2 Teacher Manual Ignite
Theme 1: Self and Family
1 Don't Wake the Baby!
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 words with the /oo/ sound.
correctly use sound and relationship words from the text.
learn countable and uncountable nouns.
listen to a text and correctly identify the answers in a picture.
talk about their hobby.
complete a paragraph.
Period 1: Reading
Get Set CB page 1
Introduce the theme to the learners and ask them general questions, such as: Who is in your family? Is there a small baby in your family? Who is he/she?
Draw their attention to the title of the story. Ask: Do you like being woken from sleep? What do you think a baby may do if it is woken from sleep?
Then, explain the Get Set activity to the learners and ask them to attempt it. Call out the answers and let the learners check the answers.
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.
Read and Respond
CB pages 5–6
Once the reading is complete, ask a few general questions to recap the story, such as: What was the baby always doing? What does the baby do when it is woken up?
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 answers once the learners finish the exercise. Let the learners check their own answers.
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 that we read in the last class? How did Jia and Jai feel when Ma came home with a baby? 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: How does the baby wake up the first time? How does the baby finally fall asleep? to gauge the learners’ depth of understanding.
Read and Respond
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 5
CB page 6
Ask the learners to write one sentence in their notebook for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt 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.
Discuss the Big Idea questions with the learners. Encourage them to think about each question and express their thoughts freely in class. Then, ask them to attempt it on their own. Go around the class and help them write in complete sentences. Appreciate them for their effort.
Homework
WB pages 1–3
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 /oo/ sound words, such as ‘moon’, ‘root’, ‘boot’, ‘spoon’ on the board.
CB pages 7–8
Draw the learners' attention to the words. Ask them to notice the sound being made by the letters oo.
Then, ask learners to open page 7. Read the words aloud and ask them to repeat after you. Read each word multiple times. Explain the meaning of each word.
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 8–9
Go through the examples and definition of sound words. Then, invite the class to come up with examples of sound words. You may give them hints such as the ‘crack/clap of lightning’, ‘banging of doors/windows’, and ‘squeak of a mouse’.
You may use vernacular examples for better understanding. Then, have them attempt Q1. Then, call out the answers and let them check their own work, with a 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 partner ’s work. They may mark the corrections, if any, with pencil.
Homework
WB pages 3–4
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 Revision
CB pages 9–10
Tell the learners: We will revise common and special naming words today. Then, ask them to give a few examples of naming words.
Explain the definition and go through the examples given on pages 9 and 10. Then, ask them to attempt Q1 and Q2. Let them review their partner’s work while you call out the answers in class. They may mark the corrections, if any, in pencil.
Draw their attention to the Did You Know? at the bottom of the page. Ask them to point out the common and the special naming words in that sentence (Common: border, countries; Special: Mount Everest, Nepal, China).
Homework
WB pages 5–6
Ask the learners to attempt Q1 and Q2 in their workbooks. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Recap
Ask learners what naming words are. You may point to things in the classroom and ask learners to name them.
Go Grammar: Countable and Uncountable Naming Words
CB page 11
Begin the class by saying: We know that things can be one or many. When there are more than one thing, we add an ‘s’ to its name. For example, one boy and many boys. You may write this example on the board, highlighting the ‘s’.
Then, say: Can we count the fingers on our hands? Yes, we can. We have ten fingers. What are the things on your body that you can count? Eyes, nose, ears, hands, legs and toes. But can we count our hair? No, we cannot. Ask each learner to try to name a few other things that cannot be counted.
Read the definition and the examples given on page 11. Then, ask them to attempt Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 6
Ask the learners to attempt the question on countable and uncountable 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 12
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 the pictures correctly while listening to the text the second time. Appreciate the learners for their effort.
Speak Well
CB page 12
Begin this section by telling learners that they will learn how to talk about their hobby. Say: A hobby is something that you do because you like to do it. For example, I like gardening. I spend an hour every morning doing that. So, my hobby is gardening.
Read out the sample conversation given on page 13. Then, give each learner a few minutes to practise. They may write their lines.
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
WB page 7
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 friends or family members as an audience.
They need to present their practised 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 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 the learners present the exercise in the CB or the WB.
Write Well
CB page 13
Explain the writing activity to the learners. Tell them that they must fill in the blanks in the given paragraph, using the words from the Hint Box.
Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 8
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 Goodnight, Tinku
Learning Objectives
Students will be able to:
read and understand a story on friendship.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise words with the long e sound.
correctly use words with their plural spelling (‘s’ and ‘es’).
learn describing words.
listen to a text and choose the correct answer.
compare two pictures.
write a few lines about their best friend.
Period 1: Reading
Get Set
CB page 14
Introduce the theme to the learners and ask them general questions, such as: Who is your friend in your class? How do you spend your time with your friends?
Draw their attention to the title of the story and the name of the author. Ask them to note it for memory. Ask them: When do you sleep at night? Hear a few answers. Then, tell them: Did you know, some animals stay awake at night and sleep during the day? Let us do the Get Set exercise to see a few examples of such animals. Do the Get Set exercise with the learners and guide them to circle the correct pictures.
Let’s Read CB pages 14–17
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.
Pause to read the Did You Know? facts to bolster the learners’ IQ.
Read and Respond
CB page 18
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? What kind of a dog is Tinku? Give them hints if you ask the second question (happy, friendly, kind, etc.).
• Then, do Read and Respond Q1 and Q2 in class. Let the learners raise their hands to answer. Ask them to mark the correct answer in the CB.
Homework
CB page 18
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.
Period
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? Who is Tinku? to recap the story.
Let’s Read
CB pages 15–17
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: Did Tinku make new friends? What did you think about Tinku? to gauge the learners’ depth of understanding.
Read and Respond
CB page 18
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 19–20
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 19–20
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 Tinku, the dog. One night, Tinku was unable to sleep. So he goes for a walk and makes four new friends—a firefly, a bat, a fox and an owl. He plays with them. Finally, he is sleepy. His new friends wish him, ‘Goodnight, Tinku!’
Explain Q1 in Think and Answer to them and guide them to tick the correct pictures.
Explain Q2 to the learners. Tell them that to answer this question, they need to use their imagination. Ask them to attempt writing the answer and then share it with the class. Help them write in complete sentences. 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. Help them write in complete sentences.
Homework
WB pages 9–11
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 practise.
Period 4: Vocabulary
Recap
Ask questions such as: Who wrote the story ‘Goodnight, Tinku’? What was the story about? to recap the story.
Pronounce Well
CB page 20
Write a few words with the long e sound, like ‘eat’, ‘leap’ and ‘seat’ on the board. Underline ‘ea’ in all the words. After that, read the words once and say: In these words, ‘ea’ has the ‘i’ sound but much longer. You may refer to the long e sound in their vernacular language as well. After that, ask learners to open page 20 and read the words aloud. Ask them to repeat after you. Read each word multiple times. Explain the meanings of the words as well. Ask learners 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: One or More than One
CB pages 21–22
Ask learners to open page 21. Read the definition and the examples given. Then, ask them to attempt Q1. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil. Then, ask them to attempt Q2. After they attempt it, ask the learners to share the answers. Tell them the correct answer if they get any of them wrong.
Homework
WB pages 11–12
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: Describing Words
CB pages 22–23
Tell the learners: Today we will learn about describing words. You may write ‘Describing Words’ on the board. Then, pointing to an object that has a single colour (like red), ask: Look at the bottle. What colour is it? It is red in colour. Therefore, ‘red’ is telling us more about that bottle. It is describing the bottle.
Explain the definition and go through the examples. Then, ask them to attempt Q1. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil. Then, ask them to attempt Q2 and Q3. Let them review their partner’s work while you call out the answers in the class. 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 workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB page 24
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 box while listening to the text the second time.
Let them review their own work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Speak Well
CB pages 24–25
Explain the exercise to the learners. Then, ask them to spot all the differences. Once all the learners attempt the exercise, call out the answer and let them review their partner’s work.
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 present their practised 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 the learners to identify the differences between the two pictures. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
CB page 25
Explain the activity to the learners. Tell them that they must complete the description of their best friend. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
Ask them to stick their friend’s picture on page 25.
CB page 25 & 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.
3 The Boy and the Drum
Learning Objectives
Students will be able to:
read and understand a story on being kind to others.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise words with ‘ch’, ‘sh’ and ‘ph’ sounds.
correctly use sound words and the apostrophe s.
learn words used in place of naming words.
learn to use can and cannot correctly.
listen to a text and determine if it is true or false.
speak about their favourite thing.
write a thank-you note.
Period 1: Reading
Get Set
CB page 27
Introduce the theme to the learners and ask them general questions, such as: How do you feel when someone helps you or is kind to you? How do you feel if someone is rude to you?
Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks.
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 27–30
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 31
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Do you think it is important to be kind?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to answer. Ask them to write the correct answers in the CB.
Then, ask them to attempt Q2 on their own. Read out the answers once the learners finish the exercise. Let the learners check their own answers.
Homework
CB page 31
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 in their notebook.
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? What does Gopi want the most? Does Gopi get the drum in the end? to recap the story.
Let’s Read
CB pages 28–30
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: Gopi was kind to everyone he met. Do you think we should also be as kind? to gauge the learners’ depth of understanding.
Read and Respond
CB page 31
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 32
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
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: Gopi always wanted a drum. But he gets a stick instead. Using the stick, he helps others, creating a chain of kindness. In return, he gains small gifts, finally getting the drum that he so wanted.
Discuss the questions in Think and Answer. Ask a few learners to answer, and then help the learners to frame correct and complete answers for each question.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few learners to answer, and then help the learners to frame correct and complete answers for each question.
Homework
WB pages 16–18
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 Gopi—what was it about? Who wrote it? to recap the story.
Pronounce Well
CB page 33
Draw the learners’ attention to the words. Ask them to notice the first two letters and pay attention to the sound those two letters make together. You may write them on the board: SH – sheep; CH – check; PH – phone
Read each word multiple times. Ask them to repeat after you.
Explain the exercise and ask 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: Sound Words
CB page 33
Ask learners to attempt Q1. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, in pencil.
Vocabulary: Apostrophe ‘s
CB page 34
Show your pen to the class. Then, say: Suppose this pen belongs to Ram. So, I can also say that this is Ram’s pen. Write on the board and underline the apostrophe and ‘s’: Ram’s pen = The pen belongs to Ram.
Read the definition and the examples given. Then, ask them to attempt Q2. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.
Homework
WB pages 18–20
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.
Ask them to attempt Q3 and Q4 on the use of ‘un’ and ‘dis’. Tell them that the exercise will be discussed in the next class.
Period 5: Grammar
Vocabulary: Adding ‘un’ and ‘dis’ to Make Opposites
WB page 20
Discuss Q3 and Q4 in class. Let learners check their own work and make corrections in pencil, if any.
Go Grammar: Words in Place of Naming Words
CB pages 34–35
Read this passage to the learners: Alisha is a sweet girl. Alisha speaks politely with everyone. Alisha helps people around her. Alisha does not fight with anyone. Everyone is kind and helpful to Alisha as well. Read the passage again. Then, ask learners what they felt about the paragraph. If anyone points out that the repeated use of ‘Alisha’ was distracting, appreciate him or her.
Tell the learners: It is not correct to keep repeating a naming word again and again. That is why, we use words that can be used in place of naming words.
Explain the definition and go through the examples. Then, ask them to attempt Q1 and Q2. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 21
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.
Go Grammar: Can and Cannot
CB page 36
Tell the learners: Today we will learn about using the words can and cannot correctly. You may write ‘Can’ and ‘Cannot’ on the board.
Explain the definition and go through the examples. Then, ask them to attempt Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil. Next, ask them to attempt Q4. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 22
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 7: Listening & Speaking
Listen Well
CB page 36
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 identify if the text is true or false while listening to the text the second time. They should write T or F in the blanks, based on their understanding of what they have heard.
Let them review their own work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Speak Well
Explain the exercise to the learners. Then, read out the example. Give learners a few minutes to practise. Ask them to refer to the tips.
CB page 37
Encourage them to come to the front and say three to four sentences about their favourite thing in the classroom.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them. If there are not many things in the classroom, the learner should be allowed to talk about his/her favourite thing in general.
Homework
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 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 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 the learners present the exercise in the CB or the WB.
Begin the class by reading out the line on kindness, given on page 37 under Write Well. Say: It is important to thank people, no matter who they are. When the bus driver drops me to the school, I always say ‘Thank you’ to him.
Ask learners to give examples of thanking people for their service and kindness. Then, read out the examples and the model answer to them. Let them attempt the exercise. Go around the class to check their work and help them write complete sentences.
Homework
WB page 24
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.