appreciate them for effort and originality.
Homework
WB pages 61–62
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as in their WB. They may have their friend or family members as an audience. They need to present their practised Speak Well projects to you on the next day. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
Begin the class by asking learners to present the Speak Well projects that they have practised. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
CB page 116
Tell learners that they must write four lines by referring to the picture and using the words in the Hint Box. Draw their attention to the example sentences to give them a better idea of how this exercise is to be done. Ask them to attempt the exercise. Tell them to share their answers. Correct their sentences wherever needed.
Homework
WB page 63
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
12 The Monkey’s Games
Learning Objectives
Students will be able to:
read and appreciate a poem on animals.
practise their reading and comprehension skills for a poem with an in-depth reading.
use words for the places where animals stay.
identify the correct pair of rhyming words and use them to fill in the blanks.
Period 1: Reading
Get Set
Begin the class by asking learners a few questions on the theme. Ask: Do you see animals in your neighbourhood? Have you every visited the zoo? What did you see?
CB page 117
Draw their attention to the title of the poem. Ask: What do you think the poem can be about? Let each learner get an opportunity to express themselves. Help them answer in complete sentences.
Let’s Read
Read the brief of the poem, at the bottom of the page.
CB pages 117–119
Play the Talking Book or read the poem aloud to the class, twice, with proper expression and pauses. Ask the learners to listen attentively and follow the text in the book.
Read the Think and Tell questions to ensure learners are focused on the text. Read the Did You Know? fact to the learners to bolster their IQ.
In the second reading, pause at the glossed keywords to explain their meaning.
Homework
CB page 120
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced. Ask the learners to write one sentence in their notebooks for each keyword. They need to submit their notebooks to you for checking on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB pages 118–119
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand.
You may even ask learners to read a stanza each, guiding them with pronunciation and pace whenever necessary.
After the reading is over, ask questions to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB page 121
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class
Homework
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Vocabulary
CB pages 121–122
Tell the learners that they will do an exercise where they identify the correct animal for the names of the homes give.
Go through the solved example to make learners understand the exercise very well. Then, let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.
Then, explain Q2 to the learners. Say: Look at the Hint box. Read each hint, identify the animal and search for it in the word grid. Circle the name of the animal when you find it.
Then, ask them to attempt the exercise on their own. You may also do this exercise as a class. Call out the answers and let them mark corrections, if any, in pencil.
Poetry Appreciation
Explain the activity to the learners.
CB page 122
Ask them to complete each line with the correct pair of rhyming words that is given in the Hint Box
Ask them to see the solved example first for better comprehension.
Once they complete the exercise, call out the answers and ask them to mark corrections, if any, in pencil.
Homework
You may ask learners to write all the rhyming words from the poem in their notebooks. They need to submit their notebooks to you for checking on the next day.
The Picnic
Read and Respond
1. a. i. Papa
2. Answers may vary.
a. Papa cooks poha
Answer Keys
Coursebook
b. iii. river
b. Raghav, Dadi and Dadi sit next to Rishika.
c. Dada taps his feet. Dadi hums.
3. Dadi – hums a tune
c. iii. brother
Dada – taps his feet
Mumma – drives the car Raghav – plays the drum
Think and Answer
1. Rishika and her family get ready to leave. 1
The family reaches the pretty picnic spot. 2
Rishika and her brother play catch the ball. 3
Rishika and her family get ready to leave. 4
2. a. i. pack the food b. ii. enjoy themselves c. ii. ask for help
Pronounce Well mat van cap bag
Vocabulary
1. Students match the words with the pictures.
2. a. picnic – When we go outdoors to eat
c. excited – To feel very happy
Go Grammar
1. Person: Mary, king Place: park, Agra Animal: tiger, bee Thing: jug, mat
2. Students will circle:
a. girl, fruit
d. ii. evening
b. sunset – When the sun goes down
d. cheer – To shout and show that you are happy
b. teacher, child c. city
3. Ganga – river Mohan – boy India – country Browny – dof Mrs Sharma – woman
Listen Well
d. dog
Students will colour the clothes blue, the ball red, the grapes purple, the sun yellow, and the glasses black.
Write Well
My family and I go to the park for a picnic. We pack apples, bananas, sandwiches and biscuits. We see birds singing and squirrels playing. We open our picnic basket/basket and eat our food. After lunch we play ball/catch the ball. It is a fun day.
Rani’s First Day at School
Get Set
Things that can be circled: pencil bag, lunch box, colour pencils, water bottle, books
Read and Respond
1. a. i. Rani
b. ii. Mummy
c. ii. At the school gate d. i. teacher
2. a. F b. F c. T d. T
3. a. Rani says, ‘I am grown up now. Please let go.’
b. Some come by bus, some come by car. Some come by rickshaw, some come by cycle.
c. Rani stays at the school gate.
d. Rani smiles back.
Think and Answer
1. Correct order: 1—pic 4, 2—pic 1, 3—pic 2, 4—pic 3.
2. Tick happy face emoticon.
Big Idea
Tick the following pictures: Say ‘good morning’; Help my friends; Share food; Say ‘thank you’
Pronounce Well
Match the following:
hen – pic of hen red – pic of red spot net – pic of net peg – pic of peg
Vocabulary
1. a. ii. let go
b. ii. hug
c. i. wave d. ii. scared
2. a. i. bag b. ii. pens c. ii. crayons d. i. chair
Go Grammar
1. a. writes b. runs
c. sings d. draws
2. a. yawns b. climbs c. kicks d. eats
3. a. sits b. play c. rains d. run
Listen Well
Ensure students tick the correct emoticons based on their actions.
Speak Well
Students will read the example sentences given and name three things they see in the classroom.
Write Well
Teacher: Good morning! What is your name?
Ram: Good morning, sir! My name is Ram.
Teacher: Nice to meet you, Ram. Please take your seat.
Ram: Thank you/Nice to meet you, sir.
Teacher: Are you excited about your first day?
Ram: Yes, I am!
Teacher: I am happy to hear that. Goodbye, Ram. See you later.
Ram: Goodbye, sir.
We Come to School Five Days a Week
Read and Respond
1. a. No
2. a. i. Sunday
3. Answers may vary.
b. Yes
b. ii. paint
a. The children dance and play at school.
c. No
c. ii. stories
b. The children go to school on Monday, Tuesday, Wednesday, Thursday and Friday.
c. The teachers tell them stories.
d. The children go back home.
Big Idea
Answers may vary. Suggested answers:
1. My class is bright and colourful.
2. My class has a big window.
Vocabulary
1. a. paint
2. a. ii. sing
Poetry Appreciation
b. rules
b. i. writes
c. clever
c. ii. reads
d. Yes
d. lovely
d. ii. eat
week – peak school – pool play – clay talk – walk sing – ring
Who Is Our Friend?
Read and Respond
1. a. ii. A crocodile
b. iii. black and white
c. i. Berry is a bird.
d. ii. by eating Reno’s fleas.
2. Students will match the words with the correct pictures.
3. a. Giffy needs Berry’s help to scratch its neck, as it can reach the right spot.
b. Berry pecks at Coco’s teeth and makes them all clean.
c. The animals think Berry is a good friend because she helps them all.
d. Answers may vary. Zubu might get attacked by a lion as it cannot see things far away.
Think and Answer
Problem 1: b Problem 2: a
Big Idea
I help my friends with homework. I share my food. I listen to my friends. Answers may vary.
I help my friends by being with them when they are sad, encourage them with positive words, spend time with them, celebrate their birthday, buy them gifts.
Pronounce Well
1. Students will read the words aloud with focus on the highlighted sounds.
Vocabulary
a. happy b. scared c. excited d. sad e. sad/angry
Go Grammar
1. a. has b. have c. has d. have
2. a. smelly b. blue c. scary d. long
3. a. happy-sad b. empty-full c. old-new d. dirty-clean
Listen Well
Students will listen to the text carefully and draw the things that are mentioned.
Speak Well
Students will read the example sentences given and talk about their friend using similar statements.
Write Well
The monkey is sitting in a tree. He is eating a mango. His friend the deer is eating grass below the tree. The monkey sees a tiger behind the bush. The monkey shouts out to the deer. The deer runs away. The monkey laughs and jumps away. The tiger is angry.
Fun Time with Friends!
Read and Respond
1. a. i. bounce them b. ii. towers c. iii. fire trucks d. ii. ducks
2. a. T b. F
c. T d. F
3. a. The children bounce the basketballs. b. The children love to drink cold juice. c. They jump and hop to touch the sky. d. They play till the end of day.
Big Ideas
Answers may vary. Suggested answers:
My best friend is Ajay, Suhana, Jaideep (friend’s name).
He/She likes to read, dance, sing
He/She likes to play basketball, cricket, badminton.
Vocabulary
1. a. has b. have c. have d. has
2. fast – slow night – day thick – thin up – down
Poetry Appreciation
At the park, we like to slide, We swing so high, side by side We climb the jungle gym so tall And kick around a big red ball. We are happy and never rude, We sit and eat our tasty food. We share our toys and we have fun Together, we shine like the sun.
Laundry Day
Read and Respond
1. a. iii. wash their clothes b. i. scarves
2. a. brother b. Saturday
3. a. Grace Aunty works in a clinic.
c. ii. uniforms d. iii. an auto
c. uniform d. grandmother
b. Zakir Chacha wears a uniform when he drives his auto.
c. Joseph Uncle is a guard.
d. Mary and Ray shake out the chalk dust and rub away the paint drops.
e. The children’s clothes will be dirty again the next day.
Think and Answer
1. Grace Aunty – She is a doctor.
Zakir Chacha – He drives an auto.
Bimla Aunty – She loves her grandmother.
Mary and Ray – They are students.
2. Students will draw as per their imagination.
Big Idea
Students will circle the things they do to help their families. Answers may vary.
I help my family by fetching things like glasses, newspaper, etc. for my grandparents. I help my mother by dusting the house, getting ready by myself, making my bed. I help my father in washing the car, watering plants in the garden, etc.
Pronounce Well
1. Students will read the words aloud with focus on the highlighted sounds.
2. a. mop b. log c. cob d. pot
Vocabulary
1. a. ii. house b. ii. bucket c. i. chalk d. ii. paint
2. a. painter b. police woman c. postman d. fireman
Go Grammar
1. a. It b. They c. He d. We e. She
2. a. am b. is c. are d. is
3. a. is b. are c. is d. am
Listen Well
Students will listen to the text carefully, find and circle the following things. A red bucket, a pair of white socks, a green towel, Mary’s blue and white school uniform, blue pants
Speak Well
Students will read the example sentences given and talk about the different things they do in the entire day.
Write Well
Students will read the story and use their imagination to continue the story. Answers may vary. Suggested answer: Mr. Patel smiles and says, "I’m good, Arjun! Enjoy your day at the park." Arjun waves a bye and continues walking. He spots some kids flying kites. Excited, he runs towards them and joins in the fun.
Birbal and the Magic Donkey
Read and Respond
1. a. True
False
2. a. Emperor Akbar loses the necklace.
c. The cook has clean hands in the end.
3. Everyone lifts the donkey’s tail. M Akbar looks for his necklace. S
The hands of all the helpers are black. M Birbal brings a grey donkey to the palace. S
The cook is the thief. He says he is sorry. E
Think and Answer
Answers may vary. Suggested answers:
a. a necklace
b. No, he doesn’t tell anyone.
True
False
b. Birbal brings a grey donkey to the palace.
d. The helpers have black colour on their hands.
c. Birbal had put black paint on the donkey’s tail. Since the cook was scared of the magical donkey, he did not touch its tail and thus his hands were not black.
d. The cook feels shameful and sorry in the end.
e. We learn that we must never steal things. We should be honest. We should act cleverly when we face any problem.
Big Idea
Students will think about situations where they felt and said sorry. Answers may vary.
It is wrong to lie to your friend. I felt sad. I told my mother about it. I said Sorry to my friend the next day and told the truth. I felt better.
Pronounce Well
Students will read the words aloud with focus on the highlighted u sound.
a. bug b. bun
Vocabulary
1. a. to – two
2. a. ii. one
b. sea – see
b. ii. bee
c. cup d. hut
c. son – sun d. bye – buy
c. i. flower d. i. rose
Go Grammar
1. a. I see a bird in the tree.
c. The sun shines brightly today.
2. a. We have a puppy.
c. We read a book every evening.
3. a. Please give a / the books to a / the children.
c. There is an / a umbrella near a / the door.
Listen Well
b. Tina wants a red balloon.
d. There is an elephant in the zoo.
b. I want an ice-cream cone.
d. I hear an owl at night.
b. I eat rice with the / a spoon.
d. The / A pillows are very soft.
Students will listen to the text carefully and tick the following answers.
a. ii. an axe b. i. a fairy
Speak Well
c. ii. iron
d. ii. gold, silver and iron axes
Students will look at the pictures given read the example sentences. They will talk about the way they feel in different situations. Answers may vary. Sample answer:
My name is Priya. I feel sad when I fall sick. I feel happy when I play games with my friends. I feel excited when I come to school in my school bus.
Write Well
A king and queen live in a big castle. Every morning, they visit their little prince. He feels happy to see his parents. The room is bright with sunlight coming in from the window. Outside, the trees are full of green leaves. The king and queen happily smile at their son.
The Story of Johnny Appleseed
Read and Respond
1. a. i. Johnny Appleseed
c. iii. apples
2. a. F b. T
3. a. Johnny Appleseed’s real name is John Chapman.
b. ii. America
d. iii. He is always so kind and helpful.
c. F d. T
b. Johnny loves apples very much. He wants to share his love for apples with everyone.
c. People use the apples to make sweet treats.
d. Johnny loves to tell stories about his travels.
Think and Answer
1. a. i. villages b. ii. seeds
2. Make a similar grid as shown below.
K S F J R A B
T P E O L P E
G A C H L I D
H P L N X C E
O I K N F Y C
N M J Y S Q T
F A R M R E V
c. iii. happy
Big Idea
Students will think about situations and tick the following.
1. I clean my room.
2. I share my food.
3. I throw waste in the dustbin.
Vocabulary
1. a. iii. fly b. ii. jump
c. i. swim d. iii. run
2. a. i. b. ii. c. i. d. i. e. i.
3. love – like all over – everywhere beautiful – pretty tasty – nice happy – joyful
Go Grammar
Students will read the sentences and colour the following:
1. a. full stop b. question mark
2. a. Johnny lives in America.
c. The seeds grow into trees.
3. a. The farmers pick apples.
c. How are you?
Listen Well
c. full stop d. question mark
b. The farmer thanks him.
d. He makes some apple pie.
b. The sky is blue.
d. Where is my toy?
Students will listen to the text carefully and say and do what the family says and does and write the following answers.
a. The family goes to an apple garden.
b. The father cuts the apples, saying, ‘Chop, chop, chop.’
c. After eating the apples, they all say, ‘Yummy!’ and rub their tummies happily.
Speak Well
Students will follow the instructions to complete the task.
Write Well
Where are the kids?
What are the kids doing?
Is the boy happy?
Are the apples red?
The Friendly Needle
Read and Respond
1. a. Aman is at the clinic.
b. The poster on the wall has a drawing of an injection
c. Ned the Needle tells Aman that germs are like monsters.
d. Ned the Needle fights the germs like a superhero.
2. Aman – feels nervous in the waiting room
The poster – shows a smiling needle in a red cape
Ned, the Needle – talks to Aman from the wall
The doctor – gives Aman an injection
3. a. Ned, the needle talks to Aman when he is in the waiting room.
b. The voice comes from the poster on the wall.
c. Aman uses an umbrella to stay dry when it rains.
d. Injections help us by fighting the germs.
Think and Answer
a. ii. He looks around all the time.
ii. nervous
b. ii. Aman talks to Ned the Needle.
i. scared
c. ii. Aman closes his eyes.
i. happy and proud
Big Idea
Answers will vary for options a, b and d.
c. Students will tick the box next to picture of stethoscope.
Pronounce Well
Students will read the words with stress on ee sound.
a. ii. heel
Vocabulary
b. i. feet
c. ii. seed d. i. sleep
1. toothbrush sunflower rainbow butterfly
2. a. Aman wears a raincoat when it rains.
c. I eat a yummy pancake for breakfast.
Go Grammar
1. a. The book is on the table.
c. Tanya is sitting under the tree.
b. We play football in the park.
d. We saw a starfish on the beach.
b. The birds are in the tree.
d. The box is on the floor.
2. a. on b. under c. in d. on
3. a. This b. that c. this d. That
4. a. These b. these c. Those d. These
Listen Well
a. Raj b. carrots c. cabbage d. tomatoes e. banana
Speak Well
Students will follow the instructions to complete the task.
Write Well
a. Animesh is at the park. b. He falls from the slide. c. He gets hurt. d. He washes his wound. e. He puts on a band aid. f. He feels better.
Fun Day
Read and Respond
1. a. The girl’s clothes are full of water and sand.
b. The boy’s knees are brown. He fell in the mud.
c. The girl’s shoes are dusty from kicking the ball.
d. The boy’s hair is full of leaves from playing hide-and-seek.
2. Girl’s picture to be matched with – building castle, painting a tree, kicking the ball
Boy’s picture to be matched with – looking at flower bud, playing hide and seek
3. a. i. They have a fun day at school.
c. ii. He hides behind a bush.
Big Ideas
Students will tick the following options. I wash with soap and water. I use a towel.
I change into clean clothes.
Vocabulary
b. ii. She is proud that she scored goals.
d. i. They wash up with soap and water.
1. a. fun b. mud c. clean d. glue
2. Good habits—Exercise daily, Brush twice a day, Wear clean clothes Bad habits—Play all day, Push a friend, Shout at someone
Poetry Appreciation
I wash my hands before I eat, I keep my room tidy and neat. I say ‘please’ and ‘thank you’ too, Being kind is what I do I eat my veggies every day, I share my toys when I play. Good habits make me shine bright, They make me sleep tight at night
How the Elephant Got Its Trunk
Read and Respond
1. a. ii. No
c. ii. The monkeys and giraffes.
b. i. They did not have long trunks.
d. i. To the elephants’ noses.
2. a. The monkeys tied ropes around the elephants’ noses. 2
b. The elephants wanted more food. 1
c. The animals had a great tug-of-war. 3
d. The elephants’ noses grew longer. 4
3. a. Long time ago, elephants had short noses, like all the other animals in the jungle.
b. The elephants had to bend down to drink water from ponds and rivers. They could never reach the mangoes and bananas on the trees nor spray water on their bodies.
c. Jumbo’s grandpa was the first one to pick a mango from the top of a tree.
d. The elephants can eat fruit from the tree tops and spray water on their big bodies.
Think and Answer
1. Answers may vary. Suggested answer: I would suggest the elephants to lock the trunks with each other and pull hard.
2. Jumbo asked Mumma.
The elephants asked their friends for help. Other animals helped the monkeys and the elephants.
Big Idea
Answers will vary. Suggested answer: My family members make food for me and help me with my studies. My friends share their food with me if I am hungry and make me feel happy if I am feeling sad.
Pronounce Well
Students will read the words with stress on the double consonant sounds. a. ladder kitten cabbages doll
Vocabulary
1. a. meow b. hiss
2. a. Nisha is hungry. She wants to eat bread and butter.
b. I need a bat and a ball to play cricket.
c. Rakesh eats food with a knife and a fork
d. Please add some salt and pepper to my soup.
Go Grammar
1. a. We watched the birds in the sky.
c. The elephants helped each other.
2. a. The elephants sprayed water on their backs.
c. Jumbo listened to Mumma elephant.
Listen Well
c. moo
d. quack-quack
b. She asked Mumma a question.
d. He talked to his dad.
b. The forest turned green after the rain.
d. The birds nested in the tall trees of the forest.
a. Elephants use their trunks to breathe, pick up things and drink water using their long trunks.
b. Elephants use their ears to fan themselves to stay cool when it is hot.
c. Elephants eat grass, leaves, fruit and vegetables
d. Elephants live in warm places.
Speak Well
Students will follow the instructions and use their imagination to complete the task.
Write Well
Answers may vary. Suggested answer:
Bobo the bear loves honey. One day, he smelled sweet honey. As he stuck his paw into the hive, the bees swarmed out in anger. They began to chase him, buzzing angrily. The scared bear began to run and ran as fast as he could. He would never try to steal honey again!
The Monkey’s
Games
Read and Respond
1. a. i. green b. i. ‘You are always ready to attack.’
c. ii. the parrot d. iii. bananas
2. a. F b. F
3. a. i. They have a fun day at school.
c. ii. He hides behind a bush.
Big Ideas
Answers may vary. Suggested answers: Two other things that both animals and humans can do—
1. Communicate with each other
b. ii. She is proud that she scored goals.
d. i. They wash up with soap and water.
2. Move from one place to another
Two things that animals can’t do but humans can—
1. Read and write 2. Invent new things
Vocabulary
1. nest – hen stable – horse den – lion tree – monkey coop – bird
2. Make a similar grid.
1. monkey 2. elephant 3. lion 4. parrot 5. hare
Poetry Appreciation
a. She hops to the zebra, black and white, Paints his body with colours so bright!
b. She dances with the butterfly, light and free, They sing pretty songs to the tree.
c. She teases the lion, fierce and strong, Steals his mane, but not for long.
d. She climbs up the giraffe, so tall and sweet, Tickles his neck and tickles his feet!
Workbook
Self and Family
Read and Respond
1. a. i. Mumma and Papa b. i. Mumma c. ii. laughs d. ii. home
2. Answers may vary.
a. The family cooks together.
b. They all wash the plates and spoons.
c. The kids set the table. / They help to wash the dishes.
d. They all feel happy and full.
3. Students will write how they help their family at dinner time. Answers may vary.
I can take out the plates. I can wash the dishes.
Pronounce Well
1. a. i. rat b. ii. fan c. iii. tap
iii. tag
Vocabulary
Students will match the pictures and the words.
Go Grammar
1. Students will underline:
a. Anya, cat
b. Vikrant, zoo
2. Common naming words are: woman, banana, cat
Special naming word: Mumbai
3. a. Aryan – boy
Listen Well
b. Delhi – city
c. park
c. Robbie – fish
d. father, car
d. Happy Kids – school
Students will colour the bananas yellow, the orange bright orange, the strawberry pink and the apple red or green.
Speak Well
Answers may vary.
My name is Shruti. I am six years old. My favourite colour is green. My favourite food is parathas. I like to play hide and seek. When I grow up, I want to be a doctor.
Write Well
Rivaan goes to the park on his bicycle. He goes to the park with his father. He likes to play soccer/ball with his friends. One day he sees a small dog. It is covered in mud/dirt. His father and Rivaan take the puppy home They clean the puppy. They give him food. Rivaan asks his father if they can keep it as a pet. His father says yes. There is a new member in Rivaan’s family.
School
Read and Respond
1. a. i. Mrs Patel b. iii. Priya and Pratik
2. a. It is Aryan’s first day at school.
c. He reads a book about a cat.
3. a. Answers may vary.
Pronounce Well
1. a. I sleep in a bed.
b. A doctor for animals is called a vet.
c. She fell and hurt her leg.
d. I can count to ten
Vocabulary
C L A S R O O S M
H A B E A S E R R
A C D F A G H B I
I K L M N P Q O R
R T U V S W X O Y
Z D E S A E I K O
U B C D F G H S J
c. i. Mrs Patel
b. Aryan feels happy.
d. iii. Mumma
d. Aryan feels excited when he writes his name.
b. Answers may vary.
2. pencil – pencils book – books paper – papers bottle – bottles
Go Grammar
1. a. Students will colour the smiley only for sentences a. and c. 2. a. cooks b. catches c. rides d. takes e. waves
3. a. cries b. watches c. smells d. packs e. drinks
Listen Well
Students will tick the answer on the basis of which action they did correctly.
Speak Well
Answers may vary. Suggested answers: I see two children playing football. I see a boy playing with a dump truck. I see two children playing on a seesaw.
Write Well
Good morning, ma’am.
Good morning! Do you need anything?
Could you please check if my answer is correct? Let me check. Yes, the spelling is correct. Thank you, ma’am.
You are welcome. Do you hear the bell ring? It is time to go home. Goodbye, ma’am.
Goodbye. See you tomorrow.
Friendship
Read and Respond
1. Students will match the boy’s face to Vivaan and girl’s face to Maya.
2. a. 3 b. 1 c. 4 d. 2
3. a. ii. fix the toy b. i. help him get up c. iii. call someone to help
Pronounce Well
1. Students will colour the following words. pin, lip, bin, big, kid
Vocabulary
1. a. happy b. scared c. excited d. surprised
Go Grammar
1. a. has b. has c. have d. have
2. Image 1 - round face
Image 3 - short girl
Image 2 - brown hair
Image 4 - black eyes
3. a. wet b. dry c. sweet d. cold
4. a. open – closed b. young – old c. right – wrong
Listen Well
Students will listen to the text and follow the instructions.
Speak Well
Answers will vary. Students will follow the sample given and talk about their friends and what they like to do with them.
Write Well
Answers may vary.
a. The elephant is blowing up water.
b. The monkey is swinging from the tree.
c. The bird is singing a song
d. The lion is sleeping.
e. All the animals are in the jungle.
Neighbourhood
Read and Respond
1. a. spicy samosas b. Priya’s father c. Anu’s mom d. crispy dosas e. watch a film at Anu’s house
2. a. The name of the street is Shivaji Street.
b. The neighbours eat samosas, biryani, ladoos and dosas for lunch.
c. They all sit together, share stories and laugh while eating lunch.
d. They feel happy and full.
3. Answers may vary. Students will think and talk about the food they share with their friends and what they shared in return. They will colour the emoji that shows how they felt when they shared the food.
Pronounce Well
1. Students will colour and make the following words.
a. top b. rob c. jog d. dot e. hot
Vocabulary
Students will match the pictures to the words in the following order: cook guard doctor farmer teacher
Go Grammar
1. Students will circle the following words and match them to the following pictures. They are sleeping. – Pic. of cats sleeping
It is blue. – Pic. of kite
I am baking. – Pic. of girl wearing baker cap
We jump high. – Pic. of children jumping on trampoline
She wears a pink dress. – Pic. of girl wearing pink dress and crown
2. a. He b. They c. She d. It e. They
3. a. am b. are c. is d. is e. are
Listen Well
Students will listen to the text and circle the following people: Man selling mats, Lady in blue saree buying fruits and vegetables, Man in white t-shirt at a stall, A woman wearing yellow and red saree, Lady in purple suit riding bicycle, man in white shirt driving scooter.
Speak Well
Answers will vary. Students will follow the sample given and talk about what they do on a Sunday.
Write Well
Students will read the story and use their imagination to continue the story and write its ending. Answers may vary. They will use the names of places in their neighbourhood and complete the story.
Indian Folktale
Read and Respond
1. a. F b. F c. F d. T
2. a. Raju finds the peacock in a forest.
b. The peacock gives Raju a shiny golden feather.
c. Raju says, “I will be rich!”
d. Raju learns that being greedy is not good.
3. Answers may vary. Students will think and say who they want to say thank you to. Suggested answers: I want to thank my teacher for helping me learn new things. I want to thank my parents for taking care of me. Students will tick the option that they like most. They can tick more than one option too.
Pronounce Well
1. Students will circle the letters to make the following words. a. nut b. cup c. sun d. bug e. bus f. cut
Vocabulary
a. ii. blue b. ii. write c. i. tale d. ii. four
Go Grammar
1. Students will circle the following words to complete the sentences.
a. A/An old man tells stories.
b. I need a/an book.
c. A/The story is about a/an girl who danced in rain.
d. She has a/an pink umbrella.
2. Make a similar grid as shown below.
I G E A
Students will write the following names: a. a tiger b. a parrot c. an owl d. a cat e. a hen f. an elephant g. a lion h. an ape
3. Tina says, ‘The milk is all over the floor.’ Dad says, ‘I will help you clean the floor. Go to the bathroom. Get an old piece of cloth. We will clean up together.’
Listen Well
Students will listen to the text and tick the following answers:
a. i. sheep b. i. He cries, ‘Wolf! Wolf!’ c. ii. chases the sheep away d. i. Always tell the truth.
Speak Well
Answers will vary. Students will follow the sample given and talk about a game they play with their family.
Sample answer:
a. I play ludo with my family.
b. It is an indoor game.
c. I play with my parents and my brother/sister.
d. I feel happy when we play together.
Write Well
A big lion sleeps in the forest. A little mouse runs over his paw and wakes him up. The lion is angry and catches the mouse! The mouse begs the lion to let him go. He promises to help him someday. The lion lets the mouse go. One day, a hunter traps the lion in his net. He roars for help, and the little mouse hears him. The mouse chews through the ropes. The lion is free. The lion learns that even a little mouse can help a big lion.
World Story
Read and Respond
1. a. Hiro is a fisherman who lives near the sea.
b. One day, Hiro catches a golden fish in his net.
c. The fish says that Hiro can make a wish if he lets it go.
d. The next day, the villagers find their nets full of fish.
e. The villagers thank Hiro for his kindness
2. Students will write E under the picture of men holding fish nets, S under picture of man with golden fish, and M under the picture of a big golden fish.
3. Answers may vary. Suggested answers: My wish is a big cupboard full of toys, chocolates. My wish is that no one stays poor and everyone gets food to eat.
Vocabulary
1. a. This is a horse. It can gallop.
b. This is a rabbit. It can hop
c. This is a whale. It can swim.
d. This is a crow. It can fly.
e. This is a camel. It can walk.
2. big – huge angry – mad shut – close fast – quick
3. Students will tick the following:
a. pic. of children playing b. pic. of boy with paper plane c. pic. of red hairbow
Go Grammar
1. a. Look at the bright sun.
b. Is it hot or cold?
c. The flowers are colourful.
d. Why do bees like flowers?
e. Which trees give us fruit?
2. a. Jack goes to the market. He sells the cow. b. The woodcutter drops his iron axe.
c. Cinderella lives with her step-mother. d. The giant has a big garden. He is selfish.
3. a. Ram likes to read stories. S
b. Which is your favourite story? Q
c. Do you read books? Q
d. I love stories. S
Listen Well
Students will listen to the text and tick the following answers:
a. garden b. birds c. slurp
Speak Well
Students will sit with a friend, ask the given questions and write their answers.
Write Well
a. Does Rita buy apples?
b. Does Uncle John sell watermelons?
c. Who is with Rita?
d. Is Rita happy?
Health and Hygiene
Read and Respond
1. Ria wakes up feeling sick.—Pic. no 2
Mumma makes warm soup for Ria. —Pic. no 1
Papa gives Ria medicine. —Pic. no 4
Ria curls up under her blanket. —Pic. no 3
2. a. Ria wakes up feeling sick. She has a runny nose, a cough and a fever.
b. She makes warm soup for Ria.
c. Riya’s father gives her medicine and says, ‘Rest, my dear girl. You will feel better soon.’
d. Riya curls up under her blanket as it makes her feel safe and warm.
e. Riya feels loved and safe.
3. Answers may vary. Suggested answers: I rest well. I take medicine. I drink milk. I have warm soup. I go to a doctor.
Pronounce Well
Make a similar gird.
t a c f s n v
e
e
o b
teeth needle feet bleed sleep cheek
Vocabulary
1. toothpaste armpit bathtub haircut
Go Grammar
1. a. in b. under c. on d. in e. under
2. a. This b. That c. That d. This
3. a. ×
×
Listen Well
Students will listen to the text and number the following answers:
Pic. 1 – stethoscope
Pic. 2 – thermometer
Pic. 3 – injection
Pic. 4 – medicine
Speak Well
Students will follow the instructions and complete the task.
Write Well
a. Aanchal’s tummy hurts.
b. She tells her mom.
c. Her mom makes soup.
d. She eats hot soup.
e. Aanchal feels better.
Animals
Read and Respond
1. a. i. squirrel b. iii. nuts c. ii. sad d. ii. friends
2. a. 4 b. 1 c. 2 d. 4
3. Answers may vary. Suggested answers: I lost my book, eraser, bottle, pencil, a coin, etc.
Students will match the following: Books-bookshelf toy-toy box shoes-shoe rack pencils-pen stand clothes-cupboard
Pronounce Well
Students will trace, copy and spell the words given.
Vocabulary
1. a. buzz b. baa c. hee-haw d. growl e. hoot
Go Grammar
1. a. parked b. cooked c. cleaned d. shopped e. watched
2. a. chased b. climbed c. shouted d. jumped e. roared
3. a. wanted b. helped c. tied d. joined
Listen Well
Students will listen to the text and follow the given instructions. They will write the following animal names:
Pic. 1 – elephant
Pic. 2 – monkey
Pic. 3 – tiger
Pic. 4 – cow
Speak Well
Students will follow the instructions and use the example sentences to complete the task.
a. I see a bright blue pond.
b. I see a big crocodile with sharp teeth.
c. I see an elephant with long tusks.
d. I see a colourful bird sitting on a tree.
Practice Time
Practice Time-1
Section – A (Reading and Vocabulary)
1. a. i. F ii. T iii. T iv. F
b. i. paint ii. choose iii. comes iv. change
c. i. faint ii. date iii. bed iv. clean
Section – B (Grammar)
2. a. Veena and Vinay paint the gate.
c. Father gives them big brushes.
e. Mother says the gate looks pretty.
3. Answers may vary. Suggested answers:
a. big school b. round ball
Section – C (Writing)
4. Answers may vary. Suggested answers:
a. The friends are having a picnic.
c. The bird is chirping happily.
e. The flowers look so bright and colourful
Practice Time-2
Section – A (Reading and Vocabulary)
1. a. i. Ana finds the hurt bird.
ii. Ana gives the bird food and water every day.
iii. The bird gives Ana a shiny feather.
iv Ana learns that kindness brings good things.
b. There are colourful flowers in the garden.
d. The children change their dirty clothes.
c. thick book d. small notebook
b. The sun is shining brightly in the sky.
d. The butterfly is fluttering its wings.
f. A girl and a boy are playing with kites
b. i. b. bed ii. b. feather iii. b. She iv. c. It
Section – B (Grammar)
2. a. The bird is hurt.
c. I am Ana’s friend.
3. a. Ana finds a bird with a hurt wing.
b. Why does Ana help the bird?
c. Ana makes a soft bed for the bird.
d. What gift does the bird give Ana?
e. The bird gives Ana a shiny feather.
b. Ana and the bird are friends now.
d. The villagers are happy.
Section – C (Writing)
4. Answers may vary. Suggested answers:
a. I wake up at 7:30.
b. I exercise at 8:00.
c. I have lunch at 12:30.
Practice Time-3
Section – A (Reading and Vocabulary)
1. a. i. Mahim ate sticky candy.
ii. He was playing with his toy cars.
iii. He was angry because his hands were too sticky and he couldn’t play with his cars. iv Mahim and his mom sang the song.
b. i. 4
c. i. loved ii. together
Section – B (Grammar)
2. Look at these sticky hands. Use this soap to clean your hands. Look at all those dirty dishes. Look, that is my kite up there.
Section – C (Writing)
3. Answers may vary. Suggested answers: The students were very happy to see the clean gardens. They promised to clean their school clean. They also promised to keep their homes and surroundings clean.
About the Book
The Ignite Teacher Manual for grades 1 to 5 English is an essential guide designed to support educators in delivering structured and effective lessons. It includes a collection of comprehensive lesson plans that outline a clear and engaging pathway for teaching, as well as answer keys that ensure correct and efficient evaluation. The manual also adheres closely to the guidelines put forward by NEP 2020 and NCF 2022. Whether you're introducing new concepts or reinforcing foundational skills, this manual offers the clarity and support necessary for successful lesson delivery.
Product Components
The Ignite product package also includes the
• Coursebook: A thoughtfully-crafted ELT programme designed especially for 21st-century learners.
• Workbook: A practical companion designed to reinforce learning and develop essential skills through engaging and hands-on activities.
• Uolo App: An interactive learning platform that brings the classroom experience to life with dynamic content and real-time progress tracking.
About Uolo
Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.
hello@uolo.com
ISBN 978-81-983195-2-4
