Ignite_TM_AY25_G2_CC

2 IGNITE

Unlocking Language Skills

English Teacher Manual

Ignite English Teacher Manual

ControlCopy

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 2

ISBN: 978-81-983195-8-6

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.

Using the Trackers

Progress Tracker:

CB pages 126–127

• The Progress Tracker is a tool that empowers parents and teachers to track the students’ growth, highlight their skill gaps and support their year-round development.

• Parents and teachers collaborate to fill in the Progress Tracker at the beginning, middle and end of the year.

• Set dates at the beginning of each term, in a year, by which parents should have completed the tracker.

• Observe students during the first three weeks before completing your part of the Progress Tracker.

Progress Tracker

Student’s Name

Teacher’s Name

Date

Learning Outcomes

Listening

Listens to stories and poems with attention

Understands and follows simple steps and instructions

Focusses on the speaker or activity for 10–12 minutes

Speaking

Describes people, objects, experiences and emotions

Participates in simple conversations

Expresses basic ideas and thoughts using simple sentences

Uses simple vocabulary appropriately when speaking

Parent’s Name

Criteria:

• Mark Green  for Can Do

• Mark Orange  for Getting There

• Mark Blue  for Needs Help

Beginning of the year Middle of the yearEnd of the year ParentTeacherParentTeacherParent Teacher

Reading Tracker: CB pages 128–129

• Reading for pleasure is a great way to encourage a love of the language and to extend students’ language abilities.

• Introduce the Reading Tracker and tell students that regular reading and discussion sessions will be held.

• Schedule a date for the first sharing session.

• Show students the Recommended Reading list (CB pages 130–131).

• Start a classroom library based on the interests and reading level of the students. Regularly introduce them to books that they will enjoy.

DateDayName of the BookAuthorCharacter Interesting Part

26/8/2024MondayRoom On the Broom Julia DonaldsonA witch and her animal friends The witch’s friends work together to save her from a dragon

Theme 1: Self and Family

1 Don't Wake the Baby! ControlCopy

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

ControlCopy

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

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.

Homework

CB page 12

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.

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.

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

Period 8: Writing ControlCopy

WB page 6

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.

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

2 Goodnight, Tinku ControlCopy

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

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB pages 14–17

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.

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.

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

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?

Ask the learners to do the Get Set exercise. Ask a few of them to share their answers with the class.

Let’s Read

3 The Boy and the Drum ControlCopy

CB page 27

Draw their attention to the title of the story and the name of the author and ask them to write it in their notebooks.

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

CB page 32

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

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

WB page 20

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.

Learning Objectives

Students will be able to:

 read and appreciate a poem on kindness.

 practise their reading and comprehension skills for a poem with an in-depth reading.

 use ‘un’ and ‘dis’ to make opposites of words.

 use a pair of rhyming words correctly.

Period 1: Reading

Get Set

Draw their attention to the title of the poem. Ask them to note the use of the describing word ‘Kind’.

CB page 39

Begin the class by asking learners a few questions on basic hygiene. Ask: How do you feel when someone is rude? How do you feel when someone is kind or helpful?

Then, ask them to attempt the Get Set activity. Call out the answers and ask learners to mark corrections, if any, in pencil.

Let’s Read

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.

Homework

4 Kind Kinnu ControlCopy

CB pages 39–41

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.

CB page 42

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 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 40–41

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 42–43

Discuss the answers of Read and Respond Q1. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Discuss Q2 of Read and Respond. Help learners write complete sentences.

Explain the Big Idea activity. Then, divide the class into pairs ask them to present the conversation to the class. Give them a few minutes to prepare. Encourage them to write their lines first and then say them.

Appreciate them for their effort and help them speak in complete sentences, wherever needed.

Homework

Encourage them to use the keywords in their regular conversation for better learning and more practice.

Period 3: Vocabulary

Vocabulary

Revise rhyming words with learners. Then, ask them to attempt Q1.

CB pages 43–44

Call out the answers when the learners complete the exercise. Ask them to mark their own work, in pencil. Then, write on the board:

⸰ tidy → untidy

⸰ like → dislike

Tell learners that when we add the prefixes ‘un’ and ‘dis’ to some words, they mean the opposite. Explain the concept and 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.

Poetry Appreciation

Explain the activity to the learners.

Ask them to complete each line with the rhyming pair of words. Ask them to use the word pairs from the Hint Box.

CB page 44

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.

Learning Objectives

Students will be able to:

 read and understand a fiction story about finding one’s home.

 practise their reading and comprehension skills with an in-depth reading.

 pronounce and practise blend sounds ‘fl’, ‘bl’ and ‘pl’.

 form smaller words from a many-lettered word.

 correctly use describing words to compare.

 listen to a text and choose the correct answer.

 form sentences with action words.

 write an acrostic poem.

Period 1: Reading

Get Set CB page 105

Begin the class by asking them of they like going to the mountains or the sea for holidaying.

Then, ask: How would you feel if you see such beautiful places made dirty with garbage? Listen to each of the learners’ opinions.

Draw their attention to the title of the story and the name of the author. Ask them to write it in their notebooks.

Then, go through the Get Set activity with the learners, helping them draw lines correctly.

Let’s Read

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 read out the Did You Know? text to the learners to bolster their IQ.

Read and Respond

Once the reading is complete, ask a few general questions to recap the story.

5 A Suitable Shell ControlCopy

CB pages 105–109

Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.

CB page 49

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.

Homework

Ask them to attempt Read and Respond Q2.

CB page 49

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 were some of the things that Mili found as her new shell? to recap the story.

Let’s Read

CB pages 46–48

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 49

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 49–50

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 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 is the main character in this story? What is the story about? to recap the story.

Think and Answer & Big Idea

CB pages 49–50

Discuss the Think and Answer questions with the class. Help them to number the pictures correctly in the first exercise.

Ask them to think about or refer to the story to number the pictures in the correct order.

For Q2, first present the question to the entire class to discuss. Help them form complete sentences when they express themselves. Then, ask them to write their answers in the coursebook.

Explain the Big Idea activity. Then, ask them to attempt it on their own. 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 ‘A Suitable Shell’? What is the story about? to recap the story.

Pronounce Well

Direct learners to the table on page 50.

CB pages 50–51

Draw their attention to the words. Say: Look at the first column of words. All of them begin with ‘fl’. Then, read each word multiple times.

Repeat the same procedure for the blend words starting with ‘bl’ and ‘pl’.

Ask them to do exercise on page 51. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.

Vocabulary

Explain the activity to the learners.

Help the circle the correct words in the box. Then, ask them to attempt the matching exercise.

CB pages 51–52

Let them review their own work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 27–29

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

Recap: Revising Doing Words

Begin the class by doing the revision exercise on doing words.

You may use the definition given in the Remember! box to revise the concept of doing words.

CB page 52

Ask the learners to attempt Q1. Let them review their partner’s work while you call out the answers. They may mark the corrections, if any, in pencil.

Go Grammar: Using Describing Words to Compare

Explain the use of describing words when comparing two nouns.

You may use objects in the classroom as example (this pencil is small, that pencil is smaller).

Focus on the use of the suffix -er when using the comparative form of adjectives.

Ask learners the comparative form of some common adjectives: small—smaller, tall—taller, etc. Then, ask them to attempt Q2 and Q3.

CB pages 52–54

Let them review their own work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 29–31

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 54

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 first choose the correct answer and then 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 page 54

Say: Today, you will learn how to use a doing word in a sentence. Then, as an example, say: I am speaking loudly. I am speaking softly. For both these sentence, modulate your voice. Go through the example and ask learners to attempt the Speak Well exercise. Give them a few minutes to prepare and then, ask them to come to the front and tell the class their version of the story. Appreciate them for effort and originality.

Note: You may allow the introverted learners to say their lines from their seats.

Homework

WB pages 31–32

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

Go through the acrostic poem with the letters CRABS.

Divide the class into groups and ask them to write the poem. Help them focus on the theme of the poem, i.e., nature, and to ensure that the poem rhymes. Ask each group to recite their poem. Correct their sentences wherever needed.

Homework

CB page 55

WB page 32

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.

The Golden Sun

Learning Objectives

Students will be able to:

 read and appreciate a poem on the sun.

 practise their reading and comprehension skills with an in-depth reading.

 practise using words related to pictures and sounds.

 use describing words.

Period 1: Reading

Get Set

CB page 56

Ask: Do you wake up early? Do you go for morning walks? How do you feel in winters when the sun does not rise early or when it is dark outside in the morning?

Listen to the response of every learner. Help them answer in complete sentences. Ask them to note the name of the poem and the poet in their notebooks. Then, help them complete the Get Set activity.

Let’s Read

CB pages 56–58

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 and read out the Did You Know? fact to the learners.

Homework

CB page 59

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 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 57–58

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 59–60

Discuss the answers of Read and Respond Q1. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Discuss Q2 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

Vocabulary CB page 60

Attempt Q1 with the learners. Ask them to look at the pictures first and then find words related to the pictures in the word grid.

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, ask them to attempt Q2. Call out the answers and let them mark corrections, if any, in pencil.

Poetry Appreciation CB page 61

Explain the activity to the learners.

Ask them to observe the picture of the sun quietly. Then, ask them to write 5 words that describes the sun. Ask them to note the hint given.

Once they finish the activity, ask a few of them to share their answers with the class.

Homework

You may ask learners to write words to describe more natural objects like the moon, trees, mountains, stars, etc.

Theme 5: Imagination and Fantasy

7 Roopa and the Bloop

Learning Objectives

Students will be able to:

 read and understand a fiction graphic story.

 practise their reading and comprehension skills with an in-depth reading.

 pronounce and practise words with the blends ‘br’ and ‘dr’.

 correctly use words with similar meanings as well as homophones.

 correctly use a, an and the as well as position words.

 listen to a text and respond correctly.

 recite a rhyme.

 write an imaginary story

Period 1: Reading

Get Set CB page 63

Begin the class with the Get Set exercise.

Ask leaners to say which decorative items they would use if they had to decorate the classroom for a classmate’s birthday.

Listen to their responses and help them speak in complete sentences. Then, ask them to colour the pictures, as they will.

Let’s Read CB pages 63–66

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 learners to focus on the correct place in the story.

Read and Respond CB pages 66–67

Once the reading is complete, ask a few general questions to recap the story. Then, do the Read and Respond Q1 in class. Ask them to mark the corrections, if any, in pencil. Then, ask them to attempt Q2 on their own. Call out the answers while they mark their own work in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB page 67

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 Roopa’s best friend? to recap the story.

Let’s Read

CB pages 64–66

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 67

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 67–68

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 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 67–68

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, encourage the learners to share their drawings and their answers with the class. Appreciate them for their effort.

Homework

WB pages 33–35

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 ‘Roopa and the Bloop’ about? What kind of a friend was Bloop? to recap the story.

Pronounce Well

pages 68–69

Draw their attention to the words in the box. Say: Look at the words in the first two columns. They start with the letters ‘br’.

Then, break down each word and read them out to the class. Read each word multiple times. Repeat the same for the words beginning with ‘dr’.

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

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.

After that, explain the concept of homophones as given on page 70. Draw their attention to the examples. 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.

pages 69–70

Homework WB pages 35–36

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: Using A, An and The

Tell the learners: Today, we will learn about using a, an and the in sentences. Then, explain the definition and go through the examples.

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

ControlCopy

pages 70–72

WB page 37

Ask the learners to attempt the exercises on articles given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Using Position Words of Place

Tell the learners: Today, we will learn about using position words that tell us where an object is. Then, explain the definition and go through the examples.

CB pages 72–73

Ask them to attempt Q3. Let them review their own work while you call out the answers. They may mark the corrections, if any, in pencil.

Go Grammar: Using Position Words of Time

CB page 73

Tell the learners: Today, we will learn about using position words that tell us when something happens. Then, explain the definition and go through the examples.

Ask them to attempt Q4. Let them review their own work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 37–39

Ask the learners to attempt the exercises on articles given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

CB page 74

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 or circle the answers 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

Recite any one of the given poem in the class with proper expression and voice modulation.

Then, ask leaners to repeat it after you.

Ask them to choose any one of the poems and prepare its recitation.

Finally, ask them to come to the front and present their recitation. Appreciate them for their effort.

Homework

CB page 74

WB pages 39–40

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

Say: Today, you will learn how to write an imaginary story. Go back to the story of ‘Roopa and the Bloop’ to show the key elements of an imaginary story. Explain the key points given on page 75. Read the model answer to them.

CB page 75

Ask them to attempt the exercise. Tell them to share their answers. Correct their sentences wherever needed.

Homework

WB page 41

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 6: Health and Well-Being

Learning Objectives

Students will be able to:

 read and understand a story on the importance of health and well-being.

 practise their reading and comprehension skills with an in-depth reading.

 practise words with the blends ‘fr’ and ‘gr’.

 correctly use words related to healthy habits.

 correctly use comma to make lists.

 correctly use words in the simple present and the simple present continuous.

 listen to a text and fill in the blanks.

 speak about their routines.

 complete a comic strip.

Period 1: Reading

Get Set

Ask learners to tick their favourite sports in the Get Set exercise. After that, ask them to share why that sport is their favourite.

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.

8 King Munch and Mr Wise ControlCopy

CB page 76

CB pages 76–79

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

Once the reading is complete, ask a few general questions to recap the story. Then, do the Read and Respond Q1 in class. Ask them to mark the corrections, if any, in pencil.

CB page 80

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.

CB page 80

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? Where did Mr Wise live? How did King Munch go to Mr Wise’s house every day? to recap the story.

Let’s Read

CB pages 77–79

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 80

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 81

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 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 81–82

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 42–43

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? What is the story about? to recap the story.

Pronounce Well

Say: Look at the first two letters of the words in the first two columns. They begin with ‘fr’. Then, break down each word and read them out to the class. Read each word multiple times.

CB pages 82–83

Repeat the same method for teaching ‘gr’.

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 83–84

Ask learners to attempt Q1. Tell them that the words in the Hint Box are words from the chapter. So, they may refer back to the chapter to see how they were used.

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. Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.

Homework

WB pages 44–45

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: Using Commas to Make Lists

Write the example sentence on the board.

CB page 84

Draw learners’ attention to the way the comma has been used to separate the list of nouns (chocolates, chips, cookies).

Then, explain the definition and go through the examples. If required, revise commas by reading its definition in the Remember! box.

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.

Go Grammar: The Simple Present Tense

CB page 85

Revise simple present tense with learners. You may also use the definition and the example in Remember! box. Explain the use of the suffix -es in the simple present tense verbs when used with third person singular pronouns.

Then, explain the use of the suffix -es in the simple present tense verbs that end with -ch, -o, -sh, -x and -z.

Ask them to attempt 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 45–46

Ask the learners to attempt Go Grammar Q1 given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: The Present Continuous

CB page 86

Explain simple present continuous tense to learners. You may also use the definition and the example given in the book.

Go through the sentence structure: Subject + am/is/are + verb + ing. You may write it on the board. Ask learners to write this formula in their notebooks.

Ask them to attempt Q3. Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

Ask the learners to attempt Go Grammar Q2, Q3 and Q4 given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

CB page 87

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

ControlCopy

CB pages 115–116

First, ask learners to observe the picture for a few minutes and then each of them would say what the boy is doing.

Divide the class into groups of four. Ask them to prepare for a few lines on their daily routine. They must prepare one daily routine, and not four for each of them.

Ask them to refer to the example given in the book.

Finally, ask them to come to the front and tell the class their daily routine.

Homework

WB pages 48–49

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

Tell learners that they must complete the story given in the comic strip on page 88.

CB page 88

Ask them to attempt the exercise. Tell them to share their answers. Correct their sentences wherever needed.

Homework

WB page 50

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 6: Health and Well-Being

9 Yummy Food, Healthy Food

Learning Objectives

Students will be able to:

 read and appreciate a poem on health and hygiene.

 practise their reading and comprehension skills with an in-depth reading.

 practise using rhyming words.

 use rhyming words to complete a poem.

Period 1: Reading

Get Set

CB page 89

Begin the class by asking learners a few questions on healthy food. Ask: Do you like to eat street food, or fried food from shops outside? What would happen if you ate that food every day? Do you think you will be fine or fall ill?

Let each learner get an opportunity to express themselves. Help them answer in complete sentences. Help them wind the discussion to the conclusion that junk food should not be eaten every day, and healthy food can be yummy as well.

Finally, ask them to do the Get Set exercise and share their answers.

Let’s Read

CB pages 89–91

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 93

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 the questions in cooking activity in Big Idea.

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

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

Discuss the questions in Read and Respond. Help them write the answers in complete sentences. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Encourage the learners to share their steps for the dish they made for the Big Idea activity.

Homework

Encourage them to use the keywords in their regular conversation for better learning and more practice.

Period 3: Vocabulary

Vocabulary

ControlCopy

CB pages 92–93

CB pages 93–94

Explain the activity to the learners. Go through the solved example for their better comprehension. 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.

CB page 94

Ask them to complete each line, with the words from the Hint Box. Then, ask them to write the pair of rhyming words. 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.

10 Their Fluffy Best Friend

Learning Objectives

Students will be able to:

 read and understand a story on pets.

 practise their reading and comprehension skills with an in-depth reading.

 pronounce and practise words with the /ou/ sound.

 correctly use words for animal sounds and movements.

 correctly use do, does, is, are and am in statements and questions.

 correctly use the joining words and, or and but.

 listen to a text and sequence an incident in the correct order.

 ask and answer questions on their pets.

 complete a story.

Period 1: Reading

Get Set

Ask the learners to attempt the Get Set activity. Then, ask them to share why they would do any of the activities with their pets.

Note: You may allow introverted learners to stand or sit at their desk and share their reasons.

Let’s Read

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB page 97

CB pages 97–100

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

Once the reading is complete, ask a few general questions to recap the story. Then, do the Read and Respond Q1 and Q2. Let the learners raise their hands to answer. Call out the answers and let learners mark corrections, if any, in pencil.

Homework

Ask them to attempt Read and Respond Q3.

CB page 101

CB page 102

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 did Nakul really want? to recap the story.

Let’s Read

CB pages 98–100

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 102

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 102

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 the Think and Answer activity.

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 102–103

Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work 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 51–53

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? What is the story about? to recap the story.

Pronounce Well

CB page 103

Drawing the learners’ attention to the way ‘ou’ is being pronounced read each word given in the box multiple times. Ask learners to repeat after you.

Ask them to do 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

Draw their attention to the solved example.

CB pages 103–104

Ask learners to attempt Q1. Explain that they need to rearrange the letters in the brackets and then use the word to fill in the blanks.

Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.

Ask learners to attempt Q2. Explain to them that they must find words that describe the movement of the animals whose pictures are given.

Draw their attention to the solved example.

Call out the answers and ask learners to check their partners’ work. They may mark the corrections, if any, with pencil.

Homework

WB pages 53–54

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: Use of do, does, is, are and am

First, revise statements and questions with the leaners. You may use the text in the Remember! box. Then, go through the table on page 105, explaining the use of do, does, is, are and am in statements and questions.

Homework

ControlCopy

CB pages 104–106

Then, 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.

WB pages 55–56

Ask the learners to attempt the exercises given on the use of do, does, is, are and am in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 6: Grammar

Go Grammar: Use of and, or and but

CB pages 104–106

You may begin the class with a revision of the use of do, does, is, are and am in statements and questions. Then, explain the use of and, or and but to join words and sentences. Then, ask them to attempt 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 56–57

Ask the learners to attempt the exercises on and, or and but given in their workbooks. They need to submit their WBs to you for checking on the next day.

Period 7: Listening & Speaking

Listen Well

ControlCopy

CB page 107

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 attempt the sequencing exercise 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 107–108

Divide the class into pairs. Ask them to think of at least three questions that they will ask each other about their pets. They must also answer their partners’ questions.

Ask them to prepare as a team. They may refer to the tips for a better presentation. Finally, ask them to come to the front and present their question—answer. Appreciate them for effort and originality.

Homework

WB pages 57–58

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

Explain the activity to the learners. Say: You will read a short story. But the story is not complete. You will think about how it can end and write that ending to the story.

CB page 108

Draw their attention to the example sentences to give them a better idea of how this exercise is to be done. Go through the two questions given in the explanation for their better comprehension.

Ask them to attempt the exercise. Tell them to share their answers. Correct their sentences wherever needed.

Homework

WB page 58

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.

Learning Objectives

Students will be able to:

 read and appreciate a poem on pets.

 practise their reading and comprehension skills with an in-depth reading.

 use the words for animal body parts correctly.

 use action words to complete a poem.

Period 1: Reading

Get Set

CB page 109

Ask learners to attempt the exercise. Say: You must rearrange the letters below each picture to get the correct name of each animal. Then, write the names in the blanks. Then, ask them which of these animals they would keep as pets, if they could. Ask them to also explain why. Help them speak in complete sentences and appreciate them for their effort.

Let’s Read

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.

Homework

11 I Have Many Pets ControlCopy

CB pages 109–111

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. Also read the interesting fact given in Did You Know?

CB page 112

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 the questions 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 110–111

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

Discuss the Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.

Homework

CB pages 112–113

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.

Encourage them to use the keywords in their regular conversation for better learning and more practice.

Vocabulary

CB page 114

Say: The words in the Hint Box are the names of different body parts of animals. You will have to fill in the blanks with these words.

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.

Poetry Appreciation

Go through the solved example to make learners understand the exercise very well.

CB page 114

Explain the activity to the learners. Say: You must use the doing words given in the Hint Box to complete the poem.

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 one describing word each for all the pets mentioned in the poem.

Period 3: Vocabulary ControlCopy

12 The Turtle Who Could Not Stop Talking

Learning Objectives

Students will be able to:

 read and understand an amusing folktale.

 practise their reading and comprehension skills with an in-depth reading.

 pronounce and practise words with the hard and soft /th/ sound.

 correctly use words from the story.

 correctly use was and were.

 listen to a story and add lines to it.

 read aloud a story.

 write an informal letter

Period 1: Reading

Get Set

Ask learners to attempt the exercise.

CB page 115

Then, hold a discussion on the importance of listening carefully. Discuss situations such as not paying attention when someone gives instructions.

Tell learners that by not listening carefully, one can make mistakes.

Ask learners to share if they have any such stories about the time they did not listen carefully or someone else did not listen carefully to them.

Help them speak in complete sentences and appreciate them for their effort.

Let’s Read

Read the story brief, at the bottom of the page, with proper pauses and expression.

CB pages 115–117

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

Once the reading is complete, ask a few general questions to recap the story.

CB page 118

Then, ask learners to attempt Read and Respond Q1. 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.

CB page 118

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 did the geese ask the turtle to promise? to recap the story.

Let’s Read

CB pages 116–117

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 118

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 118–119

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 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 118–119

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 59–61

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? What is the story about? to recap the story.

Pronounce Well

CB pages 119–120

With the help of the points given in the book, you may explain the hard and soft ‘th’ sounds. You may relate these consonant sounds to vernacular consonant letters for comprehension through association.

Read the soft ‘th’ and hard ‘th’ words given on page 120 aloud, multiple times. Ask the learners to repeat after you.

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 pages 112–113

Say: In this exercise, you must read the meanings. The letters in the brackets need to be rearranged to form the word whose meaning you just read.

Ask learners to first just unscramble the words and write that in the blanks. Call out the answers and ask learners to check their own work. They may mark the corrections, if any, with pencil.

Then, ask them to write a sentence with each of the words. Once they complete the sentence, ask them to say them aloud.

Help them speak and write correctly, wherever needed.

Homework

WB pages 61–62

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: Using was and were

CB pages 121–122

First, revise present and past tense with the learners. You may use the definition and the table in the Remember! box on page 121.

After that, tell the learners: Today, we will learn about using was and were correctly. Then, explain the usage and go through the examples.

Ask them to attempt the questions. For Q3, revise the use of -ed in simple past tense.

Let them review their partners’ work while you call out the answers. They may mark the corrections, if any, in pencil.

Homework

WB pages 63–64

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

Divide the class into groups.

CB page 123

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 practise the adding lines after the second hearing. Ask each group to present their activity. Appreciate them for their effort and help them speak in correct sentences whenever required.

Speak Well

CB pages 123–124

Divide the class into pairs and explain the activity to them. Ask them to prepare the read aloud of the lines as a pair first. Finally, ask them to come to the front and tell the class their version of the story. Appreciate them for effort.

Homework

WB pages 64–65

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 pages 124–125

Go through the sample letter to revise the concept with the learners. Draw their attention to the various parts of the format as well as to the language that is used in the letter. Ask them to attempt the exercise. Call out the answers while the learners check their own work. Ask them to the mark corrections, if any, in pencil.

Homework

WB pages 65–66

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.

Don’t Wake the Baby!

Read and Respond

1. a. iii. The baby

c. ii. They start to laugh loudly

2. Jia’s pic – Rocks the baby

Baby’s pic – Cries loudly

Answer Key ControlCopy

Coursebook

b. i. Because the baby will wake up and cry

d. ii. A milk bottle breaks

Mother ’s pic – Tells the children to play outside

Jai’s and Jia’s pic – Laugh loudly at a funny story

3. a. Jia and Jai cannot run, talk loudly and laugh loudly in the house.

b. Jia and Jai laugh loudly at a funny story and that wakes up the baby. This makes Ma angry and she asks them to go and play outside.

c. The ball that Jia and Jai are playing with breaks a window. The loud crashing noise wakes up the baby again.

d. Jia rocks the baby and Jai sings to it to make it stop crying.

Think and Answer

1. Students will tick option b for both the sentences. I see: b. Ma cuddling the baby. I hear: b. humming

2. Students will colour the following options.

The baby will sleep. The baby will laugh.

Big Idea

Answers may vary. Suggested answers are: Play soothing music, play peek-a-boo with baby, get baby a toy to play with, call parents. I will feel relieved, happy.

Pronounce Well

Students will read the words while putting stress on the highlighted syllables. a. boots

b. roof

Vocabulary

1. Ma drops a metal pot. – CLANG Jai breaks a flower pot. – SMASH

Pa walks down the stairs. – THUD

The baby shakes a noisy toy. – RATTLE

c. food

d. pool

2. a. grandmother b. sister c. father d. brother e. mother

2. a. Ron plays with the ball

c. Mt Everest is a very big mountain.

3. Countable: bananas, potatoes, spoons, onions

Uncountable: salt, sugar, water, flour

Listen Well

b. Zam is sleeping in the cot.

d. The Magic Tree is my favourite book.

Students will listen carefully and circle the following things- cotton candy, popcorn, all balloons and brown teddy bear.

Speak Well

Students will sit in pairs and follow the example conversation. They will tell their partners about their hobbies. Answers may vary. Suggested answers:

I love to collect stamps. It is my favourite hobby. My grandfather was also fond of collecting stamps and he has given me his collection now.

My favourite hobby is dancing. I love dancing on slow and fast songs. It makes me really happy.

Write Well

The family sits together in the living room. Grandpa tells a story, and everyone listens to him. The little boy sits on the sofa. He is thinking about something. Mom sits next to him, and she covers her face to hide her smile. The girl laughs at grandpa’s story. The family is eating popcorn together.

Goodnight, Tinku

Read and Respond

1. a. walk

3. a. Tinku went for a walk.

b. The owl friend had big eyes and wings.

c. Tinku made four new friends that night.

d. Tinku left his new friends because he was feeling sleepy.

Think and Answer

1. a. i. On a farm b. iii. A tiny light c. ii. The leaves moving d. i. happy

2. Answers may vary. Suggested answer.

I think Tinku should play hide-and-seek with his friends. I say so because it would be fun to play this game in night. Some of his friends fly, while some walk so it will be an apt game for the different kinds of animals.

Big Idea

Answers may vary. Suggested answers are: Listen to nature sounds, count sheeps in mind, close eyes and think of something that makes him happy.

Pronounce Well

Students will read the words while putting stress on the highlighted syllables that make the long e sound.

a. leaves

Vocabulary

1. owls ees

bushes

b. seal, beach

c. tea d. leap

ControlCopy

birds potatoes

2. 3m 3mangoes 2d t i c s h h e 1dresses os l 2classes s

Across: 1. dresses   2. classes   3. mangoes Down:   1. dolls     2. dishes     3. matches

Go Grammar

1. a. A tiny light flew down!

c. Look at the round moon.

2. a. I saw tall trees.

c. I like to colour in with my orange crayon.

b. I have a brown dog.

d. There are five grasshoppers.

b. My birthday cake is round.

d. The teacher gave me five stars.

3. I see a red ladybug sitting on a green leaf. I count seven butterflies fluttering around the flowers. I like to run around the big garden.

Listen Well

Students will listen carefully and tick the following answers: a. iii. A forest   b. i. Ruby and Tim   c. ii. Carrots   d. iii. A pond   e. i. They always shared things.

Speak Well

Students will look at both the pictures carefully and then follow the example to say their answers. Answers may vary. Suggested answers:

The similarity in the pictures is that there is one unicorn, one sun and two clouds in each picture.

The differences in the pictures are: In one picture, the sun is smiling, one unicorn’s eye is closed, a flower is missing and one flower is different, the colour of the unicorns’ tails is different from earlier picture.

Write Well

Answers will vary. Students will read the clues and complete it with information about their friends.

The Boy and the Drum

Read and Respond

1. a. drum b. wood c. bread d. coat

ControlCopy

Across: Down:

1. potter 1. mother 2. washerman 2. singer

3. a. Gopi’s mother sells grains at the market.

b. The first-person Gopi meets, is an old man who is trying to light up a fire.

c. The singer is sad because he has to perform at a wedding but he doesn’t have nice clothes.

d. Gopi runs to his house at the end of the story because he has got a drum and now he is happy.

Think and Answer

Answers may vary. Suggested answer:

1. We learn to be kind and considerate from Gopi. If we are kind we do get rewarded in the end.

2. People Problem Solution

Mother She could not buy a drum for Gopi. She gives him a hollow piece of wood. The old man He could not light up a fire. Gopi gives him his dry wood.

Potter’s babyThe baby was hungry. Gopi gives her bread

Washerman He was upset because his pot had broken.Gopi gives him his pot.

Big Idea

Answers may vary. Suggested answers are:

I helped a small boy who was crying in the park. He couldn’t find his mother. I looked around the park with him and we found her. He was happy.

I helped a girl in my class. She dropped her food, so I shared my food with her. She felt very happy.

Pronounce Well

Students will read the words while putting stress on the highlighted syllables sound.

a. ship

Vocabulary

1. a. buzzes

2. a. Sarah’s

Go Grammar

1. a. He went for a walk.

ControlCopy

b. cheese

b. tick-tock

b. Adi’s

c. They looked sad and tired.

2. a. It

3. a. Yes

4. a. cannot

Listen Well

b. They

b. No

b. can

Students will listen carefully and write the following answers: a. T b. F c. T

Speak Well

c. phone

c. tweet-tweet

c. Ved’s

d. chalk

d. rustled

d. Meena’s

b. The baby bird followed us to the park.

d. I gave Rohan a bottle of water.

c. her

c. No

d. it

d. Yes

c. cannot d. cannot

T

Answers will vary. Students will follow the example and use the tips given to talk about their favourite thing in the classroom.

Write Well

Answers will vary. Students will use the given explanation and example to write a thank you note.

Kind Kinnu

Read and Respond

1. Papa – butters the bread

Ru – helps tie shoelaces

Pet – gives water to drink

Uncle – greets him

2. a. Kinnu laughs, learns from his mistake and wipes the milk.

b. At school, Kinnu plays with blocks, eats his food and also plays with his freinds.

c. Kinnu hugs Mumma tight and says “I love you”.

d. Kinnu is called kind because he takes care of hurt birds and his own pet.

Big Idea

Answers may vary. Suggested answers are:

I can help my father by helping him in chores like washing the car, dusting the house, watering plants. I can help my grandparents by fetching things for them, like their glasses, newspaper, glass of water, etc.

I can help my teachers by keeping my classroom clean, by helping them carry notebooks, by not making too much noise.

I can help my friend by carrying his school bag, playing games he can take part in, fetching things for him if needed.

Vocabulary

1. light still clock head

2. a. unclear b. unfair c. dishonest d. dislikes

Poetry Appreciation

There once was a little bear named Lou, With a heart so kind and true. Lou loved to help in every way. Spreading kindness every day.

When Lou saw a friend who fell, He would ask if they were well. With a warm hug and a gentle hand, Lou spread joy across the land.

Kind words were Lou’s special spell, Making everyone feel well. Helping others felt so right, It made Lou’s heart feel bright.

A Suitable Shell

Read and Respond

1. a. T b. F

T

2. a. Mili was looking for a new shell because she had lost her orange shell.

b. Instead of the purple shell, Mili found a chocolate wrapper.

F

c. Mili did not use the brown shell because it was too light and would fly away with the wind!

d. Toya said, “This new shell fits me better!”.

Think and Answer

1. Pink toe – 4 Groundnut – 5 Green shell – 6 Blue bottle cap – 2 Black snail – 1 Purple chocolate wrapper – 3

2. Answers may vary. Suggested answer: If we throw trash on the beach, it will become dirty. It will make the water dirty and animals who live in and around the water can also die.

Big Idea

Students will colour the pictures for a, c and d options.

Pronounce Well

Students will read the words while putting stress on the highlighted sounds. They will read the words, write them, identify and colour the picture for the words written.

Vocabulary

Students will circle the following words: grape   grass   hop   rope   shop   gas   peg shop—pic. no. 5   peg—pic. no. 3   grass—pic. no. 2   hop—pic. no. 1   gas—pic. no. 4

Go Grammar

1. a. smiles

b. hugs

c. plays

2. hard—harder  long—longer  light—lighter  bright—brighter

3. a. faster

Listen Well

b. longer

Students will listen carefully and write the following answers: walking  grazing  swimming  sleeping  eating

Speak Well

c. slower

d. swim

d. taller

Answers will vary. Students will follow the instructions and complete the task.

Write Well

Answers will vary. Students will use the given example and write a poem using letters of the word NATURE. Suggested answer:

Nice green trees grow so tall, Animals play, big and small.

Twittering birds sing so sweet, Under the sun, flowers greet.

Rain and rivers flow with grace, Earth’s a lovely, happy place!

The Golden Sun

Read and Respond

1. a. sun b. Earth c. sky d. health, happiness e. flowers

2. a. The sun is golden colour in the poem.

b. The poet asks the sun to shine down for the whole day.

c. The poet welcomes the sun’s rays because it is the life of birds, plants and everything else on Earth. Everything and everyone depends upon the sun.

d. The sun is very important because it gives happiness, health, strength and energy.

Big Idea

Answers may vary. Suggested answers are:

1. Plants won’t grow, and it will be cold in the park.

2. No warm sunshine will be there to make us bright, we’ll need a big light!

3. Air will feel cold and we would not be able to swim.

4. Our clothes will stay wet.

Vocabulary

1. Make a similar word search and circle all the marked words.

SNOWGT

JHKLAH CRAINU

2. wind—whoosh  thunder—boom  rain—pitter-patter  waves—splash  grass—rustle

Poetry Appreciation

Answers will vary. Suggested answers. a. yellow

round

Roopa and the Bloop

Read and Respond

1.

2. a. ii. Roopa gets ready for school.

b. i. Roopa raises her hand.

c. i. Roopa wins.

3. a. Bloop is special because he is Roopa’s imaginary friend.

b. Roopa feels happy when Bloop wakes her up.

c. To help Roopa get ready for school, Bloop tries to comb her hair.

d. Bloop tells Roopa silly jokes. She laughs so much that she does not even notice when she finished her fruit.

Think and Answer

1. Answers may vary. Suggested answer:

a. Bloop is like human friends because he is helpful. He runs with Roopa, tells her silly jokes which make her laugh, encourages her to answer in class.

b. Bloop is different from human friends as he is imaginary. He is not visible to others. He cannot share food with Roopa or hug her because he is a pretend friend.

2. Students will tick the following options:

a. Oh no! He will mess it up again.

b. Oh Bloop, you are so funny!

c. That is so kind of you, Bloop.

Big Idea

ControlCopy

Students will draw a picture of their imaginary friend and write details about it as mentioned.

Pronounce Well

Students will read the words while putting stress on the highlighted sounds.

a. bread b. dress c. dry

Vocabulary

1. Students will match the following words: afraid—scared bunny—rabbit shout—yell cry—weep

2. a. flour/flower

Go Grammar

1. a. an

b. son/sun

b. an

c. sea/see d. bare/bear

c. a d. an

2. I saw a magical forest in my dream. There was an owl in the magical forest. The owl was friends with an elephant. The elephant had a long trunk. Its trunk was like a magic wand.

3. a. under b. between c. in front of d. above e. behind

4. a. on b. on

Listen Well

Students will listen carefully and choose the following answers:

a. ii. Sparky

Speak Well

b. i. lamps

c. at d. in

c. ii. the next day d. ii. shooting stars

Answers will vary. Students will choose their favourite rhyme and recite it with actions and expressions. They can recite a rhyme from the list given or any other.

Write Well

Answers will vary. Students will use the given picture and write a story. Suggested answer: One day, Avi and Mia met a friendly dragon named Zuzu. They sat on Zuzu who then took them to Magic Lake and gave them a ride over the sparkling water. They played with glowing fish and found a treasure chest full of shiny stars! After a fun day, Zuzu flew them back to their home. "See you soon, Zuzu!" they said happily.

King Munch and Mr Wise

Get Set

Answers will vary. Here is a sample answer.

• Walking  

• Playing  

Read and Respond

ControlCopy

• Running  

• Basketball  

1. Fill in the blanks with words in the box.

a. King Munch ate junk food every day.

c. Mr. Wise lived on the other side of the mountain.

d. King Munch began to enjoy the fresh air on his walks.

2. Tick () the correct answers.

a. Why did King Munch visit Mr. Wise?

ii To get help with becoming healthy

• Swimming  

• Exercising  

b. King Munch’s clothes got very tight.

b. What did King Munch notice after he started walking every day?

ii His clothes were getting looser, and he could breathe better.

c. How did King Munch feel about exercising at the start of the story?

ii He hated it.

d. What did King Munch enjoy during his daily walks to Mr. Wise’s house?

ii The beautiful views

3. Answer the questions in one to two sentences.

a. What did King Munch do all day at the beginning of the story?

King Munch sat on his throne all day, eating junk food and not exercising.

b. What did the doctor say King Munch should do?

The doctor suggested that King Munch should eat less cake and more fruit and vegetables, and also exercise by playing badminton or running.

c. What did Mr. Wise ask King Munch to do? Why?

Mr. Wise asked King Munch to walk up the mountain every day because he couldn’t leave his house, but he could help King Munch become healthy if he did so.

d. Name three things that King Munch could do when he was healthy.

King Munch could tie his shoes, walk up the palace stairs, and fit into his throne.

Think and Answer

1. Fill in the table.

People

Where do they live?

Give two words to describe the place King munchIn a palace royal, grand Mr Wise On the other side of the mountainCalm, beautiful

2. On the left are things that the unhealthy King Munch would do. Write what would change after the King’s habits become healthier.

Unhealthy King Munch

What will a healthy King Munch do?

Gets tired and cannot walk up the mountainHe will enjoy walking.

Eats only burgers, fries, and candy He will eat fruits, vegetables, and healthy snacks. Cannot bend to tie his shoelaces

He will be able to tie his shoelaces easily. Always lies on his bed

Big Idea

He will be active and enjoy daily walks.

Dinner grilled paneer soup chapattis noodles

Breakfast poha jalebis muffin idlis sliced apples

Lunch salad chapattis pizza burger dal rice

Snacks mangoes almonds samosa bhel

Pronounce Well

• frock

• crayon

Vocabulary

grass

fridge

1. Use words from the story to fill in the gaps.

frame

grapes

Charlie Chew has eaten too much junk food and he is finding the race very tough. He has not even gone halfway, but he is already out of breath. Can you hear him panting and puffing?

2. Good habits help us stay happy and healthy. Put each habit into the right box.

Cleanliness habits

Study habits

Exercise habits brushing our teeth doing homework doing yoga taking a bath reading books running and dancing

Go Grammar

1. Correct this conversation between King Munch and Mr. Wise by adding commas, full stops, or question marks.

Mr. Wise: What did you have for breakfast today?

King Munch: I had brown bread, egg, melon, and a banana.

Mr. Wise: I had upma, poha, and dhokla.

2. Fill in the blanks with the correct form of the doing words.

a) King Munch sits on his throne every day.

c) King Munch walks up the mountain every day. d) They always talk about their favourite snacks.

e) King Munch’s clothes fit him well now.

3. Choose the correct words to fill in the blanks. The actions are happening now.

a) I am writing in my book now.

ControlCopy

b) Mr. Wise lives on the other side of the mountain.

b) They are running around outside.

c) Look, Nitesh is painting a beautiful picture. d) Ria is eating a healthy salad.

Listen Well

Listen carefully to the story and fill in the blanks with the correct words.

a. The man asked the villagers for some food to eat.

b. The man decided to make soup.

c. After the stone, the man added to the soup.

d. The second villager got some leaves for the soup.

e. The villagers learnt a lesson about cooking.

Speak Well

Answers will vary. Here is a sample answer.

Hello friends!

I wake up at 6:30 in the morning.

First, I freshen up and get dressed for school.

Then, I have my breakfast, usually cereal with milk.

After school, I relax and listen to music for about 30 minutes.

Next, I finish my homework and then go outside to play with my friends.

Finally, I go to bed at 10 o’clock to get a good night's sleep.

Write Well

Answers will vary. Here is a sample answer.

Karthik: Hi Rohit! Why did you not come to school yesterday? Are you okay now?

Rohit: I had a stomach ache. The doctor says it was due to germs.

Karthik: Yes! The doctor told me we should always wash our hands before eating. We should also wash our hands before cooking.

Rohit: You are right, Karthik! I will be more careful.

Karthik: Take care, Rohit. Goodbye!

Rohit: Thanks, Karthik. I will see you in school tomorrow!

Yummy Food, Healthy Food

Get Set

Answers will vary. Here is a sample answer.

Healthy food is good for our bodies and helps us grow strong. Fruit, vegetables, grains, pulses, beans, and nuts are all healthy food!

Tick () the pictures that show healthy food.

Name your favourite healthy food. DAL AND RICE

Read and Respond

1. Tick () the correct answers.

a) Which food makes our hearts strong?

i Apple 

b) Which food helps us fight a cold?

i Spinach

c) Which vegetable helps us see well?

i Carrot 

d) What is good for the brain?

i Apples

2. Answer the questions in one to two sentences.

ii Cabbage

ii Orange 

ii Onion

ii Nuts 

a) Why are bananas a good treat, according to the poem?

Bananas are a good treat because they give us energy.

b) Which vegetable from the poem has layers?

Cabbage has layers.

c) How does the poet describe yoghurt?

The poet describes yoghurt as creamy, cool, and white, and good for strong teeth and bellies.

d) What do we learn from this poem?

We learn that healthy food helps us stay strong, energetic, and healthy.

3. Read about the problems that the children are facing. Suggest which foods they should eat to solve their problems.

a) Aarna feels very tired and needs more energy to play hockey. Aarna should eat bananas.

b) Batul has trouble with her tummy and cannot eat much. Batul should eat cabbage.

c) Darpan feels dizzy and needs something to help his blood flow better. Darpan should eat spinach.

Big Idea

Answers will vary. Here is a sample answer.

The dish I made is: Fruit Salad

I used: Apple and Banana from the poem for this dish.

To make this dish, I had to:

1. Cut the apple and banana into small pieces.

2. Mix the pieces in a bowl.

3. Add a little honey and stir gently.

Vocabulary

a) bean sounds like green

b) peach sounds like beach

c) carrot sounds like parrot

d) grain sounds like train

Poetry Appreciation

Answers will vary. Here is a sample answer. Make the poem longer by writing about other kinds of healthy food! Fill in the blanks with words in the box.

Juicy grapes, both red and green,

Full of vitamins, bright and clean!

Golden dal, so warm and bright,

Gives us strength and feels just right!

Onions, such a pretty treat, Keep us cool and beat the heat!

These foods help us feel so strong, They give us energy all day long!

Now, write the pairs of rhyming words from the poem.

• green - clean

• bright - right

• treat - heat

Their Fluffy Best Friend Get

Set

Answers will vary. Here is a sample answer.

Tick () the things you would like to do if you had a pet.

ControlCopy

Feed it

Take it for a walk

Train it

Hug it

Read and Respond

Play with it

Watch TV together

1. Match the people in the story and their actions.

People

Isha and Nakul thought of the name Fluffy.

Exercise habits

Aai and Baba asked for a puppy at the breakfast table. Nakul told the kids they were getting a puppy. Baba said that puppies need a lot of love.

2. Choose and then write the correct answers in the blanks.

a. Isha and Nakul promised to take care of a real pet by iii taking it for walks every day

b. ii Baba said puppies needed training.

c. Nakul and Isha convinced their parents to get them a pet by ii showing that they can take care of a pet

d. The toy dog’s name was ii Fluffy

3. Answer the questions in one to two sentences.

a. What do Isha and Nakul want?

Isha and Nakul want a puppy.

b. Baba says puppies need to be trained. What do Isha and Nakul say?

Isha and Nakul say they will train the puppy and be the best puppy trainers ever.

c. When Aai says that puppies have muddy paws and fur, what do Isha and Nakul say?

Isha and Nakul say they will clean up and mop the floors.

d. Why do Aai and Baba decide to get a pet dog for Isha and Nakul in the end?

Aai and Baba decide to get a pet dog because Isha and Nakul showed they can take care of a pet.

Think and Answer

Read the actions of people in the story. Think of the story and tick () what they could be thinking.

1. Isha gave her soft toy puppy a bath in the sink.

ii Aai and Baba will see that I can take care of a real puppy.

2. Isha and Nakul made a list of what they needed for a puppy.

i It will need a puppy bed and puppy food.

3. Isha and Nakul pretended to take Fluffy for a walk.

ii I wish we had a real puppy.

4. Aai and Baba told the kids that they had decided to get a puppy.

i I hope they take good care of the puppy!

Big Idea

Answers will vary. Here is a sample answer.

1. If you could have a pet at home, which pet would you like?

I would like a dog.

2. What would you name your pet?

I would name my pet "Buddy."

3. Write two ways in which you would take care of your pet.

• I would feed my dog every day.

Pronounce Well

Write an ou word for the pictures.

• house

Vocabulary

ControlCopy

cloud

• I would take my dog for walks and play with it.

couch

1. Unscramble the letters and write the sounds the animals make.

a. The bear gave a low (gorwl) at the deer.

b. The duck went (aqukc) as it swam in the pond.

c. The kitten began to (urrp) when I petted it.

d. I can hear the owls (ooht) at night.

bounce

2. How do these animals move? Find the words in the word grid and fill in the blanks.

ControlCopy

hop

Go Grammar

1. Match the pairs to form sentences. Circle the doing words.

People

Fluffy are very cuddly. Puppies is a soft toy.

Aai are ready for a pet.

The children am a lucky girl.

Exercise habits

I is worried about her new couch.

Correct sentences:

• Fluffy are very cuddly.

• Aai are ready for a pet.

• I is worried about her new couch.

• Puppies is a soft toy.

• The children am a lucky girl.

2. Use is, am, are, do, and does correctly in the questions.

a. Are they in the park?

c. Is Aai worried about cleaning?

e. Does the puppy drink milk?

3. Fill in the blanks with the correct joining word.

a. Nakul and Isha will feed the new puppy.

c. Do you want to play or go for a walk?

Listen Well

b. Do Isha and Nakul eat breakfast together?

d. Am I getting a new pet?

b. Puppies are sweet but messy.

d. Baba is tired but happy.

Listen carefully to the text and number the sentences in the proper order.

1. First, you need a clean tank.

2. Next, fill the tank with clean water.

3. Then, place colourful rocks and plants at the bottom.

4. You are now ready to put in fish that can live together.

5. Feed your fish once or twice a day.

6. Taking care of a fish tank is easy and fun.

7. Enjoy your new fishy friends!

Speak Well

Answers will vary. Here is a sample answer.

Ayan: Hi, Alia! Do you have pets?

Alia: Yes, I have a cat. Its name is Whiskers.

Ayan: Do you have pets?

Alia: No, I don’t.

Ayan: Which is your favourite animal?

Alia: I love turtles. I think they are very calm and slow.

Ayan: If you could have a pet, which animal would you choose?

Alia:

I would choose a bird. They are colourful and fun to watch!

Ayan: That is great!

Write Well

Answers will vary. Here is a sample answer.

One day, Dotty decided not to give up. She flapped her wings even harder, and with a lot of practice, she began to rise up into the sky! Dotty was so happy! She flew around the pond and showed all the other birds that with patience, anything is possible!

I Have Many Pets

Get Set

kitten

fish

puppy

parrot

rabbit

goat

Read and Respond

1. Tick () the correct answers:

a. What does the dog do in the poem? i It barks and chews socks.

b. What does the kitten do when the speaker is asleep? ii It runs through the house.

c. Where does the parakeet eat seeds? iii In the tree.

d. When does the cow munch the grass? i In the morning.

e. What sound does the owl make at night? iv hoo-hoo.

2. Answer the questions in one to two sentences:

a. Which pet is like a mouse? Why?

The kitten is like a mouse because it is quiet and sneaky

b. How does the poet feel about his pets?

The poet loves his pets and finds them silly and fun.

c. Why does the poet call his house a zoo?

The poet calls his house a zoo because he has many different pets doing various funny things.

d. Is the parakeet in a cage? How do you know?

No, the parakeet is not in a cage. It eats seeds in the tree and flies freely.

Big Idea

Answers will vary. Here is a sample answer.

Think about the ways pets, like cats and dogs, can help people. Write two ways.

1. Pets like cats and dogs can help people feel happy and less lonely.

2. They can also help people stay active by playing and going for walks.

Vocabulary

Animals have different body parts like we do. Look at the pictures and fill in the blanks using the words in the box.

a. The bird uses its wings to fly.

b. The tiger has long whiskers on its face.

c. The bear uses its sharp claws to climb the tree.

d. The kitten’s soft paws leave little prints on the floor.

Poetry Appreciation

Fill in the gaps to complete the poem. Use the action words in the box.

Answer:

In our house, we have a zoo, Pets that do so much, it’s true.

Cats that jump and dogs that trot, Fish that swim and have some fun.

Cute little bunnies that hop, Birds that fly and sing a song.

Ducks that waddle on their flat feet, When I call, they’re ready to eat.

Frogs that leap with happy feet, Chickens peck and love to eat.

Horses run, they do not race,

Goats that climb all over the place. In our house, we laugh and play, With pets around, it’s a great day!

Every pet moves in a special way, And, in our house, they’re here to stay!

The Turtle Who Could Not Stop Talking Get Set

It is important to listen carefully when someone talks to us. Circle the pictures that show good listening skills.

Listen to your teacher when she is explaining something.

Talking at the same time as your friend.

Looking at your friend when they are speaking.

Read and Respond

1. Write True or False.

Talking on the phone when your friend is speaking.

a. The turtle became friends with two ducks. False

b. The geese did not want the turtle to talk during the journey. True

c. The turtle fell because he was too heavy for the geese to carry. False

d. The turtle’s shell broke when he fell to the ground. True

2. Put the events in the correct order by numbering them 1–5.

1. c. The turtle met the geese and they became friends.

2. e. The geese asked the turtle to travel with them to their home.

3. a. The geese told the turtle to hold onto a stick with his mouth.

4. d. The children laughed at the turtle because the geese carried him.

5. b. The turtle talked and fell, breaking his shell.

3. Answer the questions in one to two sentences.

a. Where did the geese want to take the turtle?

The geese wanted to take the turtle to their beautiful home far away

b. Why did the turtle say he could not go home with the geese?

The turtle said he could not go with the geese because he had no wings.

c. How did the geese carry the turtle?

The geese carried the turtle by having him hold the middle of a stick with his mouth.

d. Why did the turtle fall?

The turtle fell because he talked, and when he opened his mouth, he lost his grip on the stick.

Think and Answer

Answers will vary. Here is a sample answer.

1. What did the turtle learn at the end of the story?

The turtle learned that he should not talk when told to stay quiet. If he had stayed quiet, he would not have fallen.

2. What do you think would have happened if the children did not laugh at the turtle?

If the children did not laugh at the turtle, he would have stayed calm and not opened his mouth. The turtle would have safely reached the geese’s home without falling.

Big Idea

Answers will vary. Here is a sample answer.

In the story, if the turtle had listened to the geese, he would have been safe. Like the turtle, we must also listen to others and follow rules to stay safe. Can you think of some rules that keep you safe in the places given below?

On the school playground:

1. Play carefully and don’t push others.

2. Wait for your turn on the slide.

3. Always listen to the teacher

At the market:

1. Hold your parent's hand.

2. Don’t run in the market.

3. Stay close to your family.

Pronounce Well

Say these words aloud and write them in the correct th group.

Soft th (as in three) Hard th (as in that) think weather thief Earth

Vocabulary

a. STORY

• I like reading a story before bed.

b. CHARACTER

• The character in the book is very kind.

c. TALES

• Grandma tells us funny tales.

d. PICTURES

• The book has beautiful pictures.

Go Grammar

1. Choose the words from the box that can be used instead of the underlined words.

a. Myra was on her way to school when she saw a strange thing.

b. Two geese were in the air. They

c. Mr Turtle was on the ground. He

d. My friend and I were worried. We

e. The shell of the turtle was cracked. It

2. Use was or were to fill in the blanks.

a. The merchant was angry.

b. Birbal and his friends were.

c. A thief was in the merchant’s house.

d. Birbal’s plan was clever.

e. My friends and I were there when the thief was caught.

3. Rewrite the story starting with the words given. Change the underlined words into the past.

One day long ago, a woodcutter saved a snake in the forest.

The snake was so happy, it gave the woodcutter a magic purse. Every time he opened the purse, it was full of money. The man and his wife were rich and helped others.

Listen Well

Answers will vary.

Speak Well

Birbal went to a rich man to complain.

A rich man had a problem.

Someone in the man’s house was a thief.

The man didn’t know who the thief was.

Birbal gave everyone a stick.

Birbal gave a stick to everyone in the house.

He said the thief’s stick would grow by 2 cm.

Birbal told everyone that the thief’s stick would grow by 2 cm if they were the thief.

The next morning, Birbal found the thief.

The next morning, Birbal found the thief because his stick had grown by 2 cm.

The thief had cut off 2 cm from his stick.

The thief had cut off 2 cm from his stick, thinking it would prevent it from growing.

Write Well

Answers will vary. Here is a sample answer.

1/26, Amaar Block

Banglore 134567

13 March 2025

Hi Anna,

Remember when we used to read stories together? Recently, I read a story called "The Little Red Hen". It is about a little hen who wants to bake bread but none of her friends will help her, so she does it all by herself. Let’s read together again soon. Thank you for being my friend. You are the best for being so kind and helpful. I hope you have a great day.

Your loving friend, Liam

Workbook

Self and Family

Read and Respond

1. a. happy b. beach c. garden d. sandcastle

2. a. ii. sad b. ii. happy c. iii. excited

3. Answers may vary. Students will read the text and complete the statements.

Pronounce Well

Vocabulary

spoon

1. buzzcreakpopwhirr

2. Create the same crossword and add the words. Down: 1. Aunt

Brother

Uncle Across: 1. Sister

Grandmother

Go Grammar

1. a. river b. trees

2. a. Tim is my cat.

c. This country is India

c. garden, flowers d. mother

b. Lily has three children.

d. Mr Das is a soldier.

3. a. The family eats sandwiches at the beach. b. The children look happy.

c. They are putting some sand in buckets.

e. There is a lot of water.

d. They have five buckets.

4. a. chairs b. mango c. pudding d. lamps e. air

Listen Well

Students will listen to the text and write the following.

Speak Well

Students will follow the example conversation and talk about themselves and their family.

Write Well

The family works together on washing day. The mother puts the clothes in the machine. The daughter helps her mother sort the clothes. The son gives his father the clean clothes from the basket. The father hangs the clothes on the washing line. If everyone helps, the job is done quickly.

Friendship

Read and Respond

1. a. i. To her grandmother’s house

b. ii. his father

c. ii. A boy and his father

d. i. Hide-and-seek

e. i. They shared their snacks.

2. b. I played hide-and-seek with my new friend, Rehan.

3. Answers may vary. Students will answer the questions based on their individual experiences and thoughts.

Pronounce Well

a. please b. team c. teach d. dream e. clean

Vocabulary

ControlCopy

a. dogs - bones

d. students - benches

Go Grammar

b. friends - boxes

e. dolls - dresses

1. Students will circle the following words using the colour codes mentioned in book.

a. green crayon - red

c. brown crayon - four

b. blue crayon - big

d. green crayon - whitee. red crayon - square

c. foxes - rabbits

2. a. tall b. three

c. green d. round e. rectangular

3. a. yellow b. three c. tall d. blue e. round

ControlCopy

Listen Well

Students will listen to the text carefully and write the names against the person. Speak Well

Students will look at the pictures carefully and spot the differences. Answers include:

Shape of belt is different, socks are different, in one picture instead of spider a bat is shown, one star is more, smiling face from broom is missing, one mark is extra on cat’s back.

Write Well

Answers will vary. Students will read the clues and complete it with information about a fun day with their friend.

Kindness

Read and Respond

1. a. i. A tiny kitten

b. iii. By giving it milk c. ii. Safe

d. i. The kitten’s mumma e. iii. Proud and happy

2. a. Mia hears a soft meow.

b. The little kitten looks scared and hungry.

c. Mia brings the kitten inside her house, gives it some milk and cuddles it. She also makes a cozy bed for it with a soft blanket and gives it some toys to play with.

d. Mama cat runs towards the kitten and licks it.

3. Answers will vary. Suggested answers are: We can be kind to animals in summer by keeping water and food in small bowls. We can also make some bird houses or temporary animal shelters in places which are shaded from the sun.

Pronounce Well

a. shirt b. dolphin c. chips d. push e. trophy

Vocabulary

1. a. tring b. click c. roars d. crash e. splash

2. a. It is Sam’s bike.

b. It is Emma’s doll.

c. They are the baker’s cookies. d. It is the teacher’s computer. e. It is Bruno’s toy.

3. happy – unhappy obey – disobey safe – unsafe respect – disrespect

4. a. unhappy

Go Grammar

1. Students will circle the following words.

b. unsafe c. disobey d. disrespect

a. She b. We c. He d. me

2. a. They give food to the poor. b. We fed a stray dog and cat.

c. The dog plays fetch with him. d. The father finds a vet for it.

3. a. can b. can c. can d. can/cannot e. can/cannot

Listen Well

Students will colour the boxes in front of sentences a, c, and d (Red) and b and e (Green).

Speak Well

Students will use the hints given in the hints box and the example given to tell a friend about their favourite gift.

Write Well

Answers will vary. Students will use the template given and the points to remember to complete the task.

Nature

Read and Respond

1. a. T b. F c. F d. T e. T

2. a. The sun is shining bright and high.

b. The poet says that the trees are tall and their leaves are green.

c. The rocks and pebbles are all around the river.

d. The butterflies flutter in a light and free manner.

3. Answers will vary. Suggested answers are:

I enjoy collecting fallen leaves.

I enjoy watering plants and see flowers bloom.

Pronounce Well

a. blocks b. plane c. blink d. plant e. fly

Vocabulary

1. Answers may vary. Suggested answers are:

a. Pot Split b. Fly Butter c. Man Mount d. Ant Plant

2. Pic. 1—Seasons Pic. 2—Summer Pic. 3—Winter Pic. 4—Spring Pic. 5—Autumn

a. seasons b. winter c. summer d. spring e. autumn

Go Grammar

1. a. stop b. plant c. hunt d. soar e. flow

2. a. denser b. darker c. sweeter d. bigger e. thicker

3. Answers may vary. Suggested answers are:

a. The boy is younger than the man.

b. The giraffe is taller than the tree.

c. The mouse is smaller than the cat.

d. The knife is sharper than the axe.

4. a. cleaner b. thinner c. quicker d. nearer

Listen Well

red bus

funny monkeys old farm house

clear blue lake colourful birds tall trees

bright stars beautiful flowers colourful fish

Speak Well

Students will follow the instructions and example given to talk about three exercises and how they do them.

Write Well

Answers will vary. Suggested answer:

Every tree gives us fresh air.

Animals and birds live everywhere.

Rivers flow with water so clean.

Take care of Earth, keep it green!

Happy Earth means happy you!

Imagination and Fantasy

Read and Respond

1. a. False b. True c. True d. False e. True

2. a. Imagination waits for you in a place where dreams come true.

b. Answers may vary. Suggested answers: The child imagines being a knight and a pirate.

c. The child can visit a magic land.

d. Answers may vary. Suggested answers: It means that the child thinks of all the adventures he can have. His imagination makes him think of many different kinds of adventures.

3. Answers will vary. Suggested answers are:

I will wish for a flying car which can take me to different places. I will also wish for a magic pot of food which I can use to feed all who are hungry. Lastly, I will wish for a magic brush from which I can paint things that can come to life. Using it I can paint all the things that I dream of.

Pronounce Well

a. dream b. brain c. dragon d. brick e. drum

Vocabulary

1. a. noisy b. huge c. smooth d. shiny e. courageous

2. a. pear b. blew c. two d. tail e. write

Go Grammar

1. a. the b. the c. an d. The e. a

2. Students will tick the following options.

a. The cat is under the table.

b. The boy is between the balls.

c. The girl is standing in front of a box.

d. The bird is flying above the trees.

e. Rohan was hiding behind the box.

3. a. in b. in c. on d. at e. on

Listen Well

1. b. The Magic Tree 2. a. Its branches

3. c. The colourful flowers 4. b. Thank you

Speak Well

Students will follow the instructions and sing the rhyme given in the book.

Write Well

Answers will vary. Students will use the template given and the points to remember to complete the task. Sample answer:

Name the animals:

1. Foxy

2. Coco

Where are they?

They are at a fair in the forest.

List the things they do together:

1. They rode bicycle and scooter

2. Played games

3. Ate ice-cream

4. Got candies and balloon.

Story: Foxy the fox and Coco the crocodile were best friends. They were very excited as they were going to the Forest Fair. Foxy rode his blue bicycle, and Coco zoomed on his orange scooter. One reaching the fair, they played games, ate ice-cream and even bought some candies. Coco got a a big purple balloon which he tied to his wrist. "Let's race to the big oak tree!" Foxy cheered. They sped down the path, laughing. Suddenly, a gust of wind blew Coco’s balloon up, up, and away! "Oh no!" Coco cried, watching it float high. But Foxy pedaled fast and caught it just in time. "You're the best, Foxy!" Coco grinned.

Health and Well-Being

Read and Respond

1. Write T for True and F for False.

a. Arjun wakes up feeling sick on a cold day. F

b. Diya tells Arjun that he is not feeling well because he eats too much junk food. T

c. Arjun loves sweet treats. T

d. Diya brings Arjun a bowl of fruit. F

e. Arjun likes the vegetable salad. T

2. Write a number from 1–4 to arrange the events in the right order.

a. Arjun eats the salad.   1

c. Arjun asks for more salad.   4

Pronounce Well

1. Fill in the blanks using "fr " or "gr".

ControlCopy

Frank has a dog.

The dog is red. Fred is green.

Frank and Fred are friends. They go to the farm.

At the farm, they meet Grace. Grace gives them juicy grapes.

b. Arjun feels sick.   2

d. Diya brings Arjun some salad.   3

Fred likes grapes. They sit on the grass. They see a grey goat at the farm.

ControlCopy

Vocabulary

1. Fill in the blanks with the correct rhyming words.

a. See that your hands are clean before eating your food.

b. Yellow bananas give us energy.

c. Green leafy vegetables are good for our eyes.

d. Healthy food keeps us fit.

e. We should always eat fruit and vegetables.

Go Grammar

1. Rewrite the following sentences using capital letters, commas, and full stops.

a. My kitten likes to eat fish, rice, and biscuits.

b. Is this your tiffin box?

c. Seema and Ranu cook healthy food together.

d. I like to eat poha.

e. My grandmother likes coconut water, mango shake, and guava juice.

2. Write SP for the simple present sentences and PC for the present continuous sentences.

a. Rohan exercises every morning.  SP

b. Radhika is washing her hands in the bathroom.  PC

c. We play for an hour in the afternoon to stay fit.  SP

d. They are busy cleaning their room.  PC

e. We eat dinner at 7 o’clock.  SP

3. The family cooks together every day. Write sentences about what each one does.

a. Mother: Mother stirs the vegetables in the pan.

b. Father: Father chops the onions and garlic.

c. My brother: My brother cuts the carrots.

d. My sister: My sister peels the potatoes.

e. My brother and my sister: My brother and my sister help set the table.

4. Use the words in the box to say what is happening in the pictures right now.

a. Raj looks at the salad.

b. Mother tells him to eat it.

c. Raj cries loudly.

d. Raj fills his mouth with chips.

e. Raj says he will not be naughty again.

Listen Well

Listen carefully to the text and fill in the blanks.

a. The vegetables were having a meeting in the garden.

b. The Carrot said that it was the best.

c. Broccoli said that it kept people strong and healthy.

d. The Tomato said it was juicy and full of vitamins.

e. The vegetables felt very proud.

Speak Well

1. First, I wake up and help my mom make breakfast.

2. Next, I eat breakfast and get dressed.

3. Then, I go to the park and play games.

4. After lunch, I watch a movie with my family.

5. Finally, I read a book and go to bed. Answers may vary. This is a sample response.

My Sunday Routine:

1. First, I wake up and brush my teeth.

2. Next, I eat breakfast with my family.

3. Then, I play outside with my friends.

4. After lunch, I read my book.

5. Finally, I go to bed at night.

Write Well

Answers may vary. This is a sample response.

Father: Chinnu, it is time to cook.

Boy: What are we cooking today, Dad?

Father: We will cook some healthy vegetables and rice.

Boy: Can we also make a fruit salad?

Boy: I feel happy when we cook together.

Father: I’m glad you like it, Chinnu! Cooking healthy food is fun, and it helps keep us strong and healthy.

Pets

Read and Respond

1. Fill in the blanks:

a. Kittu was feeling sick.

b. Tara and Anil decided to take Kittu to the vet.

c. Anil carried Kittu gently to the vet.

d. Dr Patel checked Kittu carefully and gave her medicine to help her feel better.

e. Tara carried Kittu home.

2. Use your imagination and choose what will happen next:

a. Kittu finds a new kitten friend in the garden.

ii. Tara and Anil play with both kittens.

b. Kittu turns one year old.

i. Tara and Anil have a birthday party.

c. Kittu has lost her favourite toy.

ii. Tara and Anil look for the toy.

d. Kittu learns a new trick.

i. Tara and Anil clap and smile.

3. Tara and Anil take their kitten to a vet.

a. Tick () the correct picture of a vet.

Pronounce Well

Fill in the blanks with the correct words from the hint box.

a. I can count up to 100.

b. The ground was wet after the rain.

c. Do not shout in the classroom.

d. My mother feels proud when I win a race.

e. This is a round coin.

Vocabulary

1. Different animals make different sounds. Unscramble the letters to form words. Match the pictures and the sounds.

a  culkc:

b  aab:

c  oofw:

d  cihpr:

cluck baa woof chirp

2. Fill in the blanks with words related to the animal’s body parts:

a. A lion has a mane around its neck.

b. A rhino has a horn on its nose.

c. A turtle has a shell to protect its body.

d. A bird uses its beak to eat and sing.

e. A monkey swings from trees using its tail.

Go Grammar

1. Circle the naming part and underline the doing part in each sentence.

a. The little kitten is soft.

b. The kids love animals.

c. A fox is a clever animal.

d. Ankit feeds his dog on time.

e. It is hot today.

2. Write S for Sentence and Q for Questions.

a. Q Is this your pet dog?

b. S Nita gives Softy, her rabbit, carrots.

ControlCopy

c. Q Do you like playing ludo?

d. S Browny is a big brown dog.

e. Q Are you happy or sad?

3. Read the sentences and write the questions using is, are, do and does.

a. Raghini is cleaning the fish tank. Is Raghini cleaning the fish tank?

b. Neel feeds the stray animals. Does Neel feed the stray animals?

c. They are playing with Bruno. Are they playing with Bruno?

d. Loui and Sky are my pets. Are Loui and Sky your pets?

e. Nisha and Rohan want a pet. Do Nisha and Rohan want a pet?

4. Make the pairs into one sentence/question using and, or, but.

a. I like dogs and I like cats.

b. Is this a dog or is this a wolf?

c. We can climb up or we can climb down.

d. Baba is cooking and Baba is humming.

e. Raj wants to go right but Priya wants to go left.

Listen Well

Listen carefully to the text and number the sentences to show the correct order.

1. Bella and Mr Kumar were walking in the street.

2. Mr Kumar slipped and fell.

3. Bella barked loudly

4. People rushed over to help Mr Kumar.

5. Mr Kumar thanked the people.

6. Mr Kumar patted Bella on the head.

Speak Well

Answers may vary. This is a sample response. Good morning, Dr. Patel.

My name is Sara, and this is my dog, Max. Max has been coughing and seems very tired. He also isn’t eating as much as usual. I’m worried about him and would like your help.

Write Well

Answers may vary. This is a sample response. Mia decided to carefully pick up the egg and put it in a small box. She took the box to her mother and showed it to her. Together, they looked for the bird's nest in the tree. Mia's mom helped her place the egg back into the nest. The next day, Mia saw the baby bird hatching! Mia was so happy to have helped the bird.

Chapter 8: Folktales

Read and Respond

1. Choose the correct options.

a. What did the ant do all summer?

i. He stored food for winter.

b. How did the grasshopper spend his time in summer?

iii. He sang and danced.

c. What did the ant ask the grasshopper to do?

iv. To work hard and store food.

d. Why did the grasshopper shiver outside in the snow during winter?

ii. He was looking for food.

e. What lesson did the grasshopper learn from the ant?

iii. The importance of hard work and planning.

2. Think of a time when you did not follow a rule. What happened? What did you learn?

a. A time when I didn’t follow a rule:

I didn’t clean my room when my parents asked me to.

b. What happened:

My room became messy, and I couldn’t find my things when I needed them.

c. What I learnt:

It’s important to follow rules so that everything stays organized and easy to find.

Pronounce Well

Fill in the blanks to complete the sentences:

a. My little sister is three years old.

b. This is a very thick book.

c. I love my mother and father.

d. We will go for a swim and have lunch then.

e. There was thunder and rain last night.

Vocabulary

Read the clues and find the words in the word grid.

a. Princess (She lives in a palace and is a daughter of the king.)

b. Witch (A bad woman in stories who can do magic.)

c. Hero (A person who does good things.)

d. Dragon (A fire-breathing creature in a folktale.)

e. Fairy (A good magical woman with wings.)

f. Giant (A big dangerous person in a story.)

Go Grammar

1. Tick () the correct sentences.

a. I saw a blue bird. It was so beautiful.

b. I saw the race between a tortoise and a hare. They were both good.

c. The boy was foolish to shout, ‘Wolf! Wolf!’

d. I saw you act out the story. You were good.

e. Grandma read us a story. We were excited.

2. Rewrite the sentences to make them about the past. Use was and were.

a. Tanya and Soham were in a jungle.

b. Tina did not eat her lunch. She was very hungry.

c. The children heard a horror story. They were scared.

d. Rapunzel had long hair. She was beautiful.

e. Jack’s mother threw the seeds away. She was angry.

Listen Well

Listen carefully to the beginning of a story. Think about what will happen next in the story. Take turn to complete the story. Answers may vary.

Pip, the bird loves to sing. Every morning when the sun comes up, Pip sings a beautiful song. But one day when Pip opened her beak she could not sing. She was worried. Then, Pip rested for a while. The next morning, her voice was back, and she sang happily!

Speak Well

Answers may vary. This is a sample response. Once there was a little cat named Whiskers. One day, Whiskers went to a garden. Then, Whiskers saw a butterfly and wanted to catch it. After that, Whiskers chased the butterfly around the garden but couldn’t catch it. Finally, Whiskers decided to rest under a tree and watch the butterfly fly away happily. The end!

Write Well

Answers may vary. This is a sample response. 123, Park Street

Kolkata, 700001

12th February, 2025

Hi Rahul,

How are you? I am writing to ask you for a book suggestion. I know that you like reading very much. I have just read a book called The Lion and the Mouse. I liked the story because it was about friendship and kindness. Can you please suggest some storybooks I can read? I hope you have a great day! I will wait to hear from you.

With love,

Riya

1. Don't Wake the Baby

Listening Texts

Page No. 13

Raj loves his family very much. One day, Raj goes to a fair with his mother, father, and little sister. Raj wins a brown teddy bear. Raj’s sister gets cotton candy. They buy four colourful balloons. Raj and his family munch on popcorn. They have a wonderful time together.

2. Goodnight, Tinku

Page No. 24

In a big forest, there lived a rabbit named Ruby and a turtle named Tim. Ruby was very fast, and Tim was very slow. But they were best friends and they played together every day. One day, Ruby found some juicy carrots. She shared them with Tim. Tim found a cool pond and showed it to Ruby. They were happy because they always shared things and had fun together.

3. The Boy and His Drum

Page No. 36

Once, Nita, a young girl, found a hurt bird. She gently took it home and cared for it. She helped it get better. The bird had magical powers. It gave Nita a golden feather. The feather brought her family good luck and happiness. Nita learnt that kindness always brings good things.

5. A Suitable Shell

Page No. 54

Aarav and Meera are visiting a farm. They pass a big horse walking down the road. A cow is grazing in the field. There are many ducks swimming in the pond. The farmer’s daughter calls them to the house for an ice cream. They see a huge cat fast asleep on the mat. In the corner, the naughty dog is eating the cat’s food. Aarav and Meera like animals and they enjoy their day at the farm.

7. Roopa and the Bloop

Adventures with Sparky the Star

Page No. 74

Lily: (smiling) Of course! Let's visit him tomorrow night!

Emy: (thoughtfully) Do you think Sparky knows where shooting stars come from?

Lily: (thinking) Maybe! Let's ask him when we see him.

8. Kind Munch and Mr Wise

Page No. 87

Once, a hungry man arrived in a village where people never shared their food. He asked everyone for some food to eat, but they refused. So, he decided to make stone soup. He filled a pot with water, placed it over a fire, and added a smooth stone.

The curious villagers asked him what he was making.

‘Stone soup,’ he said, ‘but it would be even better with a carrot.’ One villager brought a carrot.

‘Some potatoes would make it perfect,’ the man said. Another villager brought potatoes.

More villagers gave beans, onions and other vegetables.

ControlCopy

Lily: (excited) Today, Sparky the Star told me the secrets of the night sky!

Emy: (curious) Wow! What did Sparky say?

Lily: Sparky said that the stars are tiny lamps for fairies. And planets are the homes of aliens!

Emy: (amazed) That's amazing! Can I meet Sparky too?

Soon, the pot was filled with a delicious, healthy soup. The man shared the soup with everyone. The villagers enjoyed the soup. They learned that by sharing, they could create something wonderful.

10. Their Fluffy Best Friend

Page No. 107

Having a fish tank at home can be exciting! Taking care of a fish tank is easy and fun. Here are a few ideas. First, you need a clean tank. Put some colourful rocks and plants at the bottom, and fill the tank with clean water. Next, choose fish that can live together happily. Ask an adult to help you choose the right ones. Feed your fish once or twice a day.

Enjoy your new fishy friends!

12. The Turtle Who Could Not Stop Talking

Page No. 123

Once upon a time, there was a puppy. The puppy loved to play in the garden. One day, the puppy found a shiny, red ball...'

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.

ISBN 978-81-983195-8-6