4 Teacher Manual Ignite
1 Coconut Barfi with Ammachi
Learning Objectives
Students will be able to:
read and understand a realistic story on spending time with family.
practise their reading and comprehension skills.
correctly use words to identify family relations.
identify types of nouns.
listen to a text to fill in the blanks.
add lines to a chain story.
write an informal letter
Period 1: Reading
Get Set
CB page 1
Introduce the theme to the learners and ask them general questions, such as: To whom in your family do you feel the closest? Why?
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. After that, ask a few learners to share their 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.
Pause to read the Did You Know? fact to bolster the learners’ IQ.
Read and Respond
CB page 5
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 spend time with one’s grandparents? Why or why not?
Then, do Read and Respond Q1 in class. Guide the learners to refer to the correct place in the text to answer the question.
Then, ask them to attempt Q2 on their own. Read out the correct answers once the learners finish the exercise. Let the learners check their own answers.
Homework
CB page 5
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 notebooks.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? How does Sooraj spend his day with Ammachi? 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 for pronunciation and pace whenever necessary. After the reading is over, ask questions, such as: Why did Sooraj think that the day he spent with his Ammachi was a lovely day? to gauge the learners’ depth of understanding.
Read and Respond
CB page 5
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 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 are the main characters in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB page 6
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about the special relationship between Sooraj and his grandmother Ammachi. It is also about the importance of spending time with one’s family.
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 share their answers. Help them write the answers in complete sentences.
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 story about? What did Sooraj want his Ammachi to make? to recap the story.
Vocabulary
Talk to learners about family relations and the names for relations.
CB pages 7–8
Draw their attention to the family tree given on page 7. Go through it, explaining the connections vertically and horizontally.
Then, instruct learners to do Q1 and Q2. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.
After that, ask learners to attempt Q3 on their own. You may guide them to refer to the correct parts in the story for them to do this exercise.
Ask a few learners to share their answers and help them write complete sentences.
Homework
WB pages 3–4
Ask the learners to attempt the 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: Common and Proper Nouns
CB pages 8–9
Revise Common and Proper Nouns with the learners by going through the definition and examples. You may play the game of Name, Place, Animal and Thing with the learners either to begin the topic or to end it.
Ask learners 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.
Go Grammar: Countable and Uncountable Nouns
CB pages 9–10
Revise Countable and Uncountable Nouns with the learners by going through the definition and examples. Then, draw their attention to the use of quantifiers. Go through its definition and method of use.
Ask learners to attempt 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 pages 5–6
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 6: Grammar
Revision: Countable and Uncountable Nouns
CB page 9
Revise Countable and Uncountable Nouns. Ask learners to guess the correct quantifiers for different kinds of things, such as boxes, books, rice, hair and stars.
You may divide the class into teams and do this exercise as a quiz competition.
Go Grammar: Collective Nouns
CB pages 10–11
Revise the concept by going through the definition and the examples of collective nouns, given in the table. 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
CB page 10, WB page 6
Ask learners to learn the list of collective nouns given in their coursebook. You may take an oral text in the next class.
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 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 fill in the blanks 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
Explain the exercise to the learners. Then, read out the example.
Divide the class into groups. Give them a few minutes to practise. Ask them to refer to the tips. Encourage each group to come to the front and build a chain story from a prompted line.
Homework
CB page 11
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.
For the Speak Well activity, tell the learners: Access the QR code for the Speaking projects in your CB and WB. You will present any one of those exercises as the same group in the next class.
Period 8: Writing
Speak Well: Activity
CB page 11, WB page 7
Begin the class by asking learners to present their Speak Well projects. You are free to choose whether the learners present the exercise in the CB or the WB.
Write Well
CB page 12
Explain the concept of informal letters to the learners. Tell them that it is written to one’s friend and family. Go through the definition and the sample letter given in the book.
Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.
Homework
WB pages 7–8
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 Family Comes Together
Learning Objectives
Students will be able to:
read and appreciate a poem on family bonding.
practise their reading and comprehension skills.
correctly use family-related vocabulary.
understand the use of poetic devices such as opposites and repetition
Period 1: Reading
Get Set
Ask learners to write the name of the poem and the poet in their notebooks.
CB page 13
Begin the class by asking a few questions on how they spend time with their family. For example, you can ask: How do you spend time with your family? What do you like to do together, as a family?
Explain the Get Set activity. Then, divide the class into pairs and let them first discuss the questions between themselves and then present as a team.
Let’s Read
Read the brief of the poem, at the bottom of the page, with proper pauses and expression.
Period 2: Reading Theme 1: Family
CB pages 13–14
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 Think and Tell questions.
Homework
CB pages 15–16
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 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 page 14
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 15–16
Discuss the answers to 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 first orally answer and then write their answers in complete sentences.
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 acrostic poems.
Homework
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.
Period 3: Vocabulary
Vocabulary
CB page 17
Tell learners that the words in Across and Down are hints. Ask them to first guess the answers for Across and then the answers for Down.
Then, they must write the answers in the respective puzzle lines on the crossword map.
Call out the answers and let learners mark their own work in pencil, once they finish doing the exercise on their own.
Poetry Appreciation
CB page 17
Tell learners: Poetic devices are words or expressions that are used in poems and stories to make it more interesting for the readers.
Then, read the text about poetic devices used in the poem and ask learners to attempt the exercise. Guide them to refer to the correct stanza.
3 We Call Her Ba
Learning Objectives
Students will be able to:
read and understand a biographical story.
practise their reading and comprehension skills.
learn to use words related to patriotism, and from the dictionary, correctly.
correctly use types and order of adjectives.
listen to a text and answer questions correctly.
give a speech on a national holiday.
write short messages to convey information.
Period 1: Reading
Get Set
CB page 18
Introduce the theme to the learners and ask them general questions on India’s independence, our freedom fighters and our national holidays.
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. Help them form complete sentences.
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 18–21
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 the learners to bolster their IQ.
Read and Respond
CB page 22
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? What is the story about?
Then, do Read and Respond Q1 and Q2 in class. Call out the answers and let the learners mark corrections in pencil, if any.
Homework
CB page 22
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 notebooks.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? What did Kasturba teach the women of India? to recap the story.
Let’s Read
CB pages 19–21
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: Do you think it is important to love one’s country? What did you learn from the life of Kasturba Gandhi? to gauge the learners’ depth of understanding.
Read and Respond
CB page 22
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 23
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 23
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about Kasturba Gandhi. It tells us about her as a person and a freedom fighter.
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 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.
Ask learners to bring a pocket dictionary or bring a dictionary yourself for the next class.
Period 4: Vocabulary
Recap
Ask questions such as: What did Kasturba Gandhi do for women? to recap the story.
Vocabulary: Words on Patriotism
CB pages 23–24
Read the definition of patriotism given at the bottom of page 23. Then, ask learners to solve the crossword puzzle on page 24. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.
Vocabulary: Using the Dictionary
CB page 24
Show learners how to search for words in a dictionary. Then, search for the word “Honour”, read out the meaning, and guide learners to match it with the right meaning in Q3.
Let them attempt the rest on their own, call out the answers, and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.
Homework
CB page 24, WB pages 11–12
Ask the learners to attempt Q2 in their coursebook. Tell them that the sentences will be reviewed in the next class.
Ask the learners to attempt the Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Recap: Sentence Writing
CB page 24
Begin the class by asking learners to share their sentences for the words in Vocabulary Q2. Help them revise their sentences wherever correction is required. Appreciate them for their effort.
Go Grammar: Types of Adjectives
Read out the definition for adjectives in the Remember! box.
CB pages 25–26
Explain each type with examples given in the book and with real-life context. For example, say: When we go to a grocery store, we say, ‘I need half a kilo of potatoes’. The phrase ‘half a kilo’ is describing how many potatoes we want. Encourage learners to give examples on their own as well.
Ask learners 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.
Homework
WB pages 12–13
Ask the learners to attempt the Go Grammar Q1 given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Order of Adjectives
CB pages 26–27
Tell the learners: Today we will learn about placing multiple adjectives in the correct order. Write an example on the board: I have three, small, square, brown, wooden boxes to keep spices. Draw their attention to the order of the adjectives that have been listed.
Ask them to rearrange the order and say the sentence aloud. After a few learners try, ask them if they noticed something wrong in the meaning of the sentence when they rearranged the order. Explain the definition and go through the examples. 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 13–14
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 27
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 answer the questions when 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 27–28
Read the definition on making a speech and go through each step required for writing a speech, as given in the book.
Give them a sample speech. You may use the one given below: Today, we celebrate Republic Day, one of the most important days in our country. On this day, we became a republic. Today, we remember the values of justice, liberty, equality, and brotherhood towards each other. Our freedom fighters and leaders worked hard to give us this day, and it is our duty to honour them. Let us salute the Tricolour and promise to make India proud!
Divide them into groups and give them a few minutes to practise. Ask them to use the tips given, when presenting. Then, ask each group to come to the front and talk about their selected national holiday.
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 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 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.
Write Well
CB pages 29–30
Explain the importance of taking messages accurately to the learners. Read out the examples and the model answer to them. You may even divide the class into pairs and ask them to prepare a short skit where one learner calls and the other one takes the message. Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.
Homework
WB pages 16–17
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.