5 Teacher Manual Ignite
1 The Shawl
Learning Objectives
Students will be able to:
read and understand a fable to appreciate the importance of community.
practise their reading and comprehension skills.
correctly use words from the text, and use the dictionary.
identify types of nouns such as concrete, material and abstract.
listen to a text to fill in the blanks.
describe community workers accurately.
write the ending of a story.
Period 1: Reading
Get Set
CB page 1
Introduce the theme to the learners and ask them general questions, such as: Do you have something that you really like—such as a toy or a book? Why do you like it so much?
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.
Read and Respond
CB pages 5–6
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 that the animals were right to share the shawl with whoever needed it? Then, do Read and Respond Q1 and Q3 in class. Guide the learners to refer to the correct place in the text to answer the questions.
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 Q2 in their notebooks.
Period
Recap
Ask a few questions, such as: What is the name of the story? What is the story about? 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 with pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: Why did Nicki want a snow-white shawl? What happened to the shawl when Nicki went out with it? to gauge the learners’ depth of understanding.
Read and Respond
CB page 5
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 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? What is the story about? Who are the main characters in this story? to recap the story.
Think and Answer & Big Idea
CB pages 6–7
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 importance of a community. In the cold, the different animals find warmth under the shawl. If they were alone, or if one animal were to use the shawl, it would not have helped anyone.
Discuss the questions in Think and Answer. Ask a few learners to answer, and then help them to frame correct and complete answers for each question.
Discuss the questions in Big Idea. Then, ask them to write the answers. Once they finish writing, ask a few learners to share their answers. Help them write 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. Ask them to carry their pocket dictionaries for their next class or you can bring one yourself.
Period 4: Vocabulary
Recap
Ask questions such as: What is the story about? What colour did Nicki want his shawl to be? How did the shawl help the animals? to recap the story.
Vocabulary
CB pages 7–8, WB page 3
Explain Q1 to learners and guide them to match the words in bold to their correct meaning.
Using a dictionary, show learners how to identify the part of speech to which a word belongs. 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.
Explain the concept of guide words in dictionaries to learners, as given in their workbook.
Ask them to search for a few words on their own.
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: Revision of Types of Nouns
CB pages 8–9
Revise Common, Proper and Collective Nouns with the learners by going through the definition and examples.
You may conduct a pop quiz in class on these types of nouns.
Ask learners 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.
Homework
WB pages 4–5
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
Go Grammar: Concrete, Material and Abstract Nouns
CB pages 9–10
Revise the concept by going through the definition and the examples of Concrete, Material and Abstract Nouns on page 9.
Ask learners 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, show learners how to form abstract nouns by adding a suffix to the root word. You may refer to the method given on page 10. Ask them to take note of the examples given.
Next, ask learners to attempt Q4. Let them review their partner’s work while you call out the answers in 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 7: Listening & Speaking
Listen Well
CB pages 10–11
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
CB page 11
Explain the exercise to the learners. Then, divide the class into pairs and give them a few minutes to practise. Ask them to refer to the tips.
Encourage each pair to come to the front and perform their skit.
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.
For the speaking activity, tell the learners: Access the QR code for the Speaking projects in your CB and WB. You will present any one of those exercise as the same group in the next class.
Period 8: Writing
Speak Well: Presentation
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
Begin the class by telling them that you will tell them a story. Tell them any story that they may not know and abruptly stop near the end.
Ask the class how they feel since they do not know the end. Listen to a few responses.
Then, explain the concept of a conclusion to the learners. Tell them the importance of writing a proper end to a story or poem.
Then, let them attempt the exercise. Go around the class to check their work and help them write complete sentences.
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 The Adventures of Toto
Learning Objectives
Students will be able to:
read and understand a witty realistic story.
practise their reading and comprehension skills.
correctly use suffixes to change singular words to plural.
identify transitive and intransitive verbs, and subject—verb agreement.
listen to a text and identify answers correctly.
present a humorous skit.
write a summary.
Period 1: Reading
Get Set
CB page 15
Introduce the theme to the learners and ask them general questions, such as: Do you have pets? Do they behave funnily sometimes? Would you ever keep crows, chameleons or monkeys as pets? 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. Tell them briefly about Ruskin Bond.
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 15–18
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 19
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 Toto’s antics were funny? Why?
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 19
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 does Grandpa bring home as a pet? Who was Toto’s companion? to recap the story.
Let’s Read
CB pages 16–18
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.
Read and Respond
CB page 19
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 write their answers in complete and correct sentences.
Homework
CB page 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 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 20
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: This story is about a monkey called Toto that the narrator’s grandfather brought home. The monkey works up mischief and the narrator’s grandmother has to manage it everywhere. This is a humorous story about Toto’s antics.
Discuss the questions in Think and Answer. Guide them to do Q1 and Q2. 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 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 practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the story about? Name one funny thing that happens around, or because of, Toto? to recap the story.
Vocabulary: Singular to Plural
CB pages 21–22
Revise the definition of singular and plural nouns. Then, explain the rules of adding suffixes as given in the table. One by one, do Q1 to Q3 with the class. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.
Homework
WB pages 11–12
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: Revising SVO
Revise the Subject – Verb – Object structure of sentences.
CB pages 22–23
Then, ask the learners to attempt Q1. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.
Go Grammar: Transitive and Intransitive Verbs
CB pages 23–24
Explain Transitive and Intransitive Verbs to learners with the help of the definition and examples given in the book.
Encourage learners to give examples of both types of verbs.
Ask the learners to attempt Q2 and Q3. Let them review their partners’ 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 exercises on SVO and Transitive and Intransitive Verbs given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Subject – Verb Agreement
CB pages 24–26
Explain Subject – Verb Agreement to learners with the help of the definition and examples given in the book. Ask the learners to attempt 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 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 26
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 write the answers to the questions when they listen 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 page 26
Explain the exercise to the learners. 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
WB pages 15–16
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 the learners to attempt the Speak Well exercise given in their CB and WB. You are free to choose whether the learners present the exercise in the CB or the WB in the next class.
Period 8: Writing
Speak Well: Activity
CB page 26, WB pages 15–16
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 27
Explain the concept summary writing by telling learners that a summary is a shorter form of a text that captures the main theme or message of that text.
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 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.
3 The Life-saving Dog
Learning Objectives
Students will be able to:
read and understand a biographical story on the importance of compassion.
practise their reading and comprehension skills.
correctly use collocations.
correctly use types of pronouns.
listen to a text to follow directions on a map.
give directions to each other based on a map.
write a notice.
Period 1: Reading
Get Set CB page 28
Introduce the theme to the learners and ask them general questions, such as: How do you feel if someone in your family is unwell or if you see a beggar on the street?
Draw their attention to the title of the story. Ask: How can a dog save someone’s life?
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 28–31
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
Once the reading is complete, ask a few general questions to recap the story.
CB page 32
Then, do Read and Respond Q1 and Q2 in class. Guide the learners to refer to the correct place in the text to answer the question.
Homework
CB page 33
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? What does the story tell us about thinking of others before ourselves? to recap the story.
Let’s Read
CB pages 29–31
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 to gauge the learners’ depth of understanding.
Read and Respond
CB page 33
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 33–34
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 pages 33–34
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them.
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 18–20
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 is the main theme of the story? to recap the story.
Vocabulary: Collocations
Explain collocations to the learners with the help of the definition given in the book.
Ask them 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 20–21
Ask the learners to attempt the exercise on collocations given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask the learners to attempt the exercise on synonyms given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Possessive & Demonstrative Pronouns
CB pages 36–37
Revise Pronouns with learners. You may ask them the different singular and plural pronouns that they would have learnt till now: he, she, it, they, we, us, you and I.
Then, explain Possessive Pronouns and their usage first. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with possessive pronouns.
Then, ask them to attempt Q1. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.
After that, explain Demonstrative Pronouns and its usage. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with demonstrative pronouns.
Then, ask them to attempt Q2. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.
Homework
WB pages 21–22
Ask the learners to attempt Q1 given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 6: Grammar
Go Grammar: Interrogative & Reflexive Pronouns
Begin the class by revising Possessive and Demonstrative Pronouns.
CB pages 36–37
Next, explain Interrogative Pronouns and its usage. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with interrogative pronouns.
Then, ask them to attempt Q3. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.
Finally, explain Reflexive Pronouns and its usage. Give examples as given in the book. You may give your own examples. Encourage learners to say sentences with reflexive pronouns.
Then, ask them to attempt Q4. Call out the answers and let learners check their own work. They may mark the corrections, if any, in pencil.
Homework
WB pages 21–23
Ask the learners to attempt Q2 and Q3 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 38
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 trace the route correctly while listening to the text the second time.
Advise them to refer to the tips. Tell the correct route to learners and let them check their own work.
Speak Well
Explain the exercise to the learners. Then, read out the example.
Divide the class into pairs. Give them a few minutes to practise. Ask them to refer to the tips.
CB pages 38–39
Encourage each pair to come to the front and present how they would give directions to each other based on the map that they looked at.
Homework
WB pages 23–24
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 the learners to attempt the Speak Well exercise given in their CB and WB. You are free to choose whether the learners present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
CB pages 38–39, WB page 24
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 pages 39–40
Explain the concept of notice writing to the learners. Remind them of the notice board in school or the classroom where important information is put up.
You may even relate it to the modern example of notifications that one receives on the mobile phones. You may ask learners to talk to their parents about notifications in the mobile phones that their parents may use. 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 24–25
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.